International Studies in Sociology of Education is a high quality and forward-thinking international peer-reviewed journal. Founded in 1990, the journal has become a leading journal of the discipline internationally.
The Journal aims to:
Publish original papers of international significance which present creative, rigorous and critical perspectives in the sociology of education.
Lead critical, innovative and reflexive thinking, acting as a catalyst for future research, policy and practice in the field.
Highlight new and emerging debates on educational issues of sociological interest, as well as moving longstanding debates forward.
Advance theoretical debates in the sociology of education through conceptual hybridisation and interdisciplinarity
To promote strong methodological foundations through closer integration of theory, policy and practice
Make connections across local, regional and international contexts in the study of sociology of education.
Foreground marginalised social and political issues, non-dominant theoretical resources, and cross-cultural debate in the international field of sociology of education.
Encourage participation and critical engagement from scholars from around the world and at all stages of career development.
The Scope of the Journal
International Studies in Sociology of Education is published in English four times annually and has a global reach. The journal addresses historical as well as contemporary sociological debates in education significant to an international audience.
The journal welcomes inter-disciplinary work where sociological theory and perspectives play a central role. The editors are keen to publish papers that make exciting contributions to the intellectual development of the field and strongly encourage authors to carefully consider their theoretical arguments. Empirical and conceptual manuscripts are both welcome. The scope of the journal extends to formal and informal education and the role of education in the life course. Authors are encouraged to locate their work in relation to previous issues of ISSE as well as the wider field of sociology of education.
In addition, please carefully consider whether your manuscript is suitable for submission to International Studies in Sociology of Education, by engaging with the following questions:
Does the paper engage with sociological debates?
Does the paper employ sociological theory?
Does the paper use sociological concepts (class, gender, race...)?
Does the paper reference at least one paper published in a sociology of education journal (e.g. ISSE, British Journal of Sociology of Education)?
The editors invite submissions of reviews of literature on various topics in the field of Sociology of Education. The reviews will be reviewed in the similar matter as other submissions.
Special Issues
The Editors welcome enquiries about prospective special issues as well as commissioning special issues on an occasional basis. Please consult the journal's Special Issues page for further details.
Peer Review Policy
All research articles in this journal undergo rigorous peer review based on initial editor screening and refereeing by at least two anonymous referees.
Journal metrics
Usage
139K annual downloads/views
Citation metrics
1.4 (2023) Impact Factor
Q2 Impact Factor Best Quartile
1.6 (2023) 5 year IF
3.4 (2023) CiteScore (Scopus)
Q1 CiteScore Best Quartile
1.124 (2023) SNIP
0.499 (2023) SJR
Speed/acceptance
21 days avg. from submission to first
decision
69 days avg. from submission to first
post-review decision
8 days avg. from acceptance to online
publication
17% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors
who are deciding where to submit their next manuscript for publication.
However, any one metric only tells a part of the story of a journal’s
quality and impact. Each metric has its limitations which means that it
should never be considered in isolation, and metrics should be used to
support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside
other qualitative factors such as a journal’s aims & scope, its
readership, and a review of past content published in the journal. In
addition, a single article should always be assessed on its own merits and
never based on the metrics of the journal it was published in.
Usage and acceptance rate data above are for the last full calendar year
and are updated annually in February. Speed data is updated every six
months, based on the prior six months. Citation metrics are updated
annually mid-year. Please note that some journals do not display all of
the following metrics
(find out why).
Usage:
the total number of times articles in the journal were viewed by users
of Taylor & Francis Online in the previous calendar year, rounded to the
nearest thousand.
Citation Metrics
Impact Factor*:
the average number of citations received by articles published in the
journal within a two-year window. Only journals in the Clarivate Science
Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI),
Arts and Humanities Citation Index (AHCI) and the Emerging Sources
Citation Index (ESCI) have an Impact Factor.
Impact Factor Best Quartile*:
the journal’s highest subject category ranking in the Journal Citation
Reports. Q1 = 25% of journals with the highest Impact Factors.
5 Year Impact Factor*:
the average number of citations received by articles in the journal
within a five-year window.
CiteScore (Scopus)†:
the average number of citations received by articles in the journal over
a four-year period.
CiteScore Best Quartile†:
the journal’s highest CiteScore ranking in a Scopus subject category. Q1
= 25% of journals with the highest CiteScores.
SNIP
(Source Normalized Impact per Paper):
the number of citations per paper in the journal, divided by citation
potential in the field.
SJR
(Scimago Journal Rank):
Average number of (weighted) citations in one year, divided by the
number of articles published in the journal in the previous three years.
Speed/acceptance
From submission to first decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision. Based on manuscripts receiving a
first decision in the last six months.
From submission to first post-review decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision if it is sent out for peer review.
Based on manuscripts receiving a post-review first decision in the last
six months.
From acceptance to online publication:
the average (median) number of days from acceptance of a manuscript to
online publication of the Version of Record. Based on articles published
in the last six months.
Acceptance rate:
articles accepted for publication by the journal in the previous
calendar year as percentage of all papers receiving a final decision.
Editors: Cristina Costa - Durham University, UK Aline Courtois - University of Bath, UK Denise Mifsud - University of Bath, UK Mark Murphy - University of Glasgow, UK Jonathan Tummons - Durham University, UK
Book Review Editor: D. Brent Edwards Jr.- University of Hawaii, USA
Editorial Board: Max Antony-Newman -Sheffield Hallam University, UK Michael Apple - University of Wisconsin-Madison, USA James Avis - University of Huddersfield, UK Johann Bacher - Institute for Sociology, Johannes Kepler University, Austria Agnieszka Bates - University of East Anglia, UK Jason Beech - University of Melbourne, Australia Cristian Bellei - University of Chile, Chile Pascale Benoliel - Bar-Ilan University, Israel Izhak Berkovich - Open University of Israel, Israel Katerina Bodovski -Penn State University, USA Xavier Bonal -University of Barcelona, Spain Ruth Boyask -Auckland University of Technology, New Zealand Queralt Capsada-Munsech- Glasgow University, UK Sheng-Ju Chan - Higher Education Evaluation and Accreditation Council of Taiwan, Taiwan Mary Darmanin - University of Malta, Malta Zane Diamond - Monash University, Australia Gustavo E. Fischman- Arizona State University, USA Jessica Gerrard- University of Melbourne, Australia Reza Gholami - University of Birmingham, UK Rob Jan Gruijters - University of Cambridge, UK Caroline Sarojini Hart- University of Sheffield, UK Ursula Hoadley - University of Cape Town, South Africa Naomi Hodgson - Liverpool Hope University,UK Kate Hoskins - Brunel University London, UK Adam Howard -Colby College, USA Amanda Keddie - Deakin University, Australia Sonja Kosunen- University of Turku, Finland Gurpinder Lalli -University of Wolverhampton, UK Moosung Lee - University of Canberra, Australia Anastasia Liasidou - St Mary's University, Twickenham, UK Pauline Lipman - University of Illinois-Chicago, USA Quentin Maire - University of Melbourne, Australia Benjamin Mulvey- Glasgow University, UK Nelli Piattoeva - Tampere University, Finland Amanda U Potterton - University of Kentucky, USA Sally Power - Cardiff University, UK Jeanne M Powers- Arizona State University, USA Elizabeth Rata -University of Auckland, New Zealand Barbara Read -University of Glasgow, UK David Reimer - Danish School of Education, Aarhus, Denmark Julia Resnik- Hebrew University of Jerusalem, Israel Sabrina Ross - Georgia Southern University, USA Emma Rowe- Deakin University, Australia Sue Saltmarsh- The Education University of Hong Kong, Hong Kong Carolyn Sattin-Bajaj- Seton Hall University, USA Rosario Scandurra- Universitat Autònoma de Barcelona, Spain Iveta Silova - Arizona State University, USA Crain Soudien- Human Sciences Research Council, South Africa Konstanze Spohrer - Liverpool Hope University, UK Arathi Sriprakash - University of Cambridge, UK Garth Stahl- University of Queensland, Australia Rob Strathdee -Victoria University,Australia Heinz Sünker-Bergische Universität Wuppertal, Germany Loizos Symeou-European University, Cyprus SimonaSzakács-Behling -Georg-Eckert-Institut, Germany Keita Takayama- Kyoto University, Japan Aina Tarabini - Autonomous University of Barcelona, Spain Matthew Thomas - University of Sydney, Australia Philippe Vitale - Aix Marseille University, France Derron Wallace -Brandeis University, USA Ewan Wright - Education University of Hong Kong, Hong Kong Wen Xu- East China Normal University, China Rebecca Ye -StockholmUniversity, Sweden Michael Young - UCLInstitute of Education, UK
International Studies in Sociology of Education is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
Increase the discoverability and readership of your article
Make an impact and reach new readers, not just those with easy access to a research library
Freely share your work with anyone, anywhere
Comply with funding mandates and meet the requirements of your institution, employer or funder
Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
The Editors welcome proposals for special issues involving a collection of articles that focus on a theme or issue relevant to the Journal’s aims and scope. Each special issue is coordinated by one or more Guest Editors.
The publication process involves three stages.
Stage 1: Outline Proposal
The proposed Guest Editors provide an outline proposal (maximum 2 sides of A4) which describes the focus and rationale for the Special Issue and whether papers will be commissioned or selected through an open call. For a Special Issue formed through commissioned papers, the proposed contributors and preliminary titles of papers are to be included. The Journal Editors will then decide whether the Outline Proposal meets the Journal’s aims and scope. If it is so decided, the SI editors will be invited to submit a full proposal.
Stage 2: Full Proposal
The Guest Editors submit a full proposal which will include:
a. An overview (one side A4 maximum) from the Guest Editors of the aims, content, and expected audience of the proposed issue, with an explanation of the distinctive contribution it is expected to make to international studies in sociology of education.
b. A time-line of the process, including: anticipated dates for the open call (if relevant), submission, review, resubmission of articles, and the final submission of the first complete draft.
For commissioned Special Issues, the following also need to be included in the full proposal:
c. A table of contents
d. An abstract for each of the proposed contributions (about 200 words)
e. Brief details about each contributor including their institutional affiliation and why they are the most appropriate people to make the distinctive contribution of the SI.
f. A biographical statement for each of the Guest Editors, linking them to the field of study
g. Suggestions of 1-3 books for review to include in the Special Issue to fit with the theme.
This proposal will be evaluated by the Journal Executive Board, along with other suitable referees as is seen fit. The criteria by which the proposal will be judged are:
Is the proposed topic of interest and relevance to the readership of ISSE?
Does the proposed issue address gaps in the literature?
Has the proposed topic been covered recently by ISSE?
Does the treatment of the topic demonstrate an awareness of developments in the relevant field?
Is the proposed topic/theme well-conceived and significant?Is the proposal clearly and logically constructed?
Do the Guest Editors inspire confidence to complete the task?
If a full proposal is evaluated positively, a formal time-line is agreed for development of the full draft and one of the ISSE Editors, or a member of the Executive Board, is appointed to liaise with Guest Editors.
Stage 3: Reviewing/ Final Submission
The ISSE Editors will oversee all practices related to the development of a Special Issue. The preparation of manuscripts within agreed timescales will be coordinated by the Guest Editors. All articles will be submitted by the authors through the Journal’s online ScholarOne System. Guest Editors will conduct an initial review of the articles, and confirm their suitability for undergoing Peer Review. All articles will then be subject to the Journal’s standard process of anonymous review by at least two referees. Referees will ordinarily come from the Journal’s editorial board membership and will be allocated by the Editors. Where the SI involves an introductory and/or concluding article, these will also be submitted and reviewed by the Journal’s Editors.
On receipt of the referee’s reports, the Guest Editors will review these reports and decide on recommendations to be communicated via the Journal’s administrator to authors. When reviewers’ feedback has been responded to, the Guest Editors will ensure that manuscripts are appropriately finalised and are at a high-quality publishable standard. The Journal Editors reserve the right to review and make final Editorial decisions on the SI manuscript format and contents.
More detailed guidance on the specification for the format of papers is provided on the Instructions for Authors page.
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