About the Journal

Statement on Impact

The Association of Mexican American Educators (AMAE) Journal is an open-access, peer-reviewed, bilingual (English and Spanish), and interdisciplinary journal that addresses issues affecting Latinx communities in the United States. It was established in 1987 by the Association of Mexican American Educators, Inc. In 2007 AMAE, Inc., decided to move the journal to an open-access, online platform. Today, the AMAE Journal is currently led by Patricia Sánchez and Antonio Camacho (lead editos), along with Julie Figueroa and Lucila Ek (associate editors). The AMAE Journal publishes three issues every year: one open issue (on a rolling basis), one invited issue (summer), and one special issue (fall). Manuscripts published are of interest to researchers, practitioners, policy makers, and a general public invested in envisioning transformative conditions for Latinx individuals in and beyond educational institutions. The following characteristics distinguish the AMAE Journal from other scholarly journals:

  • The AMAE Journal is one of only three educational research journals with a specific focus on Latinx or Hispanic populations.
  • The AMAE Journal articles are indexed in the Educational Resources Information Clearinghouse (ERIC) database, EBSCO, Google Scholar, and Cabell's Directory.
  • The AMAE Journal has a 19%-30% acceptance rate, following a rigorous double-blind peer review process with at least two referees reviewing each manuscript.
  • The AMAE Journal implements the DOI (digital object identifier) system on each of its publications.
  • The AMAE Journal Editorial Board includes well-known, respected scholars whose work appears in national and international outlets.
  • The AMAE Journal editorial team actively supports emergent scholars while maintaining high standards.
  • Under the AMAE Journal’s Creative Common’s license, the author(s) own the copyright and are free to share their work without restriction.
  • The AMAE Journal publishes also artistic work such as poetry and reflective essays, providing a venue for K-16 students, practitioners, and other community members.