Ruth Rogers is a Reader in Social Justice and Inclusion and Director of the Research Centre for Children Families and Communities.
She has 20 years of experience as a researcher and within this last REF period she was the lead on research proposals with a combined income of over £1,700,000.
Ruth's research explores youth and communities 'on the margins', including educational inequality, social exclusion, youth transitions and looked after children. She has researched the experiences of looked after children as they make the transition into becoming a 'care leaver'; the impact of the widening participation agendas over young people from deprived communities; and the ways in which official discourses problematise and manage certain social problems (such as unemployment, control of public spaces, anti-social behaviour and unequal access to higher education). She has also explored social structures and the construction of parenting and families. Methodologically, she is also particularly interested in governance and textual analysis.
Ruth spent five years as the Research Theme Coordinator for Inclusion, Equality and Social Justice' in the Faculty of Education and was a Panel Convenor for REF 2021.
She is the Course Director of the Educartion Doctorate (Ed.D.) and subject lead for the MPhil/PhD in 'Education, Youth and Childhood' in the Faculty of Arts, Humanities and Education, where she is the first port of call for MPhil/PhD applications, having shortlisted and interviewed in excess of 200 doctoral students, and been responsible for the support, wellbeing and academic progress of those students and their supervisory teams.
Research and knowledge exchange
Ruth has directed and managed a large number of research projects engaging with deprived communities, looked after children and young offenders.
A small example of include research exploring: the impact of the government subsidy of the inter-agency adoption fee - with Manchester Metropolitan University and the University of East Anglia (Department for Education); regeneration of coastal communities (Roger De Haan Charitable Trust); impact of near peer mentoring for looked after children (Greater London Authority); provision of emotional and financial support for care leavers in post compulsory education (Aimhigher); numerous research projects exploring the impact of widening participation interventions (Aimhigher); social inclusion scheme in Kent (Kent Police; Kent County Council; Kent Fire and Rescue); sustainable employment for young offenders (Youth Justice Board); impact of study support for disaffected school students (DfES; Esmee Fairbairn); and the impact of the human rights act on notions of dependency, responsibility and rights (ESRC). During this REF period, she has been the lead on research and knowledge exchange proposals with a combined income of over £1,700,000.
Teaching and subject expertise
Ruth has been on the PhD/EdD panel for over 40 students across all 3 faculties. She has chaired and examined doctoral level vivas nationally and internationally.
- Shane Mochrie-Cox: Impact of youth democracy in Kent
- Lorna Linton-Hemmings: Parental active engagement, expectations and children behaviour
- Chiara Costa: Phenomenon of international adoption from Ethiopia to Italy considering international laws and gudifacha informal adoption practice
- Emma Bridges: Is career coaching feminist? A study exploring the experiences of women who engage in career coaching
- Emily Lau: Girls who learn to serve: An ethnography exploring the gendered experience of school-based volunteering
- Naomi Lumutenga: Experiences of Overseas-Trained Teachers (OTTs) in Secondary Schools
- Zahid Naz: The politics of quality improvement policies in teaching practices: the case of ESOL in FE
- Alison Andrews: Critical ethnography examining how dialogic processes between female refugees and host communities expose spaces for mutual 'learning
- Frances Rehal: Impact of Sure Start on parents' perceptions of a community
- Sobantu Sibanda: In Search of Social Justice: A Critical Review of Zimbabwe’s Post–Colonial Education For All policy
- Marieke Stevens: Ways in which local understandings of education and inclusion inform the implimentation of inclusive education in Vietnam
- Dorothy Tukahabwa: Being a young woman scientist in university in Rwanda and the politics of negotiating identities
- Ursula Edgington: Pyche of teachers' professional habitus: lesson observations in England's further education colleges
- Marcellus Mbah: Incorporating community voices within the framework of a university's development mission: the case of Cameroon
- Mario Citro: Parents' views and government rhetoric about schooling: beyond simple notions of exclusion and marginalisation
- Ralph Leighton: Citizenship in England: A Radical Overview
- Hayley Edwardson: Exploration ‘with’ mothers to discover, expose and dissolve historical barriers in a disadvantaged community
- Marieke Stevens: Ways in which local understandings of education and inclusion can inform the implimentation of inclusive education in Vietnam
In 2014, Ruth gave a plenary lecture at the Estonia conference: 'Quality in Education for Children at Social Risk' on the transition of young people out of state care in the UK.
She has been invited onto the Kent County Council Parent Support Strategy Advisory Board, the Kent and Medway Young Care Leavers Strategy Group and to the Policy Exchange round table discussion on 'Employment Support for Care Leavers'.
Her most recent external conference presentations are:
Dance, C., Rogers, R. and Neil, B. (2018) 'Wanting to Adopt in England: Perspectives from Adopters and Adopter Professionals' at the International Conference on Adoption Reserach, Montreal, Canada
Rogers, R. (2014) Plenary Lecture: 'The transition of young people out of state care in the UK', Quality in Education for Children at Social Risk, Estonia
Rogers, R. and V. Wennerstrom (2012) ‘Developing Research into Practical Outcomes to Support Non-traditional Students in their University Applications’, Paper presented at Open University Widening Participation Conference 2012 - Discourses of Inclusion in Higher Education, April 2012
Rogers, R. (2011) ‘Instant Adulthood and the Transition of Young People out of State Care’, European Conference on Education Research, Freie University, Berlin
Rogers, R. (2010) ‘Soft Benefits for Hard Nuts: The Impact of Community Building Interventions on ‘Anti-Social Youth’’, Youth 2010: Identities, Transitions, Cultures University of Surrey, British Sociological Association Youth Studies SIG
Publications and research outputs
Watts, P. & Rogers, R. (2018) 'Sometimes it's appropriate to scream at them: The university as a platform for resistance and free speech', in Developing Transformative Spaces in Higher Education: Learning to Transgress', Jackson, S, (ed), Routledge
Rogers, R. (2017) Parents who Wait: Acknowledging the support needs and vulnerabilities of approved adopters during their wait to become adoptive parents', Child & Family Social Work https://doi.org/10.1111/cfs.12417
Blackman, S. & Rogers, R. (2017) Youth Marginality in Britain: Contemporary Studies of Austerity, Policy Press (eds) https://policypress.co.uk/youth-marginality-in-britain
Dance, C. Neil, E, & Rogers, R. (2017) Family Finding for 'harder to place' Children: The role of interagency placements and fee subsidies, Department for Education Research Report, DFE-RR685
Rogers, R (2015) ‘Taking responsibility for the provision of financial, housing, and emotional support for young people leaving care’ Australian Social Work, 68(1), pp. 99-114
Rogers, R. (2011) “I remember thinking, why isn’t there someone to help me? Why isn’t there someone who can help me make sense of what I’m going through”: ‘Instant Adulthood’ and the Transition of Young People out of State Care, Journal of Sociology, 47(4), pp. 411-426
Rogers, R. (2011) ‘Evaluating community-based interventions for young people: measuring the impact of informal mentoring’, Journal of Poverty and Social Justice, 19(2), June 2011, pp. 159-168
Rogers, R. (2010) 'Soft Benefits for Hard Nuts: The impact of community interventions on anti-social youth', in Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, 28(3), pp. 195-204
Rogers, R. (2010) 'Student perceptions of Aimhigher Learning Mentors and post 16 pastoral support', Practical Research in Education, May 2010, Issue 43, pp. 61-65
Rogers, R. (2009) 'No one helped out. It was like, "Get on with it. You're an adult now. It's up to you': A study into post-16 pastoral support for 'Aimhigher Students', Pastoral Care in Education, 27(2), pp 109-118