معرفی
Emily Macleod is an Honorary Senior Research Fellow at University College London (UCL) and a Postdoctoral Scholar at McGill University. Her work focuses on education policy, sociology of education, and STEM trajectories, with a particular emphasis on gender studies and teacher recruitment. She holds a PhD in Sociology of Education from UCL and has received prestigious awards including the 2024 BERA Doctoral Thesis Award and the Geoff Whitty Prize.
Education:
- PhD (Sociology of Education), University College London (2019–2023)
- MA (Education), University of Manchester (2013–2015)
- PGCE (Secondary MFL), Sheffield Hallam University (2012–2013)
Research Interests: Her research examines how cultural capital, identity, and systemic factors influence educational trajectories, particularly in STEM fields. She investigates teacher recruitment challenges, gender disparities in physics participation, and the role of 'science capital' in shaping career aspirations. Her work bridges academic research with policy advocacy, aiming to inform actionable educational reforms.
Articles Overview: Her recent work, including the ASPIRES3 series, provides longitudinal insights into STEM career pathways and teacher recruitment dynamics. Themes of identity formation, equity, and pedagogical practices recur across her publications, reflecting a commitment to addressing systemic barriers in education.
Awards:
- 2024 Doctoral Thesis Award (British Educational Research Association)
- 2024 Geoff Whitty Prize for Doctoral Research
Roles & Collaborations: She served as a co-host for the IOE's 'Research for the Real World' podcast (2022–2023) and is the first PhD Executive Board Member of ESERA. She has contributed to the House of Commons Education Select Committee and actively engages in media, consultancy, and teaching roles.
Labs & Projects: Central to her work is the ASPIRES project, a long-term study tracking young people’s STEM attitudes and aspirations. This collaboration has produced influential reports shaping policy and pedagogy in education systems.
