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Psychology of Women Quarterly

Psychology of Women Quarterly

Other Titles in:
Psychology (General)

eISSN: 14716402 | ISSN: 03616843 | Current volume: 44 | Current issue: 3 Frequency: Quarterly

Psychology of Women Quarterly (PWQ) is a feminist, scientific, peer-reviewed journal that publishes empirical research, critical reviews and theoretical articles that advance a field of inquiry, teaching briefs, and invited book reviews related to the psychology of women and gender. Topics include (but are not limited to) feminist approaches, methodologies, and critiques; violence against women; body image and objectification; sexism, stereotyping, and discrimination; intersectionality of gender with other social locations (such as age, ability status, class, ethnicity, race, and sexual orientation); international concerns; lifespan development and change; physical and mental well being; therapeutic interventions; sexuality; social activism; and career development.

This journal will be of interest to clinicians, faculty, and researchers in all psychology disciplines, as well as those interested in the sociology of gender, women’s studies, interpersonal violence, ethnic and multicultural studies, social advocates, policy makers, and teacher education.

Manuscripts can be submitted online at

This journal is a member of the Committee on Publication Ethics (COPE).

See what's new in Collections for Teaching, Research, and Practice for PWQ.

Dawn M. Szymanski, PhD University of Tennessee, Knoxville, USA
Assistant Editor
Cora M. Powers University of North Carolina-Wilmington, USA
Associate Editors
Kelly Cue Davis Arizona State University, USA
Asia A. Eaton Florida International University, USA
Annette S. Kluck University of Mississippi, USA
Debra Mollen Texas Woman’s University, USA
Lindsay M. Orchowski Brown University, USA
L. Monique Ward University of Michigan, USA
Laurel B. Watson University of Missouri-Kansas City, USA
Book Review Editors
Ellen Cole The Sage Colleges, USA
Kate Richmond Muhlenberg College, USA
Teaching Section Editor
Britney G. Brinkman Chatham University, USA
Consultants to the Editors
William T. Abraham Iowa State University, USA
H. Lorraine Radtke University of Calgary, Canada
Teaching Supplemental Coordinator
Emily Keener Slippery Rock University, USA
Student Advisory Board Coordinator
Shannon M. Lynch Idaho Sate University, USA
Consulting Editors
Emily T. Amanatullah Georgetown University’s Women’s Leadership Institute, USA
Jennifer Aubrey University of Arizona, USA
Ann M. B. Austin Utah State University, USA
Julia B. Bear Stony Brook University, USA
Diana Betz Loyola University Maryland, USA
Elizabeth R. Cole University of Michigan, USA
Rachel A. Connor Centre for Social Conflict and Cohesion Studies, Chile
Jessica Cundiff Missouri University of Science and Technology, USA
Christopher R. DeCou University of Washington, USA
Danielle D. Dickens Spelman College, USA
Emily R. Dworkin University of Washington School of Medicine, USA
Christina Dyar Northwestern University, USA
Ellen Fitzsimmons-Craft Washington University School of Medicine, USA
Lisa Frey University of Oklahoma, USA
Sarah Gervais University of Nebraska at Lincoln, USA
Ronni Michelle Greenwood University of Limerick, Ireland
Morgan Grotewiel Webster University, USA
Matthew Hesson-McInnis Illinois State University, USA
Janet Hyde University of Wisconsin – Madison, USA
Anna E. Jaffe University of Washington, USA
Nicole K. Jeffrey University of Windsor, Canada
Janelle M. Jones Queen Mary University of London, UK
Steven J. Karau Southern Illinois University at Carbondale, USA
Holly B. Kozee Empower Therapy for Women - Ohio, USA
Jioni A. Lewis University of Tennessee - Knoxville, USA
Robin Lewis Old Dominion University, USA
Miriam Liss University of Mary Washington, USA
Heather Littleton East Carolina University, USA
Lisa Marchiondo University of New Mexico, USA
Sara McClelland University of Michigan, USA
Andrea Meltzer Florida State University, USA
Christopher Modica Ohio Wesleyan University, USA
Debra Mollen Texas Woman’s University, USA
Evava Pietri Indiana University-Purdue University Indianapolis, USA
Desdamona Rios University of Houston Clear Lake, USA
Rachael Robnett University of Nevada, Las Vegas, USA
Lisa Rosenthal Pace University, USA
Natalie Sabik University of Rhode Island, USA
Jayne Stake University of Missouri - St. Louis, USA
Elliot Tebbe University of Minnesota, USA
Sarah E. Ullman University of Illinois - Chicago, USA
Leah Warner Ramapo College of New Jersey, USA
Student Advisory Board
Alexis Adams-Clark University of Oregon, USA
Alex Agiliga University at Albany, State University of New York, USA
Nuha Alshabani University of Akron, USA
Asia Amos University of Memphis, USA
Jessica Campbell University of Florida, USA
Mary Catlin George Mason University, USA
Nabiha Chaudhary University of Cincinnati, USA
Allison E. Cipriano University of Nebraska- Lincoln, USA
Joanna Collaton University of Guelph, Canada
Allison Comiskey Texas Woman’s University, USA
Raquel Craney University of Missouri-Kansas City, USA
Charlotte A. Dawson Old Dominion University, USA
Lois Donnelly University of Worcester, USA
Kahlil C. DuPerry Boston College, USA
Rachel L. Dyer University of Wisconsin- Madison, USA
Sarah R. Eagan University of Nebraska - Lincoln, USA
Melissa M. Ertl University at Albany, State University of New York, USA
Alexis Fabricius University of Guelph, Canada
Rachel A. Fikslin The Graduate Center, City University of New York, USA
Allison French University of Maryland-Baltimore County, USA
Lauren Hamrick University of Tennessee, Knoxville, USA
Kayla A. Huber University of Minnesota Twin Cities, USA
Elizabeth Inman Stony Brook University, USA
Colleen A. Kase University of Maryland, USA
Mary Kruk Pennsylvania State University, USA
Hio Tong Kuan University of Windsor, Canada
Nina Lei Teachers College, Columbia University, USA
Erga Lemish University at Buffalo, State University of New York, USA
Margaret Manges University at Buffalo, State University of New York, USA
Claire M. McCown West Virginia University, USA
Haley A. Miles-McLean University of Maryland, Baltimore County, USA
Lex K. Pulice-Farrow University of Tennessee-Knoxville, USA
Danielle Richner Idaho State University, USA
Jianmin Shao University of California, Irvine, USA
Melina Singh University of California, Santa Cruz, USA
Kylie Steinhilber Suffolk University, USA
Autena Torbati University of Houston, USA
Michelle Vardanian New York University, USA
Shelby Weber Idaho State University, USA
Kun Yan University of Arizona, USA
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  • Manuscript Submissions

    Psychology of Women Quarterly accepts submission of original articles only through its online web system at

    Please follow the instructions through the site. It will be helpful to have a separate title page and fully masked, electronic main document prepared in advance. The main document must include the Abstract and all Tables, Figures, and appended materials and must mask unpublished Author Citations throughout the manuscript.

    If you have any questions or problems, please contact Dawn Szymanski (Editor) or Cora Powers (Assistant Editor) at

    Manuscripts should be submitted as an electronic file in Microsoft Word. An accompanying letter should request review and include the following information: that the manuscript (a) is not currently under review elsewhere, (b) has not been previously published in whole or in part, and (c) conforms to APA standards on ethical treatment of participants. If you are using the data from this study in any other study (either completed or planned), explain this in detail in the cover letter to the Editor and indicate in the manuscript that the study is based on a larger dataset.

    Manuscript Review Policy

    Standard masked peer review procedures are used for all submissions. APA policy prohibits an author from submitting the same manuscript for concurrent consideration by more than one journal. Prior or duplicate publication constitutes unethical behavior. Authors have an obligation to consult the Editor if there is any question about an article's suitability for PWQ or if there are questions concerning piecemeal publication (see pp. 13-15 of the Publication Manual of the American Psychological Association Publication Assocation). Student reviewers may provide independent reviews under the supervision of a Consulting or Associate Editor.

    Manuscript Preparation and Style

    Follow the general style guidelines set forth in the Publication Manual of the American Psychological Association. The entire manuscript - including abstract, quotations, notes, references, figure captions, and tables - must be typed double-spaced. Manuscript pages must be numbered consecutively. The use of sexist or ethnically biased language is unacceptable. Except under unusual circumstances, authors are expected to make available upon request all previously unpublished questionnaires or scales used in an article. The Editor may find it necessary to return a manuscript for reworking or retyping that does not conform to requirements.

    Title and Acknowledgements (page 1). To facilitate masked review, all indication of authorship must be limited to this page (other pages must show the short title plus page number at the top right). Include on the title page (a) full article title, (b) names and affiliations of all authors, (c) acknowledgments, and (d) mailing and email addresses and telephone and fax numbers of the individual serving as the point of contact.

    Abstract and Keywords (page 2). Abstract should not exceed 200 words. After the abstract, list appropriate keywords for the manuscript, preferably using terms from the Thesaurus of Psychological Terms.

    Text (page 3). Use a five-character paragraph indent. Do not use desktop publishing features, such as right margin justification or underline. Only bold and italics may be used. Use a 12-point typeface.

    References. References cited in text must appear in the reference list, and entries in the reference list must be cited in the text. Follow the examples in the 6th edition of the APA manual for specific guidelines.

    Notes. Footnotes are not permitted in the text. If necessary, endnotes may be used. Number consecutively throughout text and list on a separate page preceding the following section.

    Tables. Tables must appear as a unit following the reference section. Each table should be typed double-spaced on a separate sheet, be numbered consecutively, and include a caption. All tables must be cited in the text.

    Figures. Figures and artwork should be submitted in the following digital file formats and with minimum resolution of 300 DPI (600 DPI for line art): TIFF, EPS, PDF, JPEG, or Microsoft Word. Prepare figures according to the guidelines provided in the 6th edition of the APA manual.

    For questions regarding style, please follow the style guide.

    Teaching Briefs

    Psychology of Women Quarterly accepts submission of non-empirical contributions to the scholarship of teaching and learning in the psychology of women only through its online web system at Limited to about 10 pages, these essays should follow the general guidelines of APA's Publication Manual, except without an Abstract or title page and confining headings to a single level (Level 1). A 1-2 sentence bio will be requested during the submission process for each contributing author.

    Please follow the instructions through the site. It will be helpful to have a separate title page and fully masked, electronic main document prepared in advance.

    If you have any questions or problems, please contact Dawn Szymanski (Editor) or Cora Powers (Assistant Editor) at

    Teaching essays should be submitted as an electronic file in Microsoft Word. An accompanying letter should request review and include the following information: that the manuscript (a) is not currently under review elsewhere, (b) has not been previously published in whole or in part, and (c) conforms to the 6th edition of APA's Publication Manual.


    As part of our commitment to ensuring an ethical, transparent and fair peer review process SAGE is a supporting member of ORCID, the Open Researcher and Contributor ID. ORCID provides a unique and persistent digital identifier that distinguishes researchers from every other researcher, even those who share the same name, and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages between researchers and their professional activities, ensuring that their work is recognized.

    The collection of ORCID iDs from corresponding authors is now part of the submission process of this journal. If you already have an ORCID iD you will be asked to associate that to your submission during the online submission process. We also strongly encourage all co-authors to link their ORCID ID to their accounts in our online peer review platforms. It takes seconds to do: click the link when prompted, sign into your ORCID account and our systems are automatically updated. Your ORCID iD will become part of your accepted publication’s metadata, making your work attributable to you and only you. Your ORCID iD is published with your article so that fellow researchers reading your work can link to your ORCID profile and from there link to your other publications.

    If you do not already have an ORCID iD please follow this link to create one or visit our ORCID homepage to learn more.

    Copyediting, Page Proofs, and Author Copies

    The publisher reserves the right to copyedit manuscripts to conform to journal style. The lead author will receive page proofs for correction of typographical errors only. No rewriting of the accepted manuscript will be allowed in the proof stage. The lead author of each article will receive one free electronic copy (in PDF format) of her or his article after publication.


    Authors are responsible for obtaining permission to use previously published material. This journal uses an Exclusive License to Publish agreement that requires just one author (the Corresponding Author) to sign on behalf of all authors. Please identify the Corresponding Author for your work when submitting your manuscript for review.

    Supplemental Information

    The option of including online information supplemental to a paper is available to authors. Examples include the list of noncited articles included in a meta analysis and materials that might be useful to teachers implementing ideas presented in the teaching section. The APA manual lists other suggestions for online supplements.

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