Academics’ Perceptions and Experiences of Demographic Influences on Peer Review: A Qualitative Study

Abstract

The peer review process for scholarly work originated in Eurocentric and hierarchical structures that can perpetuate oppression and harm. Experiences of peer review can vary among different demographic groups, raising equity concerns. Previous studies have also reported academics’ emotional distress in relation to peer review. This paper uses data from a qualitative study involving 25 published academics from an Aotearoa / New Zealand university. These academics shared how aspects of their identities influenced their perceptions and experiences of peer review. Most participants felt that demographic factors–particularly gender and culture–influenced either the outcomes of, or their responses to, peer review. However, some were hesitant or uncertain about the impact of demographic factors or felt demographic factors had no impact on peer review or their responses to it. The findings raise questions related to privilege, disadvantage, and intersectionality. Overall, this study highlights the need for greater awareness of current risks and harms, as well as good practices, in order to ensure peer review is equitable, safe, and inclusive while preserving the vital role of research quality assurance.