Lucy Peacock
Biographic Data
| ID | 5756262 |
|---|---|
| NAME | Lucy Peacock |
| GIVEN NAMES | Lucy |
| FAMILY NAME | Peacock |
| SIGNATURE | PEACOCK L |
| AFFILIATIONS | Woolf Institute |
| ORCID | 0000-0002-2873-9849 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Religion- or Belief-related Hate in UK Higher Education
Using an intersectional approach, this article explores the phenomenon of religion or belief harassment and hate incidents at universities in the United Kingdom. Drawing on a survey of 612 students conducted at a large, modern university in England, the article reveals students’ attitudes to, direct experiences of, and experiences of witnessing, religion-related hate crime or incidents. While most students surveyed had not experienced a religion-…
Reader empathy, textual features and the novel
Most existing scholarship on reader empathy is either mostly theoretical (for example, Bourget, 2023; Keen, 2007), or uses short texts in empirical settings to gauge readers’ reactions (Fernandez-Quintanilla, 2020; Koopman, 2016; Van Peer and Pander Maat, 1996). This exploratory study used a reader survey in which respondents were asked to reflect on their emotional response to a novel which they had read in the course of their normal reading. Th…
Comparisons Across Higher Education Contexts
Understanding campus climates for interfaith learning in higher education supports universities in achieving their missions of producing global leaders and ensuring equitable access and experiences of campus life for students of diverse religious and nonreligious worldviews. The Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS) was a mixed-method study designed to explore these issues in the United States; recently, UK r…
How Does Higher Education Influence Attitudes Towards Muslims? Examining Mechanisms That Reduce Prejudice Within UK Universities
This article examines the relationship between encounters with religious diversity and the perspectives people form about Muslims. Its empirical focus is individuals studying at UK universities. Previous research suggests Muslims are amongst those most subject to negative prejudice in the UK, this being structured around racial or ethnic prejudice and negative judgements about Islam as a religion. Universities, on the other hand, generally retain…
How can universities support students’ interfaith learning? Findings from a longitudinal survey of students in the UK
Across the globe, on-campus religious diversity generates opportunities for learning and growth. But how can universities prepare students to learn about and engage positively with people with different religions and beliefs from their own? Put another way, how can universities best support students’ interfaith learning? This article explores how the university environment, or ‘campus climate’, influences one measure of interfaith learning, stude…
The influence of STEM discipline and environment on UK and US university students’ belief development
This article presents findings from a 2022–23 research project that (a) measured how UK STEM students’ attitudes and behaviours in relation to their religious or non-religious beliefs changed during one academic year in comparison to US STEM students and (b) pinpointed the different aspects of UK and US university life that were influential on this change. Statistical analysis of survey data representing 400 UK and 2,191 US STEM students reveals …
Multi-faith in policy only? Religion and belief inequalities at UK universities since the Equality Act
The Equality Act 2010 requires universities to eliminate harassment, ensure equality of opportunity and promote good relations for those of different religious or philosophical beliefs. The attention universities give to these obligations varies. This article analyses survey data from 4,618 students to examine religion and belief-related experiences and inequalities in universities in relation to the Equality Act’s three foci: eliminating harassm…
Contact-based interfaith programmes in schools and the changing religious education landscape
This article explores the implications of a proposed move towards a religion and worldviews curriculum in England for contact-based interfaith programmes in schools, through a case study of the Faith and Belief Forum’s School Linking programme. Quantitative and qualitative data collected through 1,488 teacher and student surveys, teacher focus groups and participant observation in schools reveal that despite students reporting an increase in reli…
The UK Pregnancies Better Eating and Activity Trial (Upbeat); Pregnancy Outcomes and Health Behaviours by Obesity Class
The effectiveness of antenatal intervention in women with increasing obesity is unknown. This study investigated whether there was a differential effect of antenatal intervention on diet, physical activity and pregnancy outcomes in women stratified by obesity class using data from the UK Pregnancies Better Eating and Activity Trial (UPBEAT) ( n = 1555). The stratification was by World Health Organization classifications: Class I, II and III (30-3…
Multi-faith in policy only? Religion and belief inequalities at UK universities since the Equality Act
The Equality Act 2010 requires universities to eliminate harassment, ensure equality of opportunity and promote good relations for those of different religious or philosophical beliefs. The attention universities give to these obligations varies. This article analyses survey data from 4,618 students to examine religion and belief-related experiences and inequalities in universities in relation to the Equality Act’s three foci: eliminating harassm…
The UK Pregnancies Better Eating and Activity Trial (Upbeat); Pregnancy Outcomes and Health Behaviours by Obesity Class
The effectiveness of antenatal intervention in women with increasing obesity is unknown. This study investigated whether there was a differential effect of antenatal intervention on diet, physical activity and pregnancy outcomes in women stratified by obesity class using data from the UK Pregnancies Better Eating and Activity Trial (UPBEAT) ( n = 1555). The stratification was by World Health Organization classifications: Class I, II and III (30-3…
Contact-based interfaith programmes in schools and the changing religious education landscape
This article explores the implications of a proposed move towards a religion and worldviews curriculum in England for contact-based interfaith programmes in schools, through a case study of the Faith and Belief Forum’s School Linking programme. Quantitative and qualitative data collected through 1,488 teacher and student surveys, teacher focus groups and participant observation in schools reveal that despite students reporting an increase in reli…
How can universities support students’ interfaith learning? Findings from a longitudinal survey of students in the UK
Across the globe, on-campus religious diversity generates opportunities for learning and growth. But how can universities prepare students to learn about and engage positively with people with different religions and beliefs from their own? Put another way, how can universities best support students’ interfaith learning? This article explores how the university environment, or ‘campus climate’, influences one measure of interfaith learning, stude…
The influence of STEM discipline and environment on UK and US university students’ belief development
This article presents findings from a 2022–23 research project that (a) measured how UK STEM students’ attitudes and behaviours in relation to their religious or non-religious beliefs changed during one academic year in comparison to US STEM students and (b) pinpointed the different aspects of UK and US university life that were influential on this change. Statistical analysis of survey data representing 400 UK and 2,191 US STEM students reveals …
Multi-faith in policy only? Religion and belief inequalities at UK universities since the Equality Act
The Equality Act 2010 requires universities to eliminate harassment, ensure equality of opportunity and promote good relations for those of different religious or philosophical beliefs. The attention universities give to these obligations varies. This article analyses survey data from 4,618 students to examine religion and belief-related experiences and inequalities in universities in relation to the Equality Act’s three foci: eliminating harassm…
Religion- or Belief-related Hate in UK Higher Education
Using an intersectional approach, this article explores the phenomenon of religion or belief harassment and hate incidents at universities in the United Kingdom. Drawing on a survey of 612 students conducted at a large, modern university in England, the article reveals students’ attitudes to, direct experiences of, and experiences of witnessing, religion-related hate crime or incidents. While most students surveyed had not experienced a religion-…
Reader empathy, textual features and the novel
Most existing scholarship on reader empathy is either mostly theoretical (for example, Bourget, 2023; Keen, 2007), or uses short texts in empirical settings to gauge readers’ reactions (Fernandez-Quintanilla, 2020; Koopman, 2016; Van Peer and Pander Maat, 1996). This exploratory study used a reader survey in which respondents were asked to reflect on their emotional response to a novel which they had read in the course of their normal reading. Th…
Comparisons Across Higher Education Contexts
Understanding campus climates for interfaith learning in higher education supports universities in achieving their missions of producing global leaders and ensuring equitable access and experiences of campus life for students of diverse religious and nonreligious worldviews. The Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS) was a mixed-method study designed to explore these issues in the United States; recently, UK r…
How Does Higher Education Influence Attitudes Towards Muslims? Examining Mechanisms That Reduce Prejudice Within UK Universities
This article examines the relationship between encounters with religious diversity and the perspectives people form about Muslims. Its empirical focus is individuals studying at UK universities. Previous research suggests Muslims are amongst those most subject to negative prejudice in the UK, this being structured around racial or ethnic prejudice and negative judgements about Islam as a religion. Universities, on the other hand, generally retain…
Religious Education and Schools (6 works) · Higher education (5 works) · Religion and Society Interactions (3 works) · Diversity (politics) (2 works) · Education and Islamic Studies (2 works) · Ethnic group (2 works) · Mathematics education (2 works) · Medicine (2 works) · Migration, Refugees, and Integration (2 works) · Pedagogy (2 works)