Emily Macleod
Biographic Data
| ID | 4598263 |
|---|---|
| NAME | Emily Macleod |
| GIVEN NAMES | Emily |
| FAMILY NAME | Macleod |
| SIGNATURE | MACLEOD E |
| AFFILIATIONS | Australian National University |
| ORCID | 0000-0002-0666-0056 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1935 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Who Aspires to Become a Teacher? Findings from a Cohort Study Tracking Young People from Age 10/11 to Age 21/22
Against a backdrop of severe and long-standing teacher shortages, in this paper we present analyses of over 60,000 survey responses collected via a cross-sectional cohort study that sampled young people in England over a period of 11 years; at ages 10/11, 12/13, 13/14, 15/16, 17/18, and 21/22. These methods allow us to explore how common teaching aspirations are amongst young people at different ages, and who aspires to become a teacher as a futu…
Mental health, wellbeing, and burnout among practicing psychologists following Australian weather disasters and Covid-19
Is trauma isolating, or does isolation traumatize? Loneliness and posttraumatic stress mutually reinforce one another in the aftermath of environmental disaster
These results speak to the importance of early response efforts that encourage collective recovery and community engagement in disaster management. This may support the long-term goal of preventing the onset of harmful cycles of loneliness and PTSD in the wake of traumatic experiences. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
I've always known that I would become a teacher ’: How White women narrate their choice to teach, and what this means for teacher recruitment
Teacher shortages are not only severe and long term, but are strongly patterned by social inequities. In many Western countries the teaching workforce is dominated by White women, yet there is a lack of consideration as to why these patterns persist. This paper presents the first longitudinal exploration of young people's trajectories into teaching. It uses data from 31 interviews to examine the educational experiences and career aspirations of t…
Teacher‐makers and teacher‐breakers: (Re)defining how status and safety influence trajectories into and away from teaching
This paper uses empirical data from a longitudinal qualitative study conducted with aspirant teachers in England to propose (re)definitions of the concepts of ‘status’ and ‘safety’ as a framework with which to understand and improve teacher recruitment. These (re)definitions develop from analyses of data tracking 13 aspirant teachers throughout their education from age 10 and into their first career at age 22. Analyses using an identity lens demo…
I'm Very Lucky Because This Is Even Better: The Role of Social Identity Revitalisation in Recovery From Disaster
Evidence shows that meaningful social connections and social identities following trauma can support positive post‐trauma appraisals because they provide psychosocial resources needed for recovery. However, access to these resources is influenced by a process of social identity revitalisation— a change in the value and meaningfulness of these relationships and social identities. This study used a qualitative methodology to explore these social pr…
The Brief Solastalgia Scale: A Psychometric Evaluation and Revision
Witnessing degradation and loss to one’s home environment can cause the negative emotional experience of solastalgia. We review the psychometric properties of the 9-item Solastalgia subscale from the Environmental Distress Scale (Higginbotham et al. (EcoHealth 3:245–254, 2006)). Using data collected from three large, independent, adult samples ( N = 4229), who were surveyed soon after the 2019/20 Australian bushfires, factor analyses confirmed th…
Reasons for not/choosing chemistry: Why advanced level chemistry students in England do/not pursue chemistry undergraduate degrees
There are international concerns about decreasing rates of chemistry degree enrolment. This article seeks to understand students' reasons for not/choosing to pursue a chemistry degree, drawing on (i) open‐ended survey responses from a sample of 506 students in England aged 21–22 who had studied advanced level (“A level”) chemistry at age 18 (as either a full A level or a half “AS” level) and had either chosen ( n = 70) or not chosen ( n = 436) to…
Victimhood and Blame Dialectics in Culturally Diverse Male Students’ Discussions About Sexual Assault Policies
Culture and Perspectives on Sexual Assault Policy was a qualitative, focus-group study conducted at four Canadian universities to gather culturally diverse student perspectives on university sexual violence or sexual assault policies and services. This article highlights two categories of dialectical tension expressed during several male focus groups. The Wrongful Blame Dialectic involved tension between anxieties about wrongful accusations and o…
Culturally Diverse Female-Identified Students Discuss Sexual Assault Policies: Dialectics of Safety/Danger
This article presents dialectical themes that emerged from the grounded theory analysis of 42 focus groups about university sexual assault policies held at four universities in Nova Scotia, Canada. Fourteen cultural communities were represented. Data from female-identified focus groups representing five cultures is deployed to exemplify dialectical themes. When it comes to university sexual assault policies and services, students navigate conflic…
Get lucky? Luck and educational mobility in working-class young people’s lives from age 10–21
Scant sociological attention has been given to the role of luck within social mobility/reproduction. This paper helps address this conceptual gap, drawing on insights from over 200 longitudinal interviews conducted with 20 working-class young people and 22 of their parents over an 11-year period, from age 10–21. We explore the potential significance of luck within the trajectories of 13 educationally mobile young people who were the first in fami…
Who has high science capital? An exploration of emerging patterns of science capital among students aged 17/18 in England
Increasing and diversifying participation in science remains a key educational policy concern for governments across the world. Science capital has been proposed as a useful theoretical lens that can explain patterns in science aspirations among young people aged 11-16 – but to date it has not been explored in relation to educational outcomes among older age groups. This paper reports findings from a new survey of 7,013 17/18 year old English sec…
Learning that physics is ‘not for me’: Pedagogic work and the cultivation of habitus among advanced level physics students
Background There is widespread agreement that participation in post-compulsory physics needs to be widened and increased, particularly among women and under-represented communities. This paper contributes to understanding of the processes that produce unequal participation, Methods: The paper undertakes a Bourdieusian analysis of longitudinal interview data from 75 interviews conducted with fifteen students, tracked from age 10-18, who studied Ad…
Science capital or STEM capital? Exploring relationships between science capital and technology, engineering, and maths aspirations and attitudes among young people aged 17/18
We previously proposed that science capital (science‐related forms of cultural and social capital) can be used as a theoretical lens for explaining the patterned nature of aspirations and educational participation among young people aged 11–16. Building on these findings, the present article investigates whether science capital is related to post‐18 aspirations to pursue further STEM study and whether science capital can be extended to related di…
Understanding the Impact of the Pain Experience on Aboriginal Children's Wellbeing: Viewing through a Two-Eyed Seeing Lens
Pain is a universal experience all humans share but can be unique in how it is expressed. The pain experience is influenced by several dynamic factors, including family, community and culture. When it comes to pain expression children are among the most vulnerable often due to difficulty conveying their discomfort. Childhood pain can have significant physical and developmental effects that can last into adulthood. These negative health outcomes m…
Public Health Nurses and Mothers Challenge and Shift the Meaning of Health Outcomes
Maternal, child, and newborn health is a priority area in Canada and around the world. The work of public health nurses (PHNs) is often invisible and misunderstood. The purpose of this qualitative research project was to explore how universal and targeted home visiting programs for mothers and babies were organized, delivered, and experienced through the everyday practices of PHNs ( n = 16) and mothers ( n = 16) in Nova Scotia, Canada. Feminist p…
The Construction of Physics as a Quintessentially Masculine Subject: Young People’s Perceptions of Gender Issues in Access to Physics
The present article investigates explanations for gendered trends in Physics and Engineering access, reporting findings from a large-scale study funded by the UK Economic and Social Research Council and drawing primarily on data from interviews with 132 15-16 year-old adolescents and their parents. Survey results in our study and elsewhere show strong gender disparities in anticipated pursuit of Physics after completion of compulsory education. I…
Speech Training: A Symposium: General Survey. 1
The Construction of Physics as a Quintessentially Masculine Subject: Young People’s Perceptions of Gender Issues in Access to Physics
The present article investigates explanations for gendered trends in Physics and Engineering access, reporting findings from a large-scale study funded by the UK Economic and Social Research Council and drawing primarily on data from interviews with 132 15-16 year-old adolescents and their parents. Survey results in our study and elsewhere show strong gender disparities in anticipated pursuit of Physics after completion of compulsory education. I…
Victimhood and Blame Dialectics in Culturally Diverse Male Students’ Discussions About Sexual Assault Policies
Culture and Perspectives on Sexual Assault Policy was a qualitative, focus-group study conducted at four Canadian universities to gather culturally diverse student perspectives on university sexual violence or sexual assault policies and services. This article highlights two categories of dialectical tension expressed during several male focus groups. The Wrongful Blame Dialectic involved tension between anxieties about wrongful accusations and o…
Culturally Diverse Female-Identified Students Discuss Sexual Assault Policies: Dialectics of Safety/Danger
This article presents dialectical themes that emerged from the grounded theory analysis of 42 focus groups about university sexual assault policies held at four universities in Nova Scotia, Canada. Fourteen cultural communities were represented. Data from female-identified focus groups representing five cultures is deployed to exemplify dialectical themes. When it comes to university sexual assault policies and services, students navigate conflic…
Get lucky? Luck and educational mobility in working-class young people’s lives from age 10–21
Scant sociological attention has been given to the role of luck within social mobility/reproduction. This paper helps address this conceptual gap, drawing on insights from over 200 longitudinal interviews conducted with 20 working-class young people and 22 of their parents over an 11-year period, from age 10–21. We explore the potential significance of luck within the trajectories of 13 educationally mobile young people who were the first in fami…
Who has high science capital? An exploration of emerging patterns of science capital among students aged 17/18 in England
Increasing and diversifying participation in science remains a key educational policy concern for governments across the world. Science capital has been proposed as a useful theoretical lens that can explain patterns in science aspirations among young people aged 11-16 – but to date it has not been explored in relation to educational outcomes among older age groups. This paper reports findings from a new survey of 7,013 17/18 year old English sec…
I've always known that I would become a teacher ’: How White women narrate their choice to teach, and what this means for teacher recruitment
Teacher shortages are not only severe and long term, but are strongly patterned by social inequities. In many Western countries the teaching workforce is dominated by White women, yet there is a lack of consideration as to why these patterns persist. This paper presents the first longitudinal exploration of young people's trajectories into teaching. It uses data from 31 interviews to examine the educational experiences and career aspirations of t…
Speech Training: A Symposium: General Survey. 1
Public Health Nurses and Mothers Challenge and Shift the Meaning of Health Outcomes
Maternal, child, and newborn health is a priority area in Canada and around the world. The work of public health nurses (PHNs) is often invisible and misunderstood. The purpose of this qualitative research project was to explore how universal and targeted home visiting programs for mothers and babies were organized, delivered, and experienced through the everyday practices of PHNs ( n = 16) and mothers ( n = 16) in Nova Scotia, Canada. Feminist p…
The Construction of Physics as a Quintessentially Masculine Subject: Young People’s Perceptions of Gender Issues in Access to Physics
The present article investigates explanations for gendered trends in Physics and Engineering access, reporting findings from a large-scale study funded by the UK Economic and Social Research Council and drawing primarily on data from interviews with 132 15-16 year-old adolescents and their parents. Survey results in our study and elsewhere show strong gender disparities in anticipated pursuit of Physics after completion of compulsory education. I…
Learning that physics is ‘not for me’: Pedagogic work and the cultivation of habitus among advanced level physics students
Background There is widespread agreement that participation in post-compulsory physics needs to be widened and increased, particularly among women and under-represented communities. This paper contributes to understanding of the processes that produce unequal participation, Methods: The paper undertakes a Bourdieusian analysis of longitudinal interview data from 75 interviews conducted with fifteen students, tracked from age 10-18, who studied Ad…
Science capital or STEM capital? Exploring relationships between science capital and technology, engineering, and maths aspirations and attitudes among young people aged 17/18
We previously proposed that science capital (science‐related forms of cultural and social capital) can be used as a theoretical lens for explaining the patterned nature of aspirations and educational participation among young people aged 11–16. Building on these findings, the present article investigates whether science capital is related to post‐18 aspirations to pursue further STEM study and whether science capital can be extended to related di…
Understanding the Impact of the Pain Experience on Aboriginal Children's Wellbeing: Viewing through a Two-Eyed Seeing Lens
Pain is a universal experience all humans share but can be unique in how it is expressed. The pain experience is influenced by several dynamic factors, including family, community and culture. When it comes to pain expression children are among the most vulnerable often due to difficulty conveying their discomfort. Childhood pain can have significant physical and developmental effects that can last into adulthood. These negative health outcomes m…
Who has high science capital? An exploration of emerging patterns of science capital among students aged 17/18 in England
Increasing and diversifying participation in science remains a key educational policy concern for governments across the world. Science capital has been proposed as a useful theoretical lens that can explain patterns in science aspirations among young people aged 11-16 – but to date it has not been explored in relation to educational outcomes among older age groups. This paper reports findings from a new survey of 7,013 17/18 year old English sec…
Reasons for not/choosing chemistry: Why advanced level chemistry students in England do/not pursue chemistry undergraduate degrees
There are international concerns about decreasing rates of chemistry degree enrolment. This article seeks to understand students' reasons for not/choosing to pursue a chemistry degree, drawing on (i) open‐ended survey responses from a sample of 506 students in England aged 21–22 who had studied advanced level (“A level”) chemistry at age 18 (as either a full A level or a half “AS” level) and had either chosen ( n = 70) or not chosen ( n = 436) to…
Victimhood and Blame Dialectics in Culturally Diverse Male Students’ Discussions About Sexual Assault Policies
Culture and Perspectives on Sexual Assault Policy was a qualitative, focus-group study conducted at four Canadian universities to gather culturally diverse student perspectives on university sexual violence or sexual assault policies and services. This article highlights two categories of dialectical tension expressed during several male focus groups. The Wrongful Blame Dialectic involved tension between anxieties about wrongful accusations and o…
Culturally Diverse Female-Identified Students Discuss Sexual Assault Policies: Dialectics of Safety/Danger
This article presents dialectical themes that emerged from the grounded theory analysis of 42 focus groups about university sexual assault policies held at four universities in Nova Scotia, Canada. Fourteen cultural communities were represented. Data from female-identified focus groups representing five cultures is deployed to exemplify dialectical themes. When it comes to university sexual assault policies and services, students navigate conflic…
Get lucky? Luck and educational mobility in working-class young people’s lives from age 10–21
Scant sociological attention has been given to the role of luck within social mobility/reproduction. This paper helps address this conceptual gap, drawing on insights from over 200 longitudinal interviews conducted with 20 working-class young people and 22 of their parents over an 11-year period, from age 10–21. We explore the potential significance of luck within the trajectories of 13 educationally mobile young people who were the first in fami…
The Brief Solastalgia Scale: A Psychometric Evaluation and Revision
Witnessing degradation and loss to one’s home environment can cause the negative emotional experience of solastalgia. We review the psychometric properties of the 9-item Solastalgia subscale from the Environmental Distress Scale (Higginbotham et al. (EcoHealth 3:245–254, 2006)). Using data collected from three large, independent, adult samples ( N = 4229), who were surveyed soon after the 2019/20 Australian bushfires, factor analyses confirmed th…
Who Aspires to Become a Teacher? Findings from a Cohort Study Tracking Young People from Age 10/11 to Age 21/22
Against a backdrop of severe and long-standing teacher shortages, in this paper we present analyses of over 60,000 survey responses collected via a cross-sectional cohort study that sampled young people in England over a period of 11 years; at ages 10/11, 12/13, 13/14, 15/16, 17/18, and 21/22. These methods allow us to explore how common teaching aspirations are amongst young people at different ages, and who aspires to become a teacher as a futu…
Mental health, wellbeing, and burnout among practicing psychologists following Australian weather disasters and Covid-19
Is trauma isolating, or does isolation traumatize? Loneliness and posttraumatic stress mutually reinforce one another in the aftermath of environmental disaster
These results speak to the importance of early response efforts that encourage collective recovery and community engagement in disaster management. This may support the long-term goal of preventing the onset of harmful cycles of loneliness and PTSD in the wake of traumatic experiences. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
I've always known that I would become a teacher ’: How White women narrate their choice to teach, and what this means for teacher recruitment
Teacher shortages are not only severe and long term, but are strongly patterned by social inequities. In many Western countries the teaching workforce is dominated by White women, yet there is a lack of consideration as to why these patterns persist. This paper presents the first longitudinal exploration of young people's trajectories into teaching. It uses data from 31 interviews to examine the educational experiences and career aspirations of t…
Teacher‐makers and teacher‐breakers: (Re)defining how status and safety influence trajectories into and away from teaching
This paper uses empirical data from a longitudinal qualitative study conducted with aspirant teachers in England to propose (re)definitions of the concepts of ‘status’ and ‘safety’ as a framework with which to understand and improve teacher recruitment. These (re)definitions develop from analyses of data tracking 13 aspirant teachers throughout their education from age 10 and into their first career at age 22. Analyses using an identity lens demo…
I'm Very Lucky Because This Is Even Better: The Role of Social Identity Revitalisation in Recovery From Disaster
Evidence shows that meaningful social connections and social identities following trauma can support positive post‐trauma appraisals because they provide psychosocial resources needed for recovery. However, access to these resources is influenced by a process of social identity revitalisation— a change in the value and meaningfulness of these relationships and social identities. This study used a qualitative methodology to explore these social pr…
Psychology (17 works) · Sociology (7 works) · Mathematics education (6 works) · Social Psychology (6 works) · Medicine (5 works) · Social science (5 works) · Career Development and Diversity (4 works) · Clinical Psychology (4 works) · Political science (4 works) · Social Psychology (4 works)