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Dr Lauren Stentiford

Lecturer in Education

 4840

 +44 (0) 1392 724840

 North Cloisters NC137

 

North Cloisters, University of Exeter, St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

 Office hours:

Please email to arrange an appointment.

Overview

I am a Lecturer in Education, having joined the Graduate School of Education in 2018. My research explores aspects of inequalities in compulsory and higher education, and I have a particular interest in gender, social class, disability and the intersection of these identity facets. My approach might be located within a sociological perspective. I gained my PhD at Exeter in 2017, for which I conducted a qualitative case study set in an elite British university that explored young women’s negotiations of academic achievement whilst studying either a male-dominated STEM or female-dominated arts/humanities discipline.

After gaining my PhD, I worked as a postdoctoral researcher on a number of projects being conducted within the Graduate School of Education. These included an ESRC-SWDTP funded methodological project on thematic qualitative data analysis, a Nuffield Foundation funded systematic review of the organisational arrangements of reading interventions for struggling readers, and an ESRC Impact Accelerator project that explored mental health leadership and policy in selected case study schools across England.  

I am interested in qualitative research methods, including focus groups and diary methods. I am fully trained in systematic literature review methodology and have conducted and published quantitative and qualitative systematic reviews. I am currently working as PI and Co-I on several internally and externally funded research projects that explore aspects of inclusion and exclusion in education.  

Qualifications

2017: PhD Education, University of Exeter (+3 ESRC funded)
2013: MSc Educational Research, University of Exeter
2010: BA Sociology, University of Exeter


2020: Fellow of the Higher Education Academy
2017: Stage 1 & 2 LTHE, University of Exeter

Research

Research projects

My research activities include the following projects:

2020-2021: 'A literature review to understand the structures and processes that influence educational research activities in the UK' – British Educational Research Association (Co-I)
This project builds on and extends previous mapping activities that have been commissioned by BERA, the most recent of which was Alis Oancea and David Mills’ review to monitor the health and state of education research in the UK in 2015 as part of the BERA Observatory initiative. The current research takes the form of a systematic literature review to draw together published research evidence relevant to understanding the structures and processes (both formal and informal) that influence education research activities in UK HEIs.  

2021: ‘The inclusive curriculum: Addressing inequalities and disadvantage in HE’ – Social Mobility Centre/Education Incubator (PI)
This project aims to critically explore the concept of the ‘inclusive curriculum’ and consider its utility as an approach to address and reduce social inequalities in HE. This includes a systematic literature review and a series of staff and student workshops to encourage critical and reflexive thinking around matters of inclusion/exclusion in HE.

2019-22: 'The gendered schooling experiences of young women identified with SEN' – British Academy/Leverhulme Trust (PI)
This project forms two strands: 1) a systematic literature review to synthesise research pertaining to the gendered schooling experiences of students identified with SEN, and; 2) a small-scale rapid, multi-method ethnographic study undertaken with young women to explore their negotiations of normative gendered expectations and SEN in the mainstream secondary school.

2013-2016: ESRC+3 PhD Studentship - 'Femininity, academic discipline and achievement: Women undergraduates’ accounts whilst studying either a STEM or arts/humanities discipline at a high-performing British university'

 

Conferences

I have presented at a number of international conferences including Gender and Education, British Sociological Association, British Educational Research Association, and European Conference on Educational Research.

 

 

Publications

Key publications | Publications by category | Publications by year

Publications by category


Journal articles

Koutsouris G, Stentiford L, Benham-Clarke S, Hall D (In Press). Agonism in education: a systematic scoping review and discussion of its educational potential. Educational Review Full text.
Koutsouris G, Anglin-Jaffe H, Stentiford L (In Press). How well do we understand social inclusion in education?. British Journal of Educational Studies Abstract.  Full text.
Stentiford L, Koutsouris G (In Press). What are Inclusive Pedagogies in Higher Education?: a Systematic Scoping Review. Studies in Higher Education Full text.
Finning K, Ukoumunne OC, Ford T, Danielson-Waters E, Shaw L, Romero De jager I, Stentiford L, Moore D (2019). Review: the association between anxiety and poor attendance at school – a systematic review. Child and Adolescent Mental Health, 24(3), 205-2016. Abstract.  Full text.
Stentiford LJ (2019). ‘You can tell which ones are the laddy lads’: young women’s accounts of the engineering classroom at a high-performing English university. Journal of Gender Studies, 28(2), 218-230. Abstract.
Stentiford LJ, Koutsouris G, Norwich B (2018). A systematic literature review of the organisational arrangements of primary school-based reading interventions for struggling readers. Journal of Research in Reading, 41(S1), 197-225. Full text.
Finning K, Ukoumunne O, Ford T, Danielsson-Waters E, Shaw L, Romero De Jager I, Stentiford L, Moore D (2018). The association between child and adolescent depression and poor attendance at school: a systematic review and meta-analysis. Journal of Affective Disorders, 245, 928-938. Abstract.  Full text.

Publications by year


In Press

Koutsouris G, Stentiford L, Benham-Clarke S, Hall D (In Press). Agonism in education: a systematic scoping review and discussion of its educational potential. Educational Review Full text.
Koutsouris G, Anglin-Jaffe H, Stentiford L (In Press). How well do we understand social inclusion in education?. British Journal of Educational Studies Abstract.  Full text.
Stentiford L, Koutsouris G (In Press). What are Inclusive Pedagogies in Higher Education?: a Systematic Scoping Review. Studies in Higher Education Full text.

2019

Finning K, Ukoumunne OC, Ford T, Danielson-Waters E, Shaw L, Romero De jager I, Stentiford L, Moore D (2019). Review: the association between anxiety and poor attendance at school – a systematic review. Child and Adolescent Mental Health, 24(3), 205-2016. Abstract.  Full text.
Stentiford LJ (2019). ‘You can tell which ones are the laddy lads’: young women’s accounts of the engineering classroom at a high-performing English university. Journal of Gender Studies, 28(2), 218-230. Abstract.

2018

Stentiford LJ, Koutsouris G, Norwich B (2018). A systematic literature review of the organisational arrangements of primary school-based reading interventions for struggling readers. Journal of Research in Reading, 41(S1), 197-225. Full text.
Finning K, Ukoumunne O, Ford T, Danielsson-Waters E, Shaw L, Romero De Jager I, Stentiford L, Moore D (2018). The association between child and adolescent depression and poor attendance at school: a systematic review and meta-analysis. Journal of Affective Disorders, 245, 928-938. Abstract.  Full text.

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Teaching

I teach and supervise on modules at both undergraduate and postgraduate level which span most of the programmes offered in GSE, including the MA International Education, MSc Education Research and MA Education (Online). I am module lead of the Learning from Work Experience in the Social Sciences undergraduate modules (SSI2001, SSI3017), studied by Year 2 and Year 3 undergraduates across SSIS disciplines.

Modules

2020/21


Supervision / Group

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