Katriona O’sullivan
Biographic Data
| ID | 291764 |
|---|---|
| NAME | Katriona O’sullivan |
| GIVEN NAMES | Katriona |
| FAMILY NAME | O’sullivan |
| SIGNATURE | O’SULLIVAN K |
| AFFILIATIONS | National University of Ireland, Maynooth |
| ORCID | 0000-0001-7202-0033 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 61 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
I just want to annoy him now and say, look, I can do STEM too!”: A qualitative investigation into the attitudes and engagement of female students in STEM education in Ireland
Women are underrepresented in STEM (Science, Technology, Engineering and Maths); with further stratification existing for those from low socio-economic backgrounds. Understanding the reasons for this is essential to progress towards equality in STEM fields. This paper takes the perspective of such marginalized groups and explores their beliefs about STEM within a school-based system, for the purposes of this study a focus has been placed on gende…
Resilience, resistance and ‘giving back’: Teachers from working class backgrounds and their journeys to teaching
Precipitated by a recent policy focus on diversifying Ireland’s homogeneous teaching profession, there is an emerging research base focused on the experiences of teachers from under-represented groups. However, the life stories of teachers from lower socio-economic groups remain underexplored. Responsive to the mostly atheoretical nature of research on initial teacher motivation and employing a narrative life history methodology grounded in pheno…
Invisible barriers: How gender and class intersect to impact upon science participation in Irish secondary schools
Women are under-represented in science fields; this poses a significant challenge considering the emerging digital revolution. The intersectionality theory suggests that women whose social identities intersect across gender and class have distinct experiences; affecting their science aspirations. This research examined gender and class intersections, measuring science experiences and aspirations of working-class girls versus those who are not. A …
The International Education Index: A global approach to education policy analysis, performance and sustainable development
Before the COVID‐19 pandemic, the world struggled to address growing educational inequalities and fulfil the commitment to Sustainable Development Goal 4, which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The pandemic has exacerbated these inequalities and changed how education functions, moving to online and hybrid methods. The challenges in global education highlighted and worse…
A Qualitative Study of Child and Adolescent Mental Health during the Covid-19 Pandemic in Ireland
Mitigating the adverse physical health risks associated with COVID-19 has been a priority of public health incentives. Less attention has been placed on understanding the psychological factors related to the global pandemic, especially among vulnerable populations. This qualitative study sought to understand the experiences of children and adolescents during COVID-19. This study interviewed 48 families during the COVID-19 pandemic restrictions, a…
“All My Problems Go Away for 90 Minutes”: How Football and Psychotherapy Improves Young Men’s Mental Health
This qualitative research sought to establish the impact of an 8-week program combining football and one-to-one psychotherapy on young males’ mental health, determining the factors that predict help-seeking behaviors in this group of men. Pre- and post-participation focus groups were used as the method of data collection. Six males (19–35 years old; M = 25.5) completed both pre-intervention and follow-up focus groups. Help-seeking behaviors were …
You’re a teacher you’re a mother, you’re a worker”: Gender inequality during Covid‐19 in Ireland
The novel coronavirus (COVID‐19) was declared a global pandemic in March 2020. Unlike previous highly contagious diseases that brought the threat of global instability this century such as SARS‐CoV, Zika virus (ZIKV), Swine flu (H1N1), and the Avian flu (H5N1), COVID‐19 was unable to be contained. Global restrictions were implemented to curb the spread of the virus, which included but were not limited to the closure of all educational institution…
Exploring the Impact of Home-Schooling on the Psychological Wellbeing of Irish Families During the Novel Coronavirus (Covid-19) Pandemic: A Qualitative Study Protocol
Background: The COVID-19 pandemic has placed severe restrictions on people's behavior worldwide with school closures in many countries. These closures have shifted education from the classroom to the home. This change is unprecedented, and home-schooling has placed substantial stress on families across the world. As of 9 April 2020, 1.57 billion children were being educated by families that had little or no experience of protracted home-schooling…
Who Goes to College via Access Routes? A Comparative Study of Widening Participation Admission in Selective Universities in Ireland and England
This article explores changing national widening participation (WP) policy and responses from Higher Education institutions (HEIs) from a cross-national perspective. Specifically, the use of contextualised admissions and the provision of foundation year programmes in selective universities in Ireland and England are the key foci of interest. Using data gathered from WP students in two selective universities in Ireland and England, we explore how …
Academic identity, confidence and belonging: The role of contextualised admissions and foundation years in higher education
This article presents a cross‐national exploration of responses to widening participation ( WP ), with a specific focus on the provision of foundation year ( FY ) programmes and the use of contextualised admissions ( CA ) in selective Irish and UK institutions. There remains a dearth of research on these routes, with little understanding of the characteristics of students who utilise them, of why students use these routes and little knowledge of …
I feel like I have a disadvantage: How Socio-Economically Disadvantaged Students Make the Decision to Study at a Prestigious University
This paper presents findings from an interpretative phenomenological analysis with 20 students from socio-economically disadvantaged backgrounds who were accepted onto a Foundation Year in Oxford University. It explores the factors that impacted on their decision to apply to a prestigious university and student’s views on their transition to the prestigious university. The analysis highlighted four key factors:(1) The complex relationship student…
An IoT and Wearable Technology Hackathon for Promoting Careers in Computer Science
This paper explores the use of a constructivist 21st-century learning model to implement a week-long workshop, delivered as a “hackathon,” to encourage preuniversity teenagers to pursue careers in STEM, with a particular emphasis on computer science. For Irish preuniversity students, their experience of computing can vary from word processing to foundational programming, and while many schools are looking to introduce more ICT into the classroom,…
Widening the educational capabilities of socio‐economically disadvantaged students through a model of social and cultural capital development
Widening participation programmes aim to increase the progression of students from low socio‐economic status ( SES ) groups to higher education. This research proposes that the human capabilities approach is a good justice‐based framework within which to consider the social and cultural capital processes that impact upon the educational capabilities of young people from low SES groups. It presents a case study which examines the developing capabi…
You’re a teacher you’re a mother, you’re a worker”: Gender inequality during Covid‐19 in Ireland
The novel coronavirus (COVID‐19) was declared a global pandemic in March 2020. Unlike previous highly contagious diseases that brought the threat of global instability this century such as SARS‐CoV, Zika virus (ZIKV), Swine flu (H1N1), and the Avian flu (H5N1), COVID‐19 was unable to be contained. Global restrictions were implemented to curb the spread of the virus, which included but were not limited to the closure of all educational institution…
Widening the educational capabilities of socio‐economically disadvantaged students through a model of social and cultural capital development
Widening participation programmes aim to increase the progression of students from low socio‐economic status ( SES ) groups to higher education. This research proposes that the human capabilities approach is a good justice‐based framework within which to consider the social and cultural capital processes that impact upon the educational capabilities of young people from low SES groups. It presents a case study which examines the developing capabi…
I feel like I have a disadvantage: How Socio-Economically Disadvantaged Students Make the Decision to Study at a Prestigious University
This paper presents findings from an interpretative phenomenological analysis with 20 students from socio-economically disadvantaged backgrounds who were accepted onto a Foundation Year in Oxford University. It explores the factors that impacted on their decision to apply to a prestigious university and student’s views on their transition to the prestigious university. The analysis highlighted four key factors:(1) The complex relationship student…
Academic identity, confidence and belonging: The role of contextualised admissions and foundation years in higher education
This article presents a cross‐national exploration of responses to widening participation ( WP ), with a specific focus on the provision of foundation year ( FY ) programmes and the use of contextualised admissions ( CA ) in selective Irish and UK institutions. There remains a dearth of research on these routes, with little understanding of the characteristics of students who utilise them, of why students use these routes and little knowledge of …
Exploring the Impact of Home-Schooling on the Psychological Wellbeing of Irish Families During the Novel Coronavirus (Covid-19) Pandemic: A Qualitative Study Protocol
Background: The COVID-19 pandemic has placed severe restrictions on people's behavior worldwide with school closures in many countries. These closures have shifted education from the classroom to the home. This change is unprecedented, and home-schooling has placed substantial stress on families across the world. As of 9 April 2020, 1.57 billion children were being educated by families that had little or no experience of protracted home-schooling…
Who Goes to College via Access Routes? A Comparative Study of Widening Participation Admission in Selective Universities in Ireland and England
This article explores changing national widening participation (WP) policy and responses from Higher Education institutions (HEIs) from a cross-national perspective. Specifically, the use of contextualised admissions and the provision of foundation year programmes in selective universities in Ireland and England are the key foci of interest. Using data gathered from WP students in two selective universities in Ireland and England, we explore how …
An IoT and Wearable Technology Hackathon for Promoting Careers in Computer Science
This paper explores the use of a constructivist 21st-century learning model to implement a week-long workshop, delivered as a “hackathon,” to encourage preuniversity teenagers to pursue careers in STEM, with a particular emphasis on computer science. For Irish preuniversity students, their experience of computing can vary from word processing to foundational programming, and while many schools are looking to introduce more ICT into the classroom,…
Widening the educational capabilities of socio‐economically disadvantaged students through a model of social and cultural capital development
Widening participation programmes aim to increase the progression of students from low socio‐economic status ( SES ) groups to higher education. This research proposes that the human capabilities approach is a good justice‐based framework within which to consider the social and cultural capital processes that impact upon the educational capabilities of young people from low SES groups. It presents a case study which examines the developing capabi…
Who Goes to College via Access Routes? A Comparative Study of Widening Participation Admission in Selective Universities in Ireland and England
This article explores changing national widening participation (WP) policy and responses from Higher Education institutions (HEIs) from a cross-national perspective. Specifically, the use of contextualised admissions and the provision of foundation year programmes in selective universities in Ireland and England are the key foci of interest. Using data gathered from WP students in two selective universities in Ireland and England, we explore how …
Academic identity, confidence and belonging: The role of contextualised admissions and foundation years in higher education
This article presents a cross‐national exploration of responses to widening participation ( WP ), with a specific focus on the provision of foundation year ( FY ) programmes and the use of contextualised admissions ( CA ) in selective Irish and UK institutions. There remains a dearth of research on these routes, with little understanding of the characteristics of students who utilise them, of why students use these routes and little knowledge of …
I feel like I have a disadvantage: How Socio-Economically Disadvantaged Students Make the Decision to Study at a Prestigious University
This paper presents findings from an interpretative phenomenological analysis with 20 students from socio-economically disadvantaged backgrounds who were accepted onto a Foundation Year in Oxford University. It explores the factors that impacted on their decision to apply to a prestigious university and student’s views on their transition to the prestigious university. The analysis highlighted four key factors:(1) The complex relationship student…
“All My Problems Go Away for 90 Minutes”: How Football and Psychotherapy Improves Young Men’s Mental Health
This qualitative research sought to establish the impact of an 8-week program combining football and one-to-one psychotherapy on young males’ mental health, determining the factors that predict help-seeking behaviors in this group of men. Pre- and post-participation focus groups were used as the method of data collection. Six males (19–35 years old; M = 25.5) completed both pre-intervention and follow-up focus groups. Help-seeking behaviors were …
You’re a teacher you’re a mother, you’re a worker”: Gender inequality during Covid‐19 in Ireland
The novel coronavirus (COVID‐19) was declared a global pandemic in March 2020. Unlike previous highly contagious diseases that brought the threat of global instability this century such as SARS‐CoV, Zika virus (ZIKV), Swine flu (H1N1), and the Avian flu (H5N1), COVID‐19 was unable to be contained. Global restrictions were implemented to curb the spread of the virus, which included but were not limited to the closure of all educational institution…
Exploring the Impact of Home-Schooling on the Psychological Wellbeing of Irish Families During the Novel Coronavirus (Covid-19) Pandemic: A Qualitative Study Protocol
Background: The COVID-19 pandemic has placed severe restrictions on people's behavior worldwide with school closures in many countries. These closures have shifted education from the classroom to the home. This change is unprecedented, and home-schooling has placed substantial stress on families across the world. As of 9 April 2020, 1.57 billion children were being educated by families that had little or no experience of protracted home-schooling…
A Qualitative Study of Child and Adolescent Mental Health during the Covid-19 Pandemic in Ireland
Mitigating the adverse physical health risks associated with COVID-19 has been a priority of public health incentives. Less attention has been placed on understanding the psychological factors related to the global pandemic, especially among vulnerable populations. This qualitative study sought to understand the experiences of children and adolescents during COVID-19. This study interviewed 48 families during the COVID-19 pandemic restrictions, a…
Invisible barriers: How gender and class intersect to impact upon science participation in Irish secondary schools
Women are under-represented in science fields; this poses a significant challenge considering the emerging digital revolution. The intersectionality theory suggests that women whose social identities intersect across gender and class have distinct experiences; affecting their science aspirations. This research examined gender and class intersections, measuring science experiences and aspirations of working-class girls versus those who are not. A …
The International Education Index: A global approach to education policy analysis, performance and sustainable development
Before the COVID‐19 pandemic, the world struggled to address growing educational inequalities and fulfil the commitment to Sustainable Development Goal 4, which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The pandemic has exacerbated these inequalities and changed how education functions, moving to online and hybrid methods. The challenges in global education highlighted and worse…
I just want to annoy him now and say, look, I can do STEM too!”: A qualitative investigation into the attitudes and engagement of female students in STEM education in Ireland
Women are underrepresented in STEM (Science, Technology, Engineering and Maths); with further stratification existing for those from low socio-economic backgrounds. Understanding the reasons for this is essential to progress towards equality in STEM fields. This paper takes the perspective of such marginalized groups and explores their beliefs about STEM within a school-based system, for the purposes of this study a focus has been placed on gende…
Resilience, resistance and ‘giving back’: Teachers from working class backgrounds and their journeys to teaching
Precipitated by a recent policy focus on diversifying Ireland’s homogeneous teaching profession, there is an emerging research base focused on the experiences of teachers from under-represented groups. However, the life stories of teachers from lower socio-economic groups remain underexplored. Responsive to the mostly atheoretical nature of research on initial teacher motivation and employing a narrative life history methodology grounded in pheno…
Sociology (10 works) · Political science (9 works) · Pedagogy (8 works) · Psychology (8 works) · Social science (7 works) · Disadvantage (4 works) · Higher education (4 works) · Irish (4 works) · Medicine (4 works) · Public relations (4 works)