Dr Lauren Stentiford
Lecturer in Education
+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.
Please email to arrange an appointment.
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.
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
My research activities include the following projects:
2021-2022: Gender, mental health and students' secondary school experiences – TREE/Wellcome Trust, (PI)
This project seeks to explore students' negotiations of gender and mental health in selected secondary schools in England, with a particular focus on understanding the challenges that students can encounter in a 'pressurised' education system. This project adopts a rapid ethnographic approach.
2019-2022: Supporting Practices for Inclusive Schooling & Education for Youth (SPISEY) – ERASMUS+, (Co-I)
The main purpose of the SPISEY project is to contribute to the implementation of the European strategy about early school leaving, the Inclusion and Diversity Strategy and the Pillar of Social Rights, especially focusing on school opportunities to a) offer high quality and inclusive education for all from early age, b) improve the transition process between lower and upper secondary / qualifying youth education, especially for those young students with learning difficulties and / or risk of social exclusion and c) improve employment prospects for young citizens with learning difficulties.
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.
2013-2017: 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'
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.
I have been invited to deliver lectures and seminars on my research at universities across the world, including the UK, Spain and Australia. This includes a recent talk at University of Oxford in 2021 discussing critical approaches to inclusive pedagogies in HE, and a seminar on inclusion in HE at Universidad Pablo de Olavide, Seville, Spain.
Publications by category
Publications by year
lauren_stentiford Details from cache as at 2022-05-25 17:16:10
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.
- SSI2001 - Learning from Work Experience in Social Sciences
- SSI3017 - Learning from Work Experience in the Social Sciences