Professor Becky Francis
Professor of Education and Social Justice
Tel: +44 (0)207 8483095
Best known for her work on gender and achievement, Becky’s research has focused on social identities in education and educational in/equalities. Becky’s policy research and analysis includes her recent influential work on ‘Satisfactory’ schools
, in relation to social disadvantage.
Her academic publications centre on social identities (gender, ‘race’ and social class) in educational contexts, social identity and educational achievement, and feminist theory. She has written many books on these topics, including the most recent Identities and Practices of High Achieving Pupils (2012, Continuum)
; and has also co-edited several readers on theory and practice in gender and education, including the Sage Handbook of Gender and Education (2006)
Becky works part-time as Director of the The Pearson Think Tank.
She is a member of the Centre for Public Policy Research
For further details, please see Becky’s Research Staff Profile
Selected Recent Press:
Selected Recent Academic Publications:
‘Lego accused of dropping a brick with range for girls’, The Times, 7/1/12.
Mendick, H. & Francis, B. (accepted, forthcoming) Boffin and geek identities: abject or privileged?, Gender and Education.
Francis, B. (2010) Gender, Toys and Learning, Oxford Review of Education, 36 (3) 325-344.
Francis, B. (2010) Re/theorising Gender: Female masculinity and male femininity in the classroom?, Gender and Education, 22 (6) 477-490.
Francis, B., Skelton, C. & Read, B. (2010) The simultaneous production of educational achievement and popularity: how do some pupils accomplish it? British Educational Research Journal, 36 (2) 317-340.
Archer, L., Francis, B. & Mau, A. (accepted, forthcoming) The Culture Project: diasporic negotiations of ethnicity, identity and culture among teachers, pupils and parents in Chinese language schools, Oxford Review of Education.
Francis, B. (2009) The role of The Boffin as abject Other in gendered performances of school achievement, The Sociological Review, 57 (4) 645-669.
Francis, B., Archer, L. & Mau, A. (2009) Language as Capital, or Language as Identity? Chinese complementary school pupils’ perspectives on the purposes and benefits of complementary schools, in British Educational Research Journal, 35 (4) 519-538.
Skelton, C., Francis, B., Carrington, B., Hutchings, M., Read, B., & Hall, I. (2009) Primary Teachers’ Perceptions of Gender and Its Significance for Teaching and Managing Pupils, British Educational Research Journal, 35 (2) 187-204.
Francis, B. (2008) ‘Teaching Manfully? Exploring gendered subjectivities and power via analysis of men teachers’ gender performance, Gender and Education, 20 (2) 109-122.
Francis, B., Skelton, C., Carrington, B., Hutchings, M., Read, B. and Hall, I. (2008) A Perfect Match? Pupils’ and teachers’ views of the impact of matching educators and learners by gender, Research Papers in Education, 23 (1) 21-36.