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School of Education

Dr Lucy Yeomans

Dr Lucy Yeomans

Lecturer in Education

 L.E.Yeomans@exeter.ac.uk

 4765

 +44 (0) 1392 724765

 Baring Court BC209

 

Baring Court, University of Exeter St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK


Overview

I am a lecturer of education, specialising in social inequalities. My research focusses on the reproduction of inequalities in education, particularly science education, and I have a particular interest in the role of social class. I have expertise in qualitative research methods, but regularly engage in mixed-methods research designs.

I joined Exeter in March 2022 having previously worked on research projects at the University of Plymouth, University of Bath and University of the West of England Bristol. I completed my PhD at King’s College London, attached to the ESRC Impact Award-winning project ‘ASPIRES’, a longitudinal research project studying young people's science and career aspirations. Before this I worked in Widening Participation and Public Engagement with Science, including organising the annual Royal Holloway Science Festival which hosts over 4,000 visitors. My undergraduate degree was in Theatre Studies, and I use this background to inform the interdisciplinary approach I take to my research.

While working in WP and Outreach I was the Chair of the STEM Disability Transition Group, an inter-HEI group of Disability Services professionals established to support disabled students in the transition from school to UG STEM courses. During my PhD I co-established the PhD STEM-Education group which provided a national network to support PhD students in undertaking their research and managing pastoral issues. I co-established a similar network during my tenure at the University of Bath, which brought together PDRAs from across the country who were working as social scientists across the UKRI-funded project banner ‘Inclusion Matters’. I am currently on the steering group for the University of Exeter’s Societies and Cultures Institute.

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Publications

Journal articles

Yeomans L, Zschaler S, Coate K (2019). Transformative and Troublesome? Students' and Professional Programmers' Perspectives on Difficult Concepts in Programming. ACM TRANSACTIONS ON COMPUTING EDUCATION, 19(3).  Author URL.
Francis B, Archer L, Moote J, de Witt J, Yeomans L (2017). Femininity, science, and the denigration of the girly girl. BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION, 38(8), 1097-1110.  Author URL.
Archer L, Moote J, Francis B, DeWitt J, Yeomans L (2017). Stratifying science: a Bourdieusian analysis of student views and experiences of school selective practices in relation to "Triple Science' at KS4 in England. RESEARCH PAPERS IN EDUCATION, 32(3), 296-315.  Author URL.
Archer L, Moote J, Francis B, DeWitt J, Yeomans L (2017). The "Exceptional" Physics Girl: a Sociological Analysis of Multimethod Data from Young Women Aged 10-16 to Explore Gendered Patterns of Post-16 Participation. AMERICAN EDUCATIONAL RESEARCH JOURNAL, 54(1), 88-126.  Author URL.
Francis B, Archer L, Moote J, DeWitt J, MacLeod E, Yeomans L (2017). The Construction of Physics as a Quintessentially Masculine Subject: Young People's Perceptions of Gender Issues in Access to Physics. Sex Roles, 76(3), 156-174. Abstract.  Author URL.

Conferences

Sentance S, Waite J, Hodges S, MacLeod E, Yeomans L (2017). "Creating cool stuff" - Pupils' experience of the BBC micro:bit.  Author URL.
Sentance S, Waite J, Yeomans L, MacLeod E (2017). Teaching with physical computing devices: the BBC micro:bit initiative.  Author URL.

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