Educational Studies - AESA

Aims & Scope

Educational Studies, as the journal of The American Educational Studies Association (AESA), invites submissions relevant to AESA and the disciplines of social and educational foundations.

AESA was established in 1968 as an international learned society for scholars, researchers, teacher educators, students, teachers, and administrators who are interested in social and educational foundations, both in and outside of schools.

The organization has attracted scholars who engage within the disciplines of anthropology, economics, history, philosophy, politics, and sociology of education, as well as race/ethnic, gender, queer, cultural, comparative, and transnational studies.

Educational Studies provides a cross-disciplinary forum for the exchange and debate of ideas generated from the above-mentioned fields of study.

In addition to research articles, the journal invites submissions of reviews of books, films/documentaries, arts and new media, essays dealing with pedagogical issues in the Social Foundations courses; and other creative works relevant to Social and Educational Foundations scholarship.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.3
2024	1.30

Journal Rank

Year	Value
2024	9043

Journal Citation Indicator

Year	Value
2024	213

SJR (SCImago Journal Rank)

Year	Value
2024	0.638

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	17

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Uncovering Settler Grammars in Curriculum

  Citation: 122

  Authors: Dolores

• Countering Coloniality in Educational Research: From Ownership to Answerability

  Citation: 113

  Authors: Lisa (Leigh)

• Six Key Factors for Changing Preservice Teachers' Attitudes/Beliefs about Diversity

  Citation: 104

  Authors: M. ARTHUR

• “Frayed All Over:” The Causes and Consequences of Activist Burnout Among Social Justice Education Activists

  Citation: 96

  Authors: Paul C., Cher

• The “Crisis of Pity” and the Radicalization of Solidarity: Toward Critical Pedagogies of Compassion

  Citation: 96

  Authors: Michalinos

• Queer of Color Agency in Educational Contexts: Analytic Frameworks From a Queer of Color Critique

  Citation: 96

  Authors: Edward

• On Human Kinds and Role Models: A Critical Discussion about the African American Male Teacher

  Citation: 93

  Authors: Anthony L.

• Only STEM Can Save Us? Examining Race, Place, and STEM Education as Property

  Citation: 90

  Authors: Erika

• Discourses of Racist Nativism in California Public Education: English Dominance as Racist Nativist Microaggressions

  Citation: 86

  Authors: Lindsay Pérez

• Racialization, Schooling, and Becoming American: Asian American Experiences

  Citation: 82

  Authors: Stacey J., Eujin, Jia-Hui Stefanie

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