Dr Barbara Read

  • Reader in Gender and Social Inequalities (Educational Leadership & Policy)

email: Barbara.Read@glasgow.ac.uk

St Andrew's Building, 11 Eldon Street, Glasgow, G3 6nh

ORCID iDhttps://orcid.org/0000-0002-8125-8550

Biography

Career

I am a sociologist of education, with an interdisciplinary background in history, social anthropology, and women's studies. Currently Reader in Gender and Social Inequalities at the School of Education, University of Glasgow, I was previously Senior Lecturer at the Department of Education, Roehampton University (2007-12) and Research Fellow at the Institute for Policy Studies in Education, London Metropolitan University (2001-2007).

Qualifications include a PhD in Sociology from the University of Bristol and an MA in Women's Studies from the University of Kent at Canterbury, and BA (Hons) in Ancient History and Social Anthropology from University College London.

Current Roles:

I am currently PI for an ESRC-funded project entitled Gendered Journeys: The Trajectories of STEM students through Higher Education and Into Employment, in India and Rwanda. This project is funded until 2023. 

I am also Ethics Officer for the School of Education.

Research interests

My main research interests are: gender and educational cultures in HE; gender and student experience in HE; academic culture and work, particularly inequalities of experience and the issue of casualisation;  peer group/friendship cultures and the social world of the  university; gender, subject choice, disciplinary cultures and academic knowledge - particularly in relation to gender and STEM subjects at HE and leading to HE entry - in international contexts.

I have particular expertise in:

  • gender and educational 'cultures'
  • gender and knowledge - particularly gender and STEM
  • the construction and 'performance' of gendered identities (in particular students, young people, teachers and academics)
  • identities and intersectionality
  • the student experience
  • academics and the world of academic work
  • gender, friendship and 'popularity'
  • gender, class and 'race' in relation to academic achievement
  • widening participation, inequalities and academic cultures
  • students’ experiences and perceptions of HE
  • the ‘social world’ of the university
  • social inequalities and social justice
  • gender, language and communication
  • classroom observation, visual and textual analysis
  • critical and poststructuralist theory, especially Foucault and Butler

Publications

List by: Type | Date

Jump to: 2020 | 2019 | 2018 | 2016 | 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005 | 2004 | 2003 | 2002 | 2001 | 1996
Number of items: 46.

2020

Leathwood, C. and Read, B. (2020) Short-term, short-changed? A temporal perspective on the implications of academic casualisation for teaching in higher education. Teaching in Higher Education, (doi: 10.1080/13562517.2020.1742681) (Early Online Publication)

Read, B. , Burke, P. J. and Grozier, G. (2020) ‘It is like school sometimes’: friendship and sociality on university campuses and patterns of social inequality. Discourse: Studies in the Cultural Politics of Education, 41(1), pp. 70-82. (doi: 10.1080/01596306.2018.1457626)

Read, B. and Leathwood, C. (2020) Casualised academic staff and the lecturer-student relationship: shame, (im)permanence and (il)legitimacy. British Journal of Sociology of Education, 41(4), pp. 539-554. (doi: 10.1080/01425692.2020.1748570)

Read, B. and Leathwood, C. (2020) Gender and the politics of knowledge in the Academy. In: Ross, A. (ed.) Educational Research for Social Justice: Evidence and Practice from the UK. Springer: New York, USA. ISBN 9783030625719 (Accepted for Publication)

2019

Hermannsson, K. , Odena, O. and Read, B. (2019) Link Community Development Interventions in Ethiopia, Ghana, Malawi, Uganda, and Rwanda: Review of Evidence 2008-2018. Project Report. Robert Owen Centre for Educational Change, School of Education, University of Glasgow.

2018

EGHE Network, (2018) Policy Briefi 2: Participating and Succeeding in STEM subjects: a focus on Gender Dynamics. Initial Findings of the EGHE Network for Uganda, Kenya, Rwanda, The Gambia and the UK. Project Report. EGHE Network.

EGHE Network, (2018) Policy Briefing 1: Gendered Patterns of HE Participation and Success: Initial Findings of the EGHE Network for Uganda, Kenya, Rwanda, The Gambia and the UK. Project Report. EGHE Network.

Read, B. (2018) Truth, masculinity and the anti-elitist backlash against the university in the age of Trump. Teaching in Higher Education, 23(5), pp. 593-605. (doi: 10.1080/13562517.2018.1457636)

Read, B. and Bradley, L. (2018) Gender, time and ‘waiting’ in everyday academic life. In: Taylor, Y. and Lahad, K. (eds.) Feeling Academic in the Neoliberal University: Feminist Flights, Fights and Failures. Series: Palgrave studies in gender and education. Palgrave Macmillan: Cham, Switzerland, pp. 221-242. ISBN 9783319642239 (doi:10.1007/978-3-319-64224-6_10)

Read, B. and Leathwood, C. (2018) Tomorrow’s a mystery: constructions of the future and ‘un/becoming’ amongst ‘early’ and ‘late’ career academics. International Studies in Sociology of Education, 27(4), pp. 333-351. (doi: 10.1080/09620214.2018.1453307)

2016

Read, B. (2016) Gender and higher education. In: Shin, J. C. and Teixeira, P. (eds.) Encyclopedia of International Higher Education Systems and Institutions. Springer: Berlin. ISBN 9789401795531 (doi:10.1007/978-94-017-9553-1_44-1)

Read, B. and Kehm, B. M. (2016) Women as leaders of higher education institutions: a British-German comparison. Studies in Higher Education, 41(5), pp. 815-827. (doi: 10.1080/03075079.2016.1147727)

2014

Francis, B., Burke, P. and Read, B. (2014) The submergence and re-emergence of gender in undergraduate accounts of university experience. Gender and Education, 26(1), pp. 1-17. (doi: 10.1080/09540253.2013.860433)

Read, B. (2014) Review of: Tice, K. (2012) Queens of academe: beauty pageantry, student bodies, and college life. Gender and Education, 26(7), pp. 812-814. (doi: 10.1080/09540253.2014.973230)[Book Review]

2013

Leathwood, C. and Read, B. (2013) Research policy and academic performativity: compliance, contestation and complicity. Studies in Higher Education, 38(8), pp. 1162-1174. (doi: 10.1080/03075079.2013.833025)

2012

Francis, B., Skelton, C. and Read, B. (2012) The Identities and Practices of High Achieving Pupils: Negotiating Achievement and Peer Cultures. Continuum: London, UK. ISBN 9781441199232

2011

Read, B. , Francis, B. and Skelton, C. (2011) Gender, popularity and notions of in/authenticity amongst 12-year-old to 13-year-old school girls. British Journal of Sociology of Education, 32(2), pp. 169-183. (doi: 10.1080/01425692.2011.547304)

Read, B. (2011) Britney, Beyoncé, and me - primary school girls' role models and constructions of the 'popular' girl. Gender and Education, 23(1), pp. 1-13. (doi: 10.1080/09540251003674089)

2010

Francis, B., Skelton, C. and Read, B. (2010) The simultaneous production of educational achievement and popularity: how do some pupils accomplish it? British Educational Research Journal, 36(2), pp. 317-340. (doi: 10.1080/01411920902919265)

Skelton, C., Francis, B. and Read, B. (2010) "Brains before 'beauty'?" High achieving girls, school and gender identities. Educational Studies, 36(2), pp. 185-194. (doi: 10.1080/03055690903162366)

2009

Skelton, C., Carrington, B., Francis, B., Hutchings, M., Read, B. and Hall, I. (2009) Gender 'matters' in the primary classroom: pupils' and teachers' perspectives. British Educational Research Journal, 35(2), pp. 187-204. (doi: 10.1080/01411920802041905)

2008

Leathwood, C. and Read, B. (2008) Gender and the Changing Face of Higher Education: A Feminised Future? SRHE / Open University Press: London. ISBN 9780335227136

Francis, B., Skelton, C., Carrington, B., Hutchings, M., Read, B. and Hall, I. (2008) A Perfect Match? Pupils' and teachers' views of the impact of matching educators and learners by gender. Research Papers in Education, 23(1), p. 15. (doi: 10.1080/02671520701692510)

Hutchings, M., Carrington, B., Francis, B., Skelton, C., Read, B. and Hall, I. (2008) Nice and kind, smart and funny: what children like and want to emulate in their teachers. Oxford Review of Education, 34(2), pp. 135-157. (doi: 10.1080/03054980701663959)

Read, B. (2008) 'The world must stop when I'm talking': gender and power relations in primary teachers' classroom talk. British Journal of Sociology of Education, 29(6), pp. 609-621. (doi: 10.1080/01425690802423288)

2007

Carrington, B., Francis, B., Hutchings, M., Skelton, C., Read, B. and Hall, I. (2007) Does the gender of the teacher really matter? Seven- to eight-year-olds’ accounts of their interactions with their teachers. Educational Studies, 33(4), pp. 397-413. (doi: 10.1080/03055690701423580)

Hutchings, M., Carrington, B., Francis, B., Read, B. , Skelton, C. and Hall, I. (2007) 'Nice and kind, smart and funny': what children like and want to emulate in their teachers. Oxford Review of Education, 34(2), pp. 135-157. (doi: 10.1080/03054980701663959)

2006

Maylor, U., Read, B. , Mendick, H., Ross, A. and Rollock, N. (2006) Diversity and Citizenship in the Curriculum: Research Review. Other. Department for Education and Skills, Nottingham, UK.

Read, B. (2006) Gendered constructions of cooperation and competition by pupils. In: Pergar-Kuscer, M.P., Ross, A. and Fulop, M. (eds.) Teachers' and Pupils' Constructions of Competition and Cooperation: A Three-Country Study of Slovenia, Hungary and England. University of Ljubljana Press: Ljubljana, Slovenia. ISBN 9788677351113

Skelton, C. and Read, B. (2006) Male and female teachers’ evaluative responses to gender and the implications of these for the learning environments of primary age pupils. International Studies in Sociology of Education, 16(2), pp. 105-120. (doi: 10.1080/09620210600849802)

2005

Read, B. and Francis, B. (2005) Examining assessment in higher education: assessment as a socially situated practice. Assessment and Evaluation in Higher Education, 30(3), pp. 209-213. (doi: 10.1080/02602930500063777)

Read, B. , Francis, B. and Robson, J. (2005) Gender, ‘bias’, assessment and feedback: analyzing the written assessment of undergraduate history essays. Assessment and Evaluation in Higher Education, 30(3), pp. 241-260. (doi: 10.1080/02602930500063827)

Ross, A., Read, B. , Kuscer, M.P., Fulop, M., Pucko, C., Berkics, M., Sandor, M. and Hutchings, M. (2005) Teachers’ constructions of citizenship and enterprise: Using associative group analysis with teachers in Hungary, Slovenia and England. New Educational Review, 7(3-4), pp. 111-139.

2004

Archer, L., Maylor, U., Osgood, J. and Read, B. (2004) An Exploration of the Attitudinal, Social and Cultural Factors Impacting on Year 10 Student Performance: Final Report. Other. Institute for Policy Studies in Education, London Metropolitan University, London, UK.

Francis, B., Hutchings, M. and Read, B. (2004) Science in girls' schools: Factors that contribute to girls' engagement and attainment. Other. Institute for Policy Studies in Education, London Metropolitan University, London, UK.

Read, B. , Archer, L. and Leathwood, C. (2004) Experiences of community, 'belonging' and exclusion amongst non-traditional higher education students in the UK. In: Ross, A. (ed.) The Experience of Citizenship: Proceedings of the Sixth Conference of the Children's Identity and Citizenship in Europe Thematic Network. CiCe: London, UK. ISBN 9781853773785

Read, B. , Robson, J. and Francis, B. (2004) Re-viewing undergraduate writing: tutors' perceptions of essay qualities according to gender. Research in Post-Compulsory Education, 9(2), pp. 217-238. (doi: 10.1080/13596740400200176)

Robson, J., Francis, B. and Read, B. (2004) Gender, student confidence and communicative styles at university: the views of lecturers in history and psychology. Studies in Higher Education, 29(1), pp. 7-23. (doi: 10.1080/1234567032000164840)

2003

Francis, B., Read, B. , Melling, L. and Robson, J. (2003) University lecturers' perceptions of gender and undergraduate writing. British Journal of Sociology of Education, 24(3), pp. 357-373.

Read, B. , Archer, L. and Leathwood, C. (2003) Challenging cultures? Student conceptions of 'belonging' and 'isolation' at a post-1992 university. Studies in Higher Education, 28(3), pp. 261-277. (doi: 10.1080/03075070309290)

2002

Francis, B., Robson, J. and Read, B. (2002) Gendered patterns in writing and degree award. In: Howie, G. and Tauchert, A. (eds.) Gender, Teaching, and Research in Higher Education: Challenges for the 21st Century. Ashgate: Aldershot, Hampshire, UK. ISBN 9780754614784

Read, B. , Francis, B. and Robson, J. (2002) 'Who am I to question all these established writers?' Gender and confidence in student essay writing. In: Graal, M. (ed.) Writing Development in Higher Education: Changing Contexts for Teaching and Learning: Proceedings of the 8th Annual Writing Development in Higher Education Conference, University of Leicester, April 2001. Teaching and Learning Unit, University of Leicester: Leicester, UK. ISBN 9780953835119

Robson, J., Francis, B. and Read, B. (2002) Writes of passage: Stylistic features of male and female undergraduate history essays. Journal of Further and Higher Education, 26(4), pp. 351-362. (doi: 10.1080/0309877022000021757)

2001

Francis, B., Robson, J. and Read, B. (2001) An analysis of undergraduate writing styles in the context of gender and achievement. Studies in Higher Education, 26(3), pp. 313-326. (doi: 10.1080/03075070120076282)

Read, B. , Francis, B. and Robson, J. (2001) 'Playing safe': Undergraduate essay writing and the presentation of the student 'voice'. British Journal of Sociology of Education, 22(3), pp. 387-399.

1996

Read, B. (1996) Historical representations and the gendered battleground of the 'past': A study of the Canterbury Heritage Museum. European Journal of Women's Studies, 3(2), pp. 115-130. (doi: 10.1177/135050689600300203)

This list was generated on Sat Jan 16 17:24:50 2021 GMT.
Jump to: Articles | Books | Book Sections | Book Reviews | Research Reports or Papers
Number of items: 46.

Articles

Leathwood, C. and Read, B. (2020) Short-term, short-changed? A temporal perspective on the implications of academic casualisation for teaching in higher education. Teaching in Higher Education, (doi: 10.1080/13562517.2020.1742681) (Early Online Publication)

Read, B. , Burke, P. J. and Grozier, G. (2020) ‘It is like school sometimes’: friendship and sociality on university campuses and patterns of social inequality. Discourse: Studies in the Cultural Politics of Education, 41(1), pp. 70-82. (doi: 10.1080/01596306.2018.1457626)

Read, B. and Leathwood, C. (2020) Casualised academic staff and the lecturer-student relationship: shame, (im)permanence and (il)legitimacy. British Journal of Sociology of Education, 41(4), pp. 539-554. (doi: 10.1080/01425692.2020.1748570)

Read, B. (2018) Truth, masculinity and the anti-elitist backlash against the university in the age of Trump. Teaching in Higher Education, 23(5), pp. 593-605. (doi: 10.1080/13562517.2018.1457636)

Read, B. and Leathwood, C. (2018) Tomorrow’s a mystery: constructions of the future and ‘un/becoming’ amongst ‘early’ and ‘late’ career academics. International Studies in Sociology of Education, 27(4), pp. 333-351. (doi: 10.1080/09620214.2018.1453307)

Read, B. and Kehm, B. M. (2016) Women as leaders of higher education institutions: a British-German comparison. Studies in Higher Education, 41(5), pp. 815-827. (doi: 10.1080/03075079.2016.1147727)

Francis, B., Burke, P. and Read, B. (2014) The submergence and re-emergence of gender in undergraduate accounts of university experience. Gender and Education, 26(1), pp. 1-17. (doi: 10.1080/09540253.2013.860433)

Leathwood, C. and Read, B. (2013) Research policy and academic performativity: compliance, contestation and complicity. Studies in Higher Education, 38(8), pp. 1162-1174. (doi: 10.1080/03075079.2013.833025)

Read, B. , Francis, B. and Skelton, C. (2011) Gender, popularity and notions of in/authenticity amongst 12-year-old to 13-year-old school girls. British Journal of Sociology of Education, 32(2), pp. 169-183. (doi: 10.1080/01425692.2011.547304)

Read, B. (2011) Britney, Beyoncé, and me - primary school girls' role models and constructions of the 'popular' girl. Gender and Education, 23(1), pp. 1-13. (doi: 10.1080/09540251003674089)

Francis, B., Skelton, C. and Read, B. (2010) The simultaneous production of educational achievement and popularity: how do some pupils accomplish it? British Educational Research Journal, 36(2), pp. 317-340. (doi: 10.1080/01411920902919265)

Skelton, C., Francis, B. and Read, B. (2010) "Brains before 'beauty'?" High achieving girls, school and gender identities. Educational Studies, 36(2), pp. 185-194. (doi: 10.1080/03055690903162366)

Skelton, C., Carrington, B., Francis, B., Hutchings, M., Read, B. and Hall, I. (2009) Gender 'matters' in the primary classroom: pupils' and teachers' perspectives. British Educational Research Journal, 35(2), pp. 187-204. (doi: 10.1080/01411920802041905)

Francis, B., Skelton, C., Carrington, B., Hutchings, M., Read, B. and Hall, I. (2008) A Perfect Match? Pupils' and teachers' views of the impact of matching educators and learners by gender. Research Papers in Education, 23(1), p. 15. (doi: 10.1080/02671520701692510)

Hutchings, M., Carrington, B., Francis, B., Skelton, C., Read, B. and Hall, I. (2008) Nice and kind, smart and funny: what children like and want to emulate in their teachers. Oxford Review of Education, 34(2), pp. 135-157. (doi: 10.1080/03054980701663959)

Read, B. (2008) 'The world must stop when I'm talking': gender and power relations in primary teachers' classroom talk. British Journal of Sociology of Education, 29(6), pp. 609-621. (doi: 10.1080/01425690802423288)

Carrington, B., Francis, B., Hutchings, M., Skelton, C., Read, B. and Hall, I. (2007) Does the gender of the teacher really matter? Seven- to eight-year-olds’ accounts of their interactions with their teachers. Educational Studies, 33(4), pp. 397-413. (doi: 10.1080/03055690701423580)

Hutchings, M., Carrington, B., Francis, B., Read, B. , Skelton, C. and Hall, I. (2007) 'Nice and kind, smart and funny': what children like and want to emulate in their teachers. Oxford Review of Education, 34(2), pp. 135-157. (doi: 10.1080/03054980701663959)

Skelton, C. and Read, B. (2006) Male and female teachers’ evaluative responses to gender and the implications of these for the learning environments of primary age pupils. International Studies in Sociology of Education, 16(2), pp. 105-120. (doi: 10.1080/09620210600849802)

Read, B. and Francis, B. (2005) Examining assessment in higher education: assessment as a socially situated practice. Assessment and Evaluation in Higher Education, 30(3), pp. 209-213. (doi: 10.1080/02602930500063777)

Read, B. , Francis, B. and Robson, J. (2005) Gender, ‘bias’, assessment and feedback: analyzing the written assessment of undergraduate history essays. Assessment and Evaluation in Higher Education, 30(3), pp. 241-260. (doi: 10.1080/02602930500063827)

Ross, A., Read, B. , Kuscer, M.P., Fulop, M., Pucko, C., Berkics, M., Sandor, M. and Hutchings, M. (2005) Teachers’ constructions of citizenship and enterprise: Using associative group analysis with teachers in Hungary, Slovenia and England. New Educational Review, 7(3-4), pp. 111-139.

Read, B. , Robson, J. and Francis, B. (2004) Re-viewing undergraduate writing: tutors' perceptions of essay qualities according to gender. Research in Post-Compulsory Education, 9(2), pp. 217-238. (doi: 10.1080/13596740400200176)

Robson, J., Francis, B. and Read, B. (2004) Gender, student confidence and communicative styles at university: the views of lecturers in history and psychology. Studies in Higher Education, 29(1), pp. 7-23. (doi: 10.1080/1234567032000164840)

Francis, B., Read, B. , Melling, L. and Robson, J. (2003) University lecturers' perceptions of gender and undergraduate writing. British Journal of Sociology of Education, 24(3), pp. 357-373.

Read, B. , Archer, L. and Leathwood, C. (2003) Challenging cultures? Student conceptions of 'belonging' and 'isolation' at a post-1992 university. Studies in Higher Education, 28(3), pp. 261-277. (doi: 10.1080/03075070309290)

Robson, J., Francis, B. and Read, B. (2002) Writes of passage: Stylistic features of male and female undergraduate history essays. Journal of Further and Higher Education, 26(4), pp. 351-362. (doi: 10.1080/0309877022000021757)

Francis, B., Robson, J. and Read, B. (2001) An analysis of undergraduate writing styles in the context of gender and achievement. Studies in Higher Education, 26(3), pp. 313-326. (doi: 10.1080/03075070120076282)

Read, B. , Francis, B. and Robson, J. (2001) 'Playing safe': Undergraduate essay writing and the presentation of the student 'voice'. British Journal of Sociology of Education, 22(3), pp. 387-399.

Read, B. (1996) Historical representations and the gendered battleground of the 'past': A study of the Canterbury Heritage Museum. European Journal of Women's Studies, 3(2), pp. 115-130. (doi: 10.1177/135050689600300203)

Books

Francis, B., Skelton, C. and Read, B. (2012) The Identities and Practices of High Achieving Pupils: Negotiating Achievement and Peer Cultures. Continuum: London, UK. ISBN 9781441199232

Leathwood, C. and Read, B. (2008) Gender and the Changing Face of Higher Education: A Feminised Future? SRHE / Open University Press: London. ISBN 9780335227136

Book Sections

Read, B. and Leathwood, C. (2020) Gender and the politics of knowledge in the Academy. In: Ross, A. (ed.) Educational Research for Social Justice: Evidence and Practice from the UK. Springer: New York, USA. ISBN 9783030625719 (Accepted for Publication)

Read, B. and Bradley, L. (2018) Gender, time and ‘waiting’ in everyday academic life. In: Taylor, Y. and Lahad, K. (eds.) Feeling Academic in the Neoliberal University: Feminist Flights, Fights and Failures. Series: Palgrave studies in gender and education. Palgrave Macmillan: Cham, Switzerland, pp. 221-242. ISBN 9783319642239 (doi:10.1007/978-3-319-64224-6_10)

Read, B. (2016) Gender and higher education. In: Shin, J. C. and Teixeira, P. (eds.) Encyclopedia of International Higher Education Systems and Institutions. Springer: Berlin. ISBN 9789401795531 (doi:10.1007/978-94-017-9553-1_44-1)

Read, B. (2006) Gendered constructions of cooperation and competition by pupils. In: Pergar-Kuscer, M.P., Ross, A. and Fulop, M. (eds.) Teachers' and Pupils' Constructions of Competition and Cooperation: A Three-Country Study of Slovenia, Hungary and England. University of Ljubljana Press: Ljubljana, Slovenia. ISBN 9788677351113

Read, B. , Archer, L. and Leathwood, C. (2004) Experiences of community, 'belonging' and exclusion amongst non-traditional higher education students in the UK. In: Ross, A. (ed.) The Experience of Citizenship: Proceedings of the Sixth Conference of the Children's Identity and Citizenship in Europe Thematic Network. CiCe: London, UK. ISBN 9781853773785

Francis, B., Robson, J. and Read, B. (2002) Gendered patterns in writing and degree award. In: Howie, G. and Tauchert, A. (eds.) Gender, Teaching, and Research in Higher Education: Challenges for the 21st Century. Ashgate: Aldershot, Hampshire, UK. ISBN 9780754614784

Read, B. , Francis, B. and Robson, J. (2002) 'Who am I to question all these established writers?' Gender and confidence in student essay writing. In: Graal, M. (ed.) Writing Development in Higher Education: Changing Contexts for Teaching and Learning: Proceedings of the 8th Annual Writing Development in Higher Education Conference, University of Leicester, April 2001. Teaching and Learning Unit, University of Leicester: Leicester, UK. ISBN 9780953835119

Book Reviews

Read, B. (2014) Review of: Tice, K. (2012) Queens of academe: beauty pageantry, student bodies, and college life. Gender and Education, 26(7), pp. 812-814. (doi: 10.1080/09540253.2014.973230)[Book Review]

Research Reports or Papers

Hermannsson, K. , Odena, O. and Read, B. (2019) Link Community Development Interventions in Ethiopia, Ghana, Malawi, Uganda, and Rwanda: Review of Evidence 2008-2018. Project Report. Robert Owen Centre for Educational Change, School of Education, University of Glasgow.

EGHE Network, (2018) Policy Briefi 2: Participating and Succeeding in STEM subjects: a focus on Gender Dynamics. Initial Findings of the EGHE Network for Uganda, Kenya, Rwanda, The Gambia and the UK. Project Report. EGHE Network.

EGHE Network, (2018) Policy Briefing 1: Gendered Patterns of HE Participation and Success: Initial Findings of the EGHE Network for Uganda, Kenya, Rwanda, The Gambia and the UK. Project Report. EGHE Network.

Maylor, U., Read, B. , Mendick, H., Ross, A. and Rollock, N. (2006) Diversity and Citizenship in the Curriculum: Research Review. Other. Department for Education and Skills, Nottingham, UK.

Archer, L., Maylor, U., Osgood, J. and Read, B. (2004) An Exploration of the Attitudinal, Social and Cultural Factors Impacting on Year 10 Student Performance: Final Report. Other. Institute for Policy Studies in Education, London Metropolitan University, London, UK.

Francis, B., Hutchings, M. and Read, B. (2004) Science in girls' schools: Factors that contribute to girls' engagement and attainment. Other. Institute for Policy Studies in Education, London Metropolitan University, London, UK.

This list was generated on Sat Jan 16 17:24:50 2021 GMT.

Grants

Economic and Social Research Council Grant: Gendered Journeys: The Trajectories of STEM Students and Graduates through Higher Education and Into Employment, in India and Rwanda (PI) (Award: £986,320). 2020-23.

Economic and Social Research Council Grant: Examining Gender and Higher Education: STEM and Beyond. A UK-African Countries Network (PI) (Award: £82, 109). 2017-2018.

University of Glasgow Competitive Award: Directorship of 2-Year research programme, Social Precarity, for the Adam Smith Research Foundation (Award: £50,000). 2014-2016.

British Academy Grant: Playing the ‘Fall Guy’: classed, gendered and ‘raced’ friendship dynamics in the context of academic achievement (PI) (Award: £7,492.78).  2009.

University of Roehampton Competitive Award: Research grant to support the Playing the 'Fall Guy' project (Award: £4,000). 2009.

British Educational Research Association: Meeting of Minds Fellowship (mentor: Prof. Diane Reay). (Award: £585). 2008.

London Metropolitan University Competitive Award: to support creation of a seminar series on ‘Examining Assessment in Higher Education’ (2003), with Becky Francis. (Special Issue of Assessment & Evaluation in Higher Education Journal commissioned as a result of this series). (Award: £1,440). 2002-2003.

London Metropolitan University Competitive Award: to fund an administrator for Becky Francis and Barbara Read (2001-2002) (Lead applicant) (Award: £3,518). 2002.

Economic and Social Research Council Grant: University Lecturers’ Constructions of Undergraduate Writing (R000239187) Co-applicant. (PI – Becky Francis). 2002-2004.

Supervision

PhD Doctorate Students completed:

Nuramira Anuar, 'Transnational Journeys: Changing Identities, Perceptions and Experiences of Malaysian Doctoral Students Studying in the UK'. Awarded July 2019. University of Glasgow. 

Louise Sheridan, ‘Youth Participation in Scotland: Key Features and Influences on Practice and Participation. Awarded July 2018. University of Glasgow.

Ali Sameer, 'The Visible and Invisible Discourses: The Securitization of Pakistan and its Impact on the Social Construction of Girls'/Women's Education. Awarded August 2020. University of Glasgow.

Yue Song, 'Children of Migrant Workers in Urban High Schools: an Analysis of the Dual Role of Education'. Awarded July 2018. University of Glasgow.

Yuwei Xu (University Scholarship), 'The Performance of Gender: A cross-cultural analysis of gender and teaching in early childhood settings'. Awarded July 2018. University of Glasgow.

Keyu Zhai (CSC Scholarship), 'Social Mobility and Undergraduates in China'. Awarded April 2020. University of Glasgow.

EdD Doctorate Students completed:

Julie Alderton, ‘Pedagogical Discourses and Subjectivities in Primary Mathematics Initial Teacher Education’. Awarded  2013. University of Roehampton.

Rosalie Doherty, 'The Broken Triangle: Women's Gender Based Oppression, Community Development and the Promotion of Women's Health and Wellbeing in Ireland'.  Awarded July 2019. University of Glasgow.

 

PhD students supervising:

 

Tahsina Akbar (University Scholarship, 2019- present): Gendered Interpretations of Curriculum Texts in Bangladesh in the Context of UN 2030 Sustainable Development Goals for Women’s ‘Empowerment'.

Louise Couceiro (ESRC Scholarship, MRes 2018-2019, PhD 2019 - present). A New Wave of Non Fiction Feminist Children’s Literature: Children’s Responses and Perceptions.

Nicola Dickson (2016-present) Art as a Tool of Empowerment for Vulnerable Groups.

Oisin Kealy (LKAS Scholarship, 2018-present). Human Rights Films Festivals.

Angeliki Peponi (2017-present) Internationally Educated Teachers in Scotland’s Schools: Included for Inclusion?

Emily Thomson (2018-present) Gender and Care: Modern Apprenticeships in Scotland.

Yijie Wang (CSC Scholarship, 2019-present) How Overseas Study Influences the Standardised Lifecourse: Experiences of Chinese International Students

 

EdD Doctorate Students supervising:

Penny Anderson (2018-present): A Time to Care? Temporality and its Relationship to Care Values as Viewed Through the Lived Experiences of Women in the Scottish School-Aged Childcare Workforce.

Jamie DeYoung (2020-present): Supporting Undergraduate Female Engineering Students at an Evangelical Higher Education Institution in the United States. 

 

  • Couceiro, Louise
    Exploring Children’s Responses to and Engagement with Feminist Biographical Illustrated Books
  • Kealy, Oisin
    Human Rights Film Festivals in the Global South
  • Peponi, Angeliki
    Internationally Educated Teachers in Scotland’s Schools: Included for Inclusion?
  • Wang, Yijie
    How overseas study influences standardized life course: Experiences of Chinese international students

Teaching

My teaching role is currently reduced as a result of my work on the Gendered Journeys project, however I contribute to a variety of undergraduate and postgraduate courses, including:

Fundamentals of Education, MEduc with Primary Teaching Qualification

Equity, Social Justice and Change, MSc in Education, Public Policy and Equity 

Museums as a Source for Learning, MSc in Museum Education

Additional information

I am on the Editorial Board of International Studies in Sociology of Education, and served two terms on the editorial board of Gender and Education (2009-2014).  I was also UK and Ireland Editor of Women's Studies International Forum journal from 2008-2010. I review articles for a wide range of journals, as well as book proposals for Routledge and grant proposals for the ESRC. 

In 2012 Becky Francis, Christine Skelton and I won 1st Prize for books published in 2012 from the Society for Educational Studies (for The Identities and Practices of High Achieving Pupils).

I am currently the Prinicipal Investigator of Gendered Journeys project, a 3 year project funded by an ESRC GCRF grant, as well as Ethics Officer for the School of Education. 

From 2017-18 I was the lead facilitator of the Examining Gender in Higher Education (EGHE) Network : a partnership between academics at the University of Glasgow, University of Rwanda, Kenyatta University (Kenya), Gambia College, Makerere University (Uganda), and NGO partners the Forum for African Women Educationalists (FAWE). This network was established and funded for 18-months via an ESRC GCRF Networks Grant. The Network had an interest in all aspects of academic culture, practices and experience for students and staff in HE in our network countries, and an interest in subject/disciplinary issues including gender and the study of STEM subjects. We have produced two policy briefings as part of our outputs for the network which can be downloaded from the project webpage (see above). 

I also regularly speak on gender issues nationally and internationally, including invitations from the British Embassy in Estonia and from the British Council to speak on UK issues relating to gender and girls' education at an event in Karachi, Pakistan.  

I am currently the Undergraduate/Postgraduate Taught (UG/PGT) Ethics Officer for the School of Education.