Review of Higher Education

About The Review

One of the leading journals in higher education, the Review of Higher Education publishes four times per year, providing a scholarly forum for discussion of issues affecting higher education. Since 1977, the journal has been advancing the study of higher education through publication of peer-reviewed research studies, scholarly essays, and theoretically-driven reviews that address issues and questions of importance to students, faculty, administrators and policy makers. It emphasizes systematic and critical inquiry and practical implications.

Please note that The Review of Higher Education does not require potential contributors to pay an article submission fee in order to be considered for publication.  In addition, the official site for submissions is:  Any other website that purports to be affiliated with the Journal and that requires you to pay an article submission fee is fraudulent.  Do not provide payment information.  Instead, we ask that you contact the editorial office or William Breichner the Journal's Publisher at the Johns Hopkins University Press (

For more information about the Review, see the Journal's info on the Johns Hopkins University Press website. For any other questions or concerns, please email the RHE editorial team at



2022-2023 RHE Annual Report (26 pages)
2022-2023 RHE Vol. 46 Special Report (2 pages)
2022-2023 RHE Twitter Special Report (1 page)
2021 - 2022 RHE Annual Report (26 pages)
2021-2022 RHE Vo. 45 Special Report (2 pages)
2021-2022 RHE Twitter Special Report (1 page)
2020 - 2021 RHE Annual Report
 (22 pages)
2020 - 2021 RHE Vol 44 Report
 (2 pages)

2020 - 2021 RHE Twitter Report (1 page)
2019 - 2020 RHE Annual Report (22 pages)


To learn more about the publishing process in general and RHE's procedures and practices in particular, check out the resources below.

How to Write a Strong Peer Review:
Check out this document if you’re interested in learning how to write a strong peer review. The Review of Higher Education editorial team compiled several resources that we believe will provide key information and tips for helping our reviewers to provide in-depth, relevant, and critical reviews of academic research.

Interested in being a reviewer for RHE?
If you are interested in being a reviewer for RHE, we invite you to fill out the survey found at RHE’s editorial team considers and selects reviewers based on areas of need. RHE welcomes recent graduates with a terminal doctoral degree as well as more established scholars to become reviewers! Serving as a reviewer is a pathway to the RHE Editorial Board. During the annual process to appoint members to the RHE Editorial Board for a three-year term, the Editors consider ASHE members who have completed excellent reviews during the previous year.  

ASHE 2020 Review of Higher Education Presentation: Looking Behind the Publishing Curtain-- Understanding All the Steps and Dissecting Reviewer Comments


Penny A. Pasque is professor in Educational Studies / Higher Education & Student Affairs, Director of Qualitative Methods and Director of QualLab in the College of Education and Human Ecology’s Office of Research, Innovation and Collaboration (ORIC) at The Ohio State University. Her research addresses in/equities in higher education, dis/connections between higher education and society, and complexities in critical qualitative inquiry. She utilizes qualitative approaches as well as studies qualitative inquiry. Dr. Pasque’s research has appeared in over 100 journal articles and books, including in the Review of Higher Education, The Journal of Higher Education, Qualitative Inquiry, Diversity in Higher Education, among others. Her qualitative books include Qualitative Inquiry in Higher Education Organization and Policy Research (with Lechuga, Routledge), Qualitative Inquiry for Equity in Higher Education: Methodological Innovations, Implications, and Interventions (ASHE Report with Carducci, Kuntz & Gildersleeve, Jossey-Bass), and Critical Qualitative Inquiry: Foundations and Futures (with Cannella & Salazar Pérez, Left Coast Press).


Thomas F. Nelson Laird is professor in the Higher Education and Student Affairs Program at Indiana University Bloomington. Tom received degrees in mathematics before shifting his academic focus to higher education. His current work concentrates on improving teaching and learning at colleges and universities, with a special emphasis on the design, delivery, and effects of curricular experiences with diversity. He is principal investigator for the Faculty Survey of Student Engagement, a companion project to the National Survey of Student Engagement, and was an associate editor for The Journal of Higher Education. Author of dozens of articles and reports, Tom’s work has appeared in key scholarly and practitioner publications. He also consults with institutions of higher education and related organizations on topics ranging from effective assessment practices to the inclusion of diversity into the curriculum.

Associate Editors

Angela Boatman is an Associate Professor of Higher Education at the Lynch School of Education and Human Development at Boston College. Her research explores the outcomes of policies designed to increase college completion for populations traditionally underrepresented in higher education, and to identify the pathways and mechanisms that aid in students’ postsecondary success, particularly in the areas of college remediation, course delivery models, and financial aid. She has extensive experience working with state-level policy directors, researchers, and data, and has completed evaluations of college access and completion policies in several states. Dr. Boatman is a faculty affiliate of the Center for the Analysis of Postsecondary Readiness (CAPR) at the Community College Research Center at Teachers College, and the Center for Education Policy Research (CEPR) at Harvard University. She holds a doctoral degree in Higher Education from Harvard University and a M.P.P in Public Policy and a M.A. in Higher Education, both from the University of Michigan.

Milagros Castillo-Montoya is an Associate Professor of Higher Education and Student Affairs in the Department of Educational Leadership in the Neag School of Education at the University of Connecticut. Her research focuses on culturally relevant teaching in higher education with an emphasis on equitable academic learning experiences and outcomes for racially minoritized and historically underserved college students. She primarily studies teaching and learning in classrooms with racially and ethnically diverse college students with a focus on the experiences of Black and Latinx first-generation college students. Dr. Castillo-Montoya draws on her expertise in college teaching and learning for racially minoritized and historically underserved college students to support colleges and universities across the nation in efforts to improve faculty teaching and in turn provide students with a meaningful college education. Dr. Castillo-Montoya holds a B.A. and M.S.W. from Rutgers, The State University of New Jersey and an Ed.D. in Higher and Postsecondary Education from Teachers College, Columbia University.

Timothy Reese Cain, is an Associate Professor in the University of Georgia’s Louise McBee Institute of Higher Education, where he teaches graduate courses on modern and historic issues involving colleges, universities, and their stakeholders. His research includes studies of academic freedom, unions in higher education, student activism, and learning outcomes assessment. His work has appeared in leading journals in higher education, the history of education, and labor history. Tim is also the author of Establishing Academic Freedom (Palgrave, 2012); Campus Unions: Organized Faculty and Graduate Students in U.S. Higher Education (ASHE Report Series, Jossey-Bass, 2017); and, with colleagues at the National Institute for Learning Outcomes Assessment, Using Evidence of Student Learning to Improve Higher Education (Jossey-Bass, 2015). He earned an B.A. at Duke University, an M.A. at The Ohio State University, and a Ph.D. at the University of Michigan.

Tania D. Mitchell is an Associate Professor of Higher Education at the University of Minnesota. An internationally recognized scholar of community engagement, her research focuses on service-learning as a critical pedagogy to explore civic identity and leadership, social justice, student learning and development, race and racism, and community practice. She interrogates practices in higher education that aim to contribute to a more just world. Her scholarship has been published in numerous books and journals and she is the editor of four books, most recently Black Women and Social Justice Education: Legacies and Lessons (SUNY Press, 2019).

Chrystal A. George Mwangi is an Associate Professor in the Higher Education Program at George Mason University. Her scholarship centers on (1) structures of opportunity and inequity impacting the trajectories of racially minoritized students into and through college; (2) (in)equity in higher education internationalization and the use of higher education as a tool for international mobility/migration; (3) African and African Diaspora populations in higher education, emphasizing the impact of race, racism and coloniality. Prior to becoming a faculty member, Dr. George Mwangi worked for a number of years as a college administrator including positions in undergraduate admissions, multicultural affairs, student conduct, and academic advising. She holds a B.A. from Rollins College, an M.S. from Florida State University, and a PhD from the University of Maryland, College Park.


Federick Ngo is an assistant professor at the University of Nevada, Las Vegas. His research examines the impact of policies and practices in higher education on college access and success, with a focus on community college students. Dr. Ngo’s research has appeared in top education, education policy, and higher education journals, and has been supported by several grant-making agencies. He teaches courses in the economics and finance of higher education, education policy, comparative/international education, and diversity in higher education. He was formerly a high school math teacher in Oakland, CA and originally hails from Long Beach, CA.  

Managing Editors

Monica Quezada Barrera is a PhD student at The Ohio State University, studying Higher Education & Student Affairs. Born and raised in Santa Ana, California, Monica began her college experience at her local community college, Santa Ana College, where she received her associate's in Liberal Arts. Monica then transferred to the University of California, Irvine, and received her bachelor's degrees in Social Policy and Public Service with a double major in Education. She obtained her master's degree from California State University, Long Beach, in Counseling option in Student Development in Higher Education. Her research interests focus on first-generation Latina/o/x college students, family dynamics, mentorship, and overall lived experiences.  

Stephanie T. X. Nguyen is a PhD candidate in the Higher Education and Student Affairs Program at Indiana University Bloomington.  Stephanie received her BA in Business Administration from the University of Notre Dame and her MS in Higher Education and Student Affairs from Indiana University Bloomington. Her previous experiences include undergraduate admissions, career services, international business programming, and higher education accreditation. Her dissertation focuses on the organizational history of Asian American Studies in the Midwest.  Her research interests include the organization of higher education, history of higher education, race/ethnicity in higher education, Asian American Studies, and Asian American history.


Editorial Board

The current list of editorial board members can be found at or by loggining in to your ASHE Member Portal, selecting Committees and Groups from the left menu bar, and then selecting "Review of Higher Education Editorial Board." RHE board members meet at least once a semester and have taken on tasks such as updating the manuscript review forms and taking on more developmental / supportive masked peer review processes. 

The editors and editorial board team welcome your feedback and engagement. We host sessions at the ASHE. Follow us on Twitter at @RHE_ASHE.