Lucy Yeomans
Biographic Data
| ID | 5180742 |
|---|---|
| NAME | Lucy Yeomans |
| GIVEN NAMES | Lucy |
| FAMILY NAME | Yeomans |
| SIGNATURE | YEOMANS L |
| AFFILIATIONS | King's College London |
| ORCID | 0000-0002-7409-0577 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 33 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Practice or Praxis? A Theoretical Classification System for STEAM Education
Research in STEAM education continues to develop, and yet the literature in this area is often theoretically ‘light’. Given the importance of theory to provide explanatory power, the aim of this paper is to offer a theoretical classification system to be used as a tool for researchers and practitioners in this area. Derived from literature searches on STEAM education within open science/schooling, secondary/tertiary education intersection and glo…
‘Entertainment’ or ‘good for the self’
Diversifying science remains an ongoing challenge, and while there is a good understanding of the barriers to participation for women and ethnically minoritised groups, there is far less research about the experiences of those from working-class backgrounds. White working-class students are often generally framed as suffering from a deficit of aspirations, values and understanding. Drawing on interview data with 12 White British working-class stu…
Increasing diversity in STEM academia
Lack of diversity is a significant issue in academic STEM, whether from a social justice, economic, or scientific quality perspective. In this scoping review, we synthesise peer-reviewed evaluations of diversity interventions in academic STEM from high-income countries between 2011 and 2023. One hundred and eighty-four intervention evaluations are identified through database searches (Scopus, Web of Science Core Collection, and IBSS) and forwards…
Success, belonging and identity work among care-experienced academics in the United Kingdom
Stratifying science
Currently, science in England is distinctive at General Certificate of Secondary Education (GCSE) in comparison to most other subjects, in that there is a notable stratification of award routes. The most prestigious of these, ‘Triple Science’ (the route for entry for three separate science GCSEs), is championed by English government and industry, but has received scant critical academic attention to date. Drawing on data collected via a national …
Femininity, science, and the denigration of the girly girl
Hyper-femininity and the construction of the ‘girly girl’ label have been documented widely, but there has been less attention to their content (or any distinctions between these constructs). Indeed, it can be argued that the content of femininity remains a controversial and somewhat under-researched topic in feminist scholarship. This is also the case in relation to science, which has been widely characterised as a masculine terrain, but there h…
The “Exceptional” Physics Girl
Female underrepresentation in postcompulsory physics is an ongoing issue for science education research, policy, and practice. In this article, we apply Bourdieusian and Butlerian conceptual lenses to qualitative and quantitative data collected as part of a wider longitudinal study of students’ science and career aspirations age 10–16. Drawing on survey data from more than 13,000 year 11 (age 15/16) students and interviews with 70 students (who h…
The Construction of Physics as a Quintessentially Masculine Subject
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…
Femininity, science, and the denigration of the girly girl
Hyper-femininity and the construction of the ‘girly girl’ label have been documented widely, but there has been less attention to their content (or any distinctions between these constructs). Indeed, it can be argued that the content of femininity remains a controversial and somewhat under-researched topic in feminist scholarship. This is also the case in relation to science, which has been widely characterised as a masculine terrain, but there h…
The Construction of Physics as a Quintessentially Masculine Subject
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…
The “Exceptional” Physics Girl
Female underrepresentation in postcompulsory physics is an ongoing issue for science education research, policy, and practice. In this article, we apply Bourdieusian and Butlerian conceptual lenses to qualitative and quantitative data collected as part of a wider longitudinal study of students’ science and career aspirations age 10–16. Drawing on survey data from more than 13,000 year 11 (age 15/16) students and interviews with 70 students (who h…
Stratifying science
Currently, science in England is distinctive at General Certificate of Secondary Education (GCSE) in comparison to most other subjects, in that there is a notable stratification of award routes. The most prestigious of these, ‘Triple Science’ (the route for entry for three separate science GCSEs), is championed by English government and industry, but has received scant critical academic attention to date. Drawing on data collected via a national …
The Construction of Physics as a Quintessentially Masculine Subject
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…
Stratifying science
Currently, science in England is distinctive at General Certificate of Secondary Education (GCSE) in comparison to most other subjects, in that there is a notable stratification of award routes. The most prestigious of these, ‘Triple Science’ (the route for entry for three separate science GCSEs), is championed by English government and industry, but has received scant critical academic attention to date. Drawing on data collected via a national …
Femininity, science, and the denigration of the girly girl
Hyper-femininity and the construction of the ‘girly girl’ label have been documented widely, but there has been less attention to their content (or any distinctions between these constructs). Indeed, it can be argued that the content of femininity remains a controversial and somewhat under-researched topic in feminist scholarship. This is also the case in relation to science, which has been widely characterised as a masculine terrain, but there h…
The “Exceptional” Physics Girl
Female underrepresentation in postcompulsory physics is an ongoing issue for science education research, policy, and practice. In this article, we apply Bourdieusian and Butlerian conceptual lenses to qualitative and quantitative data collected as part of a wider longitudinal study of students’ science and career aspirations age 10–16. Drawing on survey data from more than 13,000 year 11 (age 15/16) students and interviews with 70 students (who h…
Practice or Praxis? A Theoretical Classification System for STEAM Education
Research in STEAM education continues to develop, and yet the literature in this area is often theoretically ‘light’. Given the importance of theory to provide explanatory power, the aim of this paper is to offer a theoretical classification system to be used as a tool for researchers and practitioners in this area. Derived from literature searches on STEAM education within open science/schooling, secondary/tertiary education intersection and glo…
‘Entertainment’ or ‘good for the self’
Diversifying science remains an ongoing challenge, and while there is a good understanding of the barriers to participation for women and ethnically minoritised groups, there is far less research about the experiences of those from working-class backgrounds. White working-class students are often generally framed as suffering from a deficit of aspirations, values and understanding. Drawing on interview data with 12 White British working-class stu…
Increasing diversity in STEM academia
Lack of diversity is a significant issue in academic STEM, whether from a social justice, economic, or scientific quality perspective. In this scoping review, we synthesise peer-reviewed evaluations of diversity interventions in academic STEM from high-income countries between 2011 and 2023. One hundred and eighty-four intervention evaluations are identified through database searches (Scopus, Web of Science Core Collection, and IBSS) and forwards…
Success, belonging and identity work among care-experienced academics in the United Kingdom
Psychology (6 works) · Sociology (4 works) · Career Development and Diversity (3 works) · Computer Science (3 works) · Identity (music (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Science education (3 works) · Cultural diversity (2 works) · Developmental psychology (2 works)