Overview
I am a Lecturer in Education, having joined the Graduate School of Education in 2018. My research interests centre on the themes of gender, social class, disability and inequality in education, which I study from a sociological perspective. I gained my PhD at Exeter in 2017. My thesis explored young women’s experiences whilst studying either a male-dominated STEM or female-dominated arts/humanities discipline at a high-performing British university, with a particular focus on their negotiations of academic achievement. This was an ESRC funded project which adopted a qualitative longitudinal case study design.
After gaining my PhD, I worked as a postdoctoral researcher on a number of internally and externally funded research projects being conducted within the Graduate School of Education. These projects have had a variety of foci, but all concern themes of inclusion/exclusion in compulsory and higher education. I have a particular interest in qualitative research methods, including biographical interviews, focus group interviews, and diary methods. I am also trained in systematic literature review methodology and have conducted and published quantitative and qualitative systematic reviews.
Qualifications
2017: PhD Education, University of Exeter (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
I have been/ am currently PI on the following externally funded projects:
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'
2019-20: British Academy/Leverhulme Trust - 'The gendered schooling experiences of young women identified with SEN'
Publications
Key publications | Publications by category | Publications by year
Publications by category
Journal articles
Stentiford LJ, Koutsouris G, Norwich B (In Press). A systematic literature review of the organisational arrangements of primary school-based reading interventions for struggling readers.
Journal of Research in Reading Full text.
Koutsouris G, Anglin-Jaffe H, Stentiford L (In Press). How well do we understand social inclusion in education?.
British Journal of Educational StudiesAbstract:
How well do we understand social inclusion in education?
The paper draws on the findings of a small-scale empirical study to discuss why the project of inclusion, despite a long history of legislative efforts from the Salamanca Statement onwards, still appears to be troubling. The study used scenarios to explore tensions between inclusion and individual choice experienced by young people in the context of everyday social interaction with reference to the intersection between disability, ethnicity, gender and social class. Building on the findings, we argue that understanding inclusion at the level of social interaction has important implications for inclusive education. We employ ideas from theoretical work on inclusion to suggest that in order to achieve inclusion in education or in society, a top down approach influenced by national and international policy and a rights discourse might not be sufficient; this is because inclusion processes also operate at the level of everyday social interaction where policy has less influence. Such processes, for instance individual choice, are often less explored or even ignored by the inclusion literature, as they are seen as questioning or threatening the moral imperative of including all people. This argument, thus, raises the question of how well we understand social inclusion and provides directions for further research.
Abstract.
Full text.
Finning K, Ukoumunne O, Ford T, Danielsson-Waters E, Shaw L, Romero De Jager I, Stentiford L, Moore D (In Press). The association between child and adolescent depression and poor attendance at school: a systematic review and meta-analysis.
Journal of Affective DisordersAbstract:
The association between child and adolescent depression and poor attendance at school: a systematic review and meta-analysis
Background
Depression in young people may lead to reduced school attendance through social withdrawal, loss of motivation, sleep disturbance and low energy. We systematically reviewed the evidence for an association between depression and poor school attendance.
Methods
Seven electronic databases were searched for quantitative studies with school-aged children and/or adolescents, reporting a measure of association between depression and school attendance. Articles were independently screened by two reviewers. Synthesis incorporated random-effects meta-analysis and narrative synthesis.
Results
Searches identified 4930 articles. Nineteen studies from eight countries across North America, Europe, and Asia, were included. School attendance was grouped into: 1) absenteeism (i.e. total absences), 2) excused/medical absences, 3) unexcused absences/truancy, and 4) school refusal. Meta-analyses demonstrated small-to-moderate positive cross-sectional associations between depression and absenteeism (correlation coefficient r=0.11, 95% confidence interval 0.07 to 0.15, p=0.005, I2= 63%); and depression and unexcused absences/truancy (r=0.15, 95% confidence interval 0.13 to 0.17, p
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 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:
‘You can tell which ones are the laddy lads’: young women’s accounts of the engineering classroom at a high-performing English university
© 2018, © 2018 Informa UK Limited, trading as Taylor. &. Francis Group. This paper explores how four young women narrated accounts of their interactions with their male peers in the engineering classroom. Drawing on data collected in a qualitative case study conducted at one high-performing English university, this paper details how the four women described two different versions of laddish masculinity evident within their engineering classroom; a hostile laddish masculinity, and a ‘friendly’ or ‘genial’ upper/middle-class laddish masculinity. Whilst the hostile lads were seemingly frowned upon and socially excluded, the ‘friendly’ or ‘genial’ upper/middle-class lads appeared largely liked and tolerated by the women. This paper thus adds to our understanding of women’s current experiences in engineering education, and works to extend research in the area of laddism in formalized learning contexts in higher education (HE). In particular, this paper draws attention to the existence of subtle or nuanced degrees of laddism in engineering at the university under study, and highlights a possible relationship between ‘lad’ discourses and gendered disciplinary discourses.
Abstract.
Publications by year
In Press
Stentiford LJ, Koutsouris G, Norwich B (In Press). A systematic literature review of the organisational arrangements of primary school-based reading interventions for struggling readers.
Journal of Research in Reading Full text.
Koutsouris G, Anglin-Jaffe H, Stentiford L (In Press). How well do we understand social inclusion in education?.
British Journal of Educational StudiesAbstract:
How well do we understand social inclusion in education?
The paper draws on the findings of a small-scale empirical study to discuss why the project of inclusion, despite a long history of legislative efforts from the Salamanca Statement onwards, still appears to be troubling. The study used scenarios to explore tensions between inclusion and individual choice experienced by young people in the context of everyday social interaction with reference to the intersection between disability, ethnicity, gender and social class. Building on the findings, we argue that understanding inclusion at the level of social interaction has important implications for inclusive education. We employ ideas from theoretical work on inclusion to suggest that in order to achieve inclusion in education or in society, a top down approach influenced by national and international policy and a rights discourse might not be sufficient; this is because inclusion processes also operate at the level of everyday social interaction where policy has less influence. Such processes, for instance individual choice, are often less explored or even ignored by the inclusion literature, as they are seen as questioning or threatening the moral imperative of including all people. This argument, thus, raises the question of how well we understand social inclusion and provides directions for further research.
Abstract.
Full text.
Finning K, Ukoumunne O, Ford T, Danielsson-Waters E, Shaw L, Romero De Jager I, Stentiford L, Moore D (In Press). The association between child and adolescent depression and poor attendance at school: a systematic review and meta-analysis.
Journal of Affective DisordersAbstract:
The association between child and adolescent depression and poor attendance at school: a systematic review and meta-analysis
Background
Depression in young people may lead to reduced school attendance through social withdrawal, loss of motivation, sleep disturbance and low energy. We systematically reviewed the evidence for an association between depression and poor school attendance.
Methods
Seven electronic databases were searched for quantitative studies with school-aged children and/or adolescents, reporting a measure of association between depression and school attendance. Articles were independently screened by two reviewers. Synthesis incorporated random-effects meta-analysis and narrative synthesis.
Results
Searches identified 4930 articles. Nineteen studies from eight countries across North America, Europe, and Asia, were included. School attendance was grouped into: 1) absenteeism (i.e. total absences), 2) excused/medical absences, 3) unexcused absences/truancy, and 4) school refusal. Meta-analyses demonstrated small-to-moderate positive cross-sectional associations between depression and absenteeism (correlation coefficient r=0.11, 95% confidence interval 0.07 to 0.15, p=0.005, I2= 63%); and depression and unexcused absences/truancy (r=0.15, 95% confidence interval 0.13 to 0.17, p
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 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:
‘You can tell which ones are the laddy lads’: young women’s accounts of the engineering classroom at a high-performing English university
© 2018, © 2018 Informa UK Limited, trading as Taylor. &. Francis Group. This paper explores how four young women narrated accounts of their interactions with their male peers in the engineering classroom. Drawing on data collected in a qualitative case study conducted at one high-performing English university, this paper details how the four women described two different versions of laddish masculinity evident within their engineering classroom; a hostile laddish masculinity, and a ‘friendly’ or ‘genial’ upper/middle-class laddish masculinity. Whilst the hostile lads were seemingly frowned upon and socially excluded, the ‘friendly’ or ‘genial’ upper/middle-class lads appeared largely liked and tolerated by the women. This paper thus adds to our understanding of women’s current experiences in engineering education, and works to extend research in the area of laddism in formalized learning contexts in higher education (HE). In particular, this paper draws attention to the existence of subtle or nuanced degrees of laddism in engineering at the university under study, and highlights a possible relationship between ‘lad’ discourses and gendered disciplinary discourses.
Abstract.
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