Professor Barbara Read

  • Professor of Education (Educational Leadership & Policy)

email: Barbara.Read@glasgow.ac.uk

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

Import to contacts

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

Biography

Please note that due to lack of capacity I am unfortunately not able to take on any more PhD/EdD students for the next two years (Academic years 24/25 and 25/26). 

 

Career

I am a sociologist of education, with an interdisciplinary background in history, social anthropology, and women's studies. Currently Professor of Education 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.

I currently serve as one of the Editors of British Educational Research Journal. 

Current University Roles:

I am currently one of two Deputy Directors of Research for the School of Education, and a member of the University Senate.

 

Research interests

Please note that due to lack of capacity I am unfortunately not able to take on any more PhD/EdD students for the next two years (Academic year 24/25 and 25/26). 

 

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
  • poststructuralist theory, especially Foucault and Butler

Publications

List by: Type | Date

Jump to: 2024 | 2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2016 | 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005 | 2004 | 2003 | 2002 | 2001 | 1996
Number of items: 57.

2024

Hu, M., Moskal, M. and Read, B. (2024) Mapping the emotions of racialised international students and the politics of exclusion in higher education. Higher Education, (doi: 10.1007/s10734-024-01362-3) (Early Online Publication)

Dickson, M., Midraj, J., McMinn, M., Sukkar, H., Alharthi, M. and Read, B. (2024) Fathers’ experiences of juggling work and family life in Abu Dhabi workplaces. Social Sciences, 13(11), 592. (doi: 10.3390/socsci13110592)

Read, B. (2024) Gender equity in academic knowledge production: the influence of politics, power and precarity. European Educational Research Journal, (doi: 10.1177/14749041241277932) (Early Online Publication)

Dickson, M., Bradley, L. and Read, B. (2024) International student-parents in UK higher education: a temporal analysis of their intersectional experiences and challenges. International Journal of Intercultural Relations, 98, 101933. (doi: 10.1016/j.ijintrel.2024.101933)

2023

Read, B. (2023) The university as heterotopia? Space, time and precarity in the academy. Access: Critical Explorations of Equity in Higher Education, 11(1), pp. 1-11.

Hermannsson, K. , Chiziwa, S., Odena, O. , Nyamulani, O., Mkonkholo Kamanga, J., Read, B. and Schweisfurth, M. (2023) The Long-term Impact of School Performance Review (SPR) in Engaged Schools and Residual Impact in Past Schools in Malawi. Documentation. University of Glasgow.

2022

Moskal, M. , Martin, F., Bauschke-Urban, C., Hu, M. and Read, B. (2022) Intersecting inequalities in mobility of international students from Asia and Africa [Symposium]. SRHE International Conference: Mobilities in Higher Education, Virtual, 5-9 December 2022.

Leathwood, C. and Read, B. (2022) Short-term, short-changed? A temporal perspective on the implications of academic casualisation for teaching in higher education. Teaching in Higher Education, 27(6), pp. 756-771. (doi: 10.1080/13562517.2020.1742681)

Xu, Y., Schweisfurth, M. and Read, B. (2022) Men’s participation in early childhood education and care (ECEC): comparative perspectives from Edinburgh, Scotland and Tianjin, China. Comparative Education, 58(3), pp. 345-363. (doi: 10.1080/03050068.2022.2062950)

Read, B. (2022) The Roma in European higher education: re-casting identities, reimagining futures. Journal of Education Policy, 37(3), pp. 506-507. (doi: 10.1080/02680939.2021.1907995)[Book Review]

2021

Seddon, E. , Lido, C. , Read, B. , Umutoni, J., Cyulinyana, M.C., Slade, B. , Maitra, S. , Chatterjee, S., Maitra, S. and Thakur, M. (2021) Gendered Journeys: the trajectories of STEM students and graduates through higher education and into employment, in India and Rwanda. Documentation. CR&DALL, Glasgow.

Zhai, K. , Moskal, M. and Read, B. (2021) Compelled to compete: Chinese graduates on employment and social mobility after international and domestic study. International Journal of Educational Development, 84, 102432. (doi: 10.1016/j.ijedudev.2021.102432)

Read, B. and Leathwood, C. (2021) Gender and the politics of knowledge in the academy. In: Ross, A. (ed.) Educational Research for Social Justice: Evidence and Practice from the UK. Series: Education science, evidence, and the public good (1). Springer Nature: Cham, pp. 205-222. ISBN 9783030625726 (doi: 10.1007/978-3-030-62572-6_10)

2020

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)

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 Sun Dec 22 04:14:47 2024 GMT.
Jump to: Articles | Books | Book Sections | Book Reviews | Research Reports or Papers | Conference or Workshop Item
Number of items: 57.

Articles

Hu, M., Moskal, M. and Read, B. (2024) Mapping the emotions of racialised international students and the politics of exclusion in higher education. Higher Education, (doi: 10.1007/s10734-024-01362-3) (Early Online Publication)

Dickson, M., Midraj, J., McMinn, M., Sukkar, H., Alharthi, M. and Read, B. (2024) Fathers’ experiences of juggling work and family life in Abu Dhabi workplaces. Social Sciences, 13(11), 592. (doi: 10.3390/socsci13110592)

Read, B. (2024) Gender equity in academic knowledge production: the influence of politics, power and precarity. European Educational Research Journal, (doi: 10.1177/14749041241277932) (Early Online Publication)

Dickson, M., Bradley, L. and Read, B. (2024) International student-parents in UK higher education: a temporal analysis of their intersectional experiences and challenges. International Journal of Intercultural Relations, 98, 101933. (doi: 10.1016/j.ijintrel.2024.101933)

Read, B. (2023) The university as heterotopia? Space, time and precarity in the academy. Access: Critical Explorations of Equity in Higher Education, 11(1), pp. 1-11.

Leathwood, C. and Read, B. (2022) Short-term, short-changed? A temporal perspective on the implications of academic casualisation for teaching in higher education. Teaching in Higher Education, 27(6), pp. 756-771. (doi: 10.1080/13562517.2020.1742681)

Xu, Y., Schweisfurth, M. and Read, B. (2022) Men’s participation in early childhood education and care (ECEC): comparative perspectives from Edinburgh, Scotland and Tianjin, China. Comparative Education, 58(3), pp. 345-363. (doi: 10.1080/03050068.2022.2062950)

Zhai, K. , Moskal, M. and Read, B. (2021) Compelled to compete: Chinese graduates on employment and social mobility after international and domestic study. International Journal of Educational Development, 84, 102432. (doi: 10.1016/j.ijedudev.2021.102432)

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. (2021) Gender and the politics of knowledge in the academy. In: Ross, A. (ed.) Educational Research for Social Justice: Evidence and Practice from the UK. Series: Education science, evidence, and the public good (1). Springer Nature: Cham, pp. 205-222. ISBN 9783030625726 (doi: 10.1007/978-3-030-62572-6_10)

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. (2022) The Roma in European higher education: re-casting identities, reimagining futures. Journal of Education Policy, 37(3), pp. 506-507. (doi: 10.1080/02680939.2021.1907995)[Book Review]

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. , Chiziwa, S., Odena, O. , Nyamulani, O., Mkonkholo Kamanga, J., Read, B. and Schweisfurth, M. (2023) The Long-term Impact of School Performance Review (SPR) in Engaged Schools and Residual Impact in Past Schools in Malawi. Documentation. University of Glasgow.

Seddon, E. , Lido, C. , Read, B. , Umutoni, J., Cyulinyana, M.C., Slade, B. , Maitra, S. , Chatterjee, S., Maitra, S. and Thakur, M. (2021) Gendered Journeys: the trajectories of STEM students and graduates through higher education and into employment, in India and Rwanda. Documentation. CR&DALL, Glasgow.

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.

Conference or Workshop Item

Moskal, M. , Martin, F., Bauschke-Urban, C., Hu, M. and Read, B. (2022) Intersecting inequalities in mobility of international students from Asia and Africa [Symposium]. SRHE International Conference: Mobilities in Higher Education, Virtual, 5-9 December 2022.

This list was generated on Sun Dec 22 04:14:47 2024 GMT.

Grants

Economic and Social Research Council Grant:  Transforming Disabled Girlhoods: Addressing Educational Inequalities Through Creative and Inclusive Practice, Policy, and Research. (Postdoctoral Fellowship Mentor for Award Holder Dr Amanda Ptolomey) (Award: £114,799). Oct 2024- Sep 2025.

British Council Grant: Enhancing Teacher Education in STEM through a Linguistic Lens: a Cross-Curricular and Transnational Effort Challenging Gender Stereotypes (Co-I) (Award: £15,000). Jan-July 2022.

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 students supervising:

Abimbola Abodunrin (University of Glasgow Scholarship, 2021-present) ‘Decolonising British Higher Education’.

Kashfi Ahmed (University of Glasgow Scholarship, 2023-present). 'Pathway to Prosperity or Perish: The Impact on Lived Experiences Stemming from Intersectional Barriers Faced by Black and Ethnic Minority STEM Early Career Researchers on Career Attainment and Success at Scottish Universities'. 

Tahsina Akbar (University of Glasgow Scholarship, 2019- present) 'Power and Resistance: Exploring the conceptions and experiences of gender and career aspirations of young people in Bangladesh’. 

Michael Malt (ESRC Scholarship, 2022-present). 'Living Through Assessment: Towards a working-class lived experience understanding of assessment in Higher Education'.

Daniel Perry (University of Glasgow Scholarship, 2022-present) 'Orientating Higher Education Curriculum Development: Navigating influences of curriculum makers decisions with postcolonial and queer perspectives'.

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

Jane Umutoni (University of Glasgow Scholarship, 2022-present) 'Examining the Role of Mentoring Programs in Bridging the STEM Gender Gap at the University of Rwanda'.

Alexander Vániev (University of Glasgow Scholarship, 2022-present) 'Exploring the development of doctoral students’ pedagogical competencies during and beyond their doctoral studies: a comparative actor-network look at core (f)actors in three Scottish universities'.

 

EdD Students supervising:

Jillian Barker (2022-present): 'What are the experiences and perceptions of practitioners on the recruitment and inclusion of men into Out of School Care Services?'

 

 

  • Abodunrin, Abimbola
    Decolonizing British Higher Education
  • Akbar, Tahsina
    Exploring Conceptions of Gender and Career Aspirations of young people utilizing a gender-sensitive curriculum in Rural Bangladesh (
  • Malt, Michael
    Living Through Assessment: Towards a working-class lived experience understanding of assessment in HE
  • Perry, Dan
    Orientating Higher Education Curriculum Development:
  • Thomson, Emily
    Gender and Care Modern Apprenticeships in Scotland
  • Vaniev, Alexander
    Exploring sociomaterial practices and core (f)actors contributing to early career academic teacher development: an actor-network theory perspective

PhD Students completed:

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

Louise Couceiro (ESRC Scholarship). 'A New Wave of Non Fiction Feminist Children’s Literature: Children’s Responses and Perceptions'. Awarded 2023. University of Glasgow.

Nicola Dickson 'Exploring the Relationships between Arts-Informed Adult Learning and the Recovery Journey of Women who have experienced Childhood Sexual Abuse (CSA)'. Awarded 2023. University of Glasgow.

Mei Hu (CSC Scholarship). 'How gender, ethnicity and social class impact international students’ misrecognition and exclusion in UK Higher Education'. Awarded 2024. University of Glasgow.

Oisin Kealy (University Scholarship, 2018-2023). 'Human Rights Films Festivals in South America: Three Models of Rights in Translation'. Awarded 2023. 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 2020. University of Glasgow.

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

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

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

EdD Students completed:

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

Penny Anderson, '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'. Awarded 2023. University of Glasgow. 

Jamie DeYoung, 'Supporting Undergraduate Female Engineering Students at an Evangelical Higher Education Institution in the United States'. Awarded 2023. University of Glasgow. 

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

Judith Lee, 'Reframing Intercultural Education in Edu-Business: A Decolonising Approach'. University of Glasgow.

Additional information

I am currently the Mentor for an ESRC Postdoctoral Fellowship (2024-2025), Awardholder, Dr Amanda Ptolomey: Disabled Girlhoods: Addressing Educational Inequalities Through Creative and Inclusive Practice, Policy, and Research. 

From February 2020 to June 2024 I was the Prinicipal Investigator of the Gendered Journeys project, a large international project, funded by an ESRC GCRF grant. 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. 

I am currently one of the Editors of British Educational Research Journal. I am also on the Editorial Board of the Gender and Education journal, and from 2009-2024 was on the Editorial Board of International Studies in Sociology of Education.  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 grant proposals for the ESRC. 

From 2022-2023 I was co-lead, with Dr Charlotte Morris of the University of Portsmouth, of the Gender and Precarity in Academia network, part of the European Universities: Critical Futures project (PI Prof Susan Wright) funded by the Danish Research Council. 

 

 


Barbara Read profile pic 2024