Educational stages and sectors

Throughout these sectors, the CSEE is researching an array of contexts such as: science and career aspirations, matters of gender and sexual equity, the understanding of British values, identities and inequalities of ethnicity and class, policy and affect, cyberbullying, sex education, citizenship, family life, and informal science, technology, mathematics and technology (STEM) learning.

Early Years

Projects

• Grouping in Early Years and Key Stage 1 (PDF, 1.3MB)

People

• Alice Bradbury

Primary and Secondary Schools

Projects

• Science Capital Research: Primary Science Capital (developing a science capital informed pedagogical approach for use in primary schools)
• ASPIRES/ ASPIRES 2 (second phase of the 13-year longitudinal research project to explore young people’s science and career aspirations)
• ASPIRES 3 (third phase of the 13-year longitudinal research project to explore young people’s science and career aspirations. In 2019, Professor Louise Archer and her team were awarded the ESRC Celebrating Impact Panel’s Choice prize for this research)
• Best Practice in Grouping Students
• Enterprising Science (engaging students with science and science capital teaching approach)
• Making Spaces (aiming to create robust, and bespoke programmes to support young people’s engineering and tech-based skills)
• Digital Defence & Activism Lessons: equipping young people to navigate contemporary digital cultures in and around school (Tackling rape culture at school and online)
• Is #Metoo part of a wider cultural shift? (four-year project looking at how young people, learn about, engage with and react to debates about gender and sexual harassment in social media)
• Children and unsolicited sexual images on Social Media Apps: Developing Better Digital Defences and Literacy (surveying 13–18-year-olds’ experiences of unsolicited sexual imagery online, including image based sexual abuse, during the COVID-19 pandemic)
• Retention of Minority Ethnic Teachers (researching minority ethnic teacher retention in disadvantaged schools)
• The Covid-19 Pandemic: the experiences of autistic young people and their parents of lockdown and the reopening of schools (exploring the impacts of COVID-19 on autistic children and young people’s educational experiences as well as that of their parents)
• GASES: Gender and Sexual Equity in Schools
• How English state schools are interpreting, translating and ‘enacting’ character education
• How teachers understand and promote British values in schools (Leverhulme Major Research fellowship).

People

• Louise Archer (young people’s educational identities and inequalities of ethnicity, class and gender in schools)
• Patrick Bailey (governance, social mobility and biopolitics)
• Alice Bradbury (impact of policy in primary and early years education)
• Annette Braun (critical policy analysis, teacher identities and the ways in which teachers’ work is shaped by affective and policy dimensions)
• Spela Godec (young people’s engagement with science in formal and informal education)
• Caroline Oliver (how migrants' identities and experiences interact with state policies and institutions, and the consequences for social justice)
• Eleanore Hargreaves, CPA (children’s conceptions of ability, learning and how they experience classrooms)
• Jessica Ringrose (cyberbullying, e-safety, sexting, sex education; behavioural policies and PSHE curriculum in schools).
• Becky Taylor (attainment grouping in schools; how school organisation and teachers’ pedagogy and beliefs affect pupil outcomes)
• Antonina Tereshchenko (students' and teachers' identities and inequalities in educational settings)
• Carol Vincent (parenting and parents' relationships with the education system; how experiences of the education system are influenced by social class and race/ethnicity; diversity, community, citizenship and 'British values').

Further and Higher Education

Projects

• Young People, Education, Employment and ESOL (researching access to education, training and employment for young people aged 16-25 who have English as an Additional language (EAL))
• COVID-19 youth economic activity and health monitor (YEAH) (addressing the UK's need for robust evidence on the pandemic's consequences for youth employment, learning and wellbeing)
• Local and global public good contributions of higher education: a comparative study in six national systems, ESRC – Centre for Global High Education
• Internationalisation of higher education as a global public good: a comparative study in four national systems, RESRC – Centre for Global Higher Education.

People

• Olga Cara (Ethnic identities and/or role of ethnicity and language in education and parenting)
• Rachel Wilde (post 16 transitions to work, and how young people understand citizenship).

Informal settings

Projects

• Youth Equity+STEM (youth equity in informal STEM learning settings)

People

• Jennifer DeWitt (learning outside the classroom, including school visits and family learning)
• Stuart Tannock (alternative forms of radical, popular, democratic and environmental education)
• Louise Archer (youth and practitioner views on equity within informal STEM learning settings)
• Rachel Wilde (the relationship between work and education, informal and formal)
• Emily Dawson, STS (how social justice and equity operate in informal spaces, such as museums, science centres, zoos, homes, maker spaces, festivals, where science and different publics come together)
• Michela Franceschelli, (parenting and resilience)
• Jessica Ringrose (NGO partnerships in areas of gender, sexuality, feminism and equality in education)
• Carol Vincent (Parents’ relationships with education and schools; educational and societal approaches to diversity and difference).