The Paradox of Peer Review: Admitting too Much or Allowing too Little?MARGARET A. EISENHART2002-06-01articleResearch in Science Education96 citationsclosedNo readable copy stored yet — this record is metadata only.Publishing and Scholarly CommunicationAcademic Writing and PublishingPsychology Research and BibliometricsAbstractNo abstract was published for this record.Citations in this libraryStored only when both papers are in the corpus — 96 citations exist upstream.References1986Learning from the Outsider Within: The Sociological Significance of Black Feminist Thought2016Whose Science? Whose Knowledge?2005The Feminist Standpoint: Developing the Ground for a Specifically Feminist Historical Materialism1984Women Scientists in America1983Women Scientists in America: Struggles and Strategies to 1940.1981Fair Science: Women in the Scientific Community1992Peerless Science: Peer Review and U.S. Science Policy1998Women Scientists in AmericaCited by2004Advancing Scientific Research in Education2005Selection of research fellowship recipients by committee peer review. Reliability, fairness and predictive validity of Board of Trustees' decisions2012Communicating and compromising on disciplinary expertise in the peer review of research proposals2008The Effectiveness of the Peer Review Process: Inter‐Referee Agreement and Predictive Validity of Manuscript Refereeing at Angewandte Chemie2005Shaping the field: the role of academic journal editors in the construction of education as a field of study2002Editorial Power/Authorial Suffering2008Scientific Peer Review: An Analysis of the Peer Review Process from the Perspective of Sociology of Science Theories2008Funding of young scientist and scientific excellence