Founded in 2024, the Journal of Diversity and Equity in Educational Development (JDEED):

(1) publishes educational development scholarship that centers minoritized groups and/or inquiries into diversity, equity, inclusion, belonging, and social justice theories and practices; and 

(2) implements practices and policies to diversify academic scholarship by supporting educational developers from historically minoritized backgrounds at various stages in their writing career with resources needed to advance their research projects and interests.

The larger goal of JDEED is to disseminate high-quality texts that help to expand and redefine what counts as scholarship within our field and who counts as a scholar. Therefore, JDEED pairs publishing with scholarly engagement opportunities in order to center the narratives, voices, practices, and knowledges of minoritized peoples; demystify academic publishing; and create pathways to publication and leadership with educational development scholarship for groups historically underrepresented in this field. 

Some defining features of JDEED include:

• Accepting a variety of article types to welcome contributors of different interests and experience levels, such as commentaries (short op-ed pieces) and conversations (dialogues about ideas in the field), in addition to empirical research articles;

• Demystifying the writing and publication process by featuring sections such as “From Draft to Manuscript,” reflection pieces in which contributors share their writing practice and process; 

• Committing to recruiting and mentoring Associate Editors who may not necessarily have extensive experience with academic publishing; 

• Offering scholarly engagement resources and opportunities such as an informal bi-weekly Writing Circle to provide structure and community for writers, drop-in hours, and a “Meet the Scholar” series featuring prominent thinkers in our field; 

• Developing and/or sponsoring scholarly engagement opportunities, such as the JDEED-OpEd Project Commentaries Fellowship, co-sponsoring the Christine A. Stanley Award for Diversity and Inclusion Research in Educational Development, and relaunching the POD Academic Writing Scholars Program to provide writers from historically underrepresented groups and institutions the tools, resources, and recognition needed to advance their projects; 

• Providing guidance and training for reviewers so that they may provide developmental, constructive, and asset-based feedback to writers; and 

• Facilitating conversations about how this journal might serve all members of our community, particularly those working in spaces hostile to DEIB efforts. 

* We use the term “minoritized,” rather than "minority,” to draw attention to the structural, historical, and ideological processes and practices that (1) transform groups of individuals, such as BIPOC individuals, women-identified people, people with disabilities, and LGBTQIA+ individuals, into coherent social and political groups and (2) has historically and systematically restricted the rights and opportunities of individuals in these groups based on these socially constructed identities. Minoritization is not determined by numerical representation; rather, it occurs across various contexts regardless of whether these groups constitute a demographic minority or majority. Please see these two resources [link and link] for more information.