Cora Sargeant
Biographic Data
| ID | 6463816 |
|---|---|
| NAME | Cora Sargeant |
| GIVEN NAMES | Cora |
| FAMILY NAME | Sargeant |
| SIGNATURE | SARGEANT C |
| AFFILIATIONS | University of Southampton |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Research Review
If You’re Not Yourself, Who are You Going to be?” an Exploration of Gender and Sexuality Diverse Pupils Experiences of Visibility Management in School
The association between school belonging and wellbeing in looked after adolescents
School belonging is an important avenue for exploration due to its associations with positive outcomes across behaviour, academic achievements and mental health. This study aimed to investigate differences between looked after and non-looked after young people, the associations between school belonging and related outcomes across groups, and factors that help young people feel they belong at school. Quantitative analysis of data from an anonymous…
Co-creating a new theory of gender beyond the binary
This study recognizes that a pervasive, binary view of gender does not capture everyone in the United Kingdom (UK) (for example, lesbian, gay, bisexual, transgender, queer, and others (LGBTQ+); non-binary; gender-diverse communities). The study sought to develop new understandings regarding what might be relevant in considering how gender is viewed by young people in the UK. A three-round online Delphi methodology was employed with a panel of you…
Teachers' beliefs
Focus groups and an individual interview were carried out with 15 secondary school teachers in South East England, exploring their beliefs regarding gender identity and how this influences the support offered to trans-spectrum young people. Through a process of reflexive thematic analysis, six themes were developed, indicating that lack of confidence, fears of community resistance and implicitly held views of gender identity underscored a hesitan…
What can teachers do to challenge heteronormativity? A systematic literature review
Research indicates there is a gap between teachers’ positive beliefs about LGBTQ+ inclusive education and how they demonstrate this in practice. Teachers often feel limited in their capacity to implement inclusive practices, constrained by dominant heteronormative narratives in schools. Through a three-stage thematic synthesis approach, a review was conducted to explore: what can teachers do to challenge heteronormativity? The developed themes in…
Teachers' beliefs
Focus groups and an individual interview were carried out with 15 secondary school teachers in South East England, exploring their beliefs regarding gender identity and how this influences the support offered to trans-spectrum young people. Through a process of reflexive thematic analysis, six themes were developed, indicating that lack of confidence, fears of community resistance and implicitly held views of gender identity underscored a hesitan…
Co-creating a new theory of gender beyond the binary
This study recognizes that a pervasive, binary view of gender does not capture everyone in the United Kingdom (UK) (for example, lesbian, gay, bisexual, transgender, queer, and others (LGBTQ+); non-binary; gender-diverse communities). The study sought to develop new understandings regarding what might be relevant in considering how gender is viewed by young people in the UK. A three-round online Delphi methodology was employed with a panel of you…
What can teachers do to challenge heteronormativity? A systematic literature review
Research indicates there is a gap between teachers’ positive beliefs about LGBTQ+ inclusive education and how they demonstrate this in practice. Teachers often feel limited in their capacity to implement inclusive practices, constrained by dominant heteronormative narratives in schools. Through a three-stage thematic synthesis approach, a review was conducted to explore: what can teachers do to challenge heteronormativity? The developed themes in…
Co-creating a new theory of gender beyond the binary
This study recognizes that a pervasive, binary view of gender does not capture everyone in the United Kingdom (UK) (for example, lesbian, gay, bisexual, transgender, queer, and others (LGBTQ+); non-binary; gender-diverse communities). The study sought to develop new understandings regarding what might be relevant in considering how gender is viewed by young people in the UK. A three-round online Delphi methodology was employed with a panel of you…
Teachers' beliefs
Focus groups and an individual interview were carried out with 15 secondary school teachers in South East England, exploring their beliefs regarding gender identity and how this influences the support offered to trans-spectrum young people. Through a process of reflexive thematic analysis, six themes were developed, indicating that lack of confidence, fears of community resistance and implicitly held views of gender identity underscored a hesitan…
Research Review
If You’re Not Yourself, Who are You Going to be?” an Exploration of Gender and Sexuality Diverse Pupils Experiences of Visibility Management in School
The association between school belonging and wellbeing in looked after adolescents
School belonging is an important avenue for exploration due to its associations with positive outcomes across behaviour, academic achievements and mental health. This study aimed to investigate differences between looked after and non-looked after young people, the associations between school belonging and related outcomes across groups, and factors that help young people feel they belong at school. Quantitative analysis of data from an anonymous…
Psychology (4 works) · Social Psychology (3 works) · Social Psychology (3 works) · Sociology (3 works) · Gender Studies (2 works) · LGBTQ Health, Identity, and Policy (2 works) · Pedagogy (2 works) · Qualitative research (2 works) · Queer (2 works) · Thematic analysis (2 works)