Ruth Rogers is a Reader in Social Justice and Inclusion in the Research Centre for Children Families and Communities.
She has 20 years of experience as a researcher and within this current REF period she has already been 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). Methodologically, she is also particularly interested in governance and textual analysis.
Ruth is the Strand Lead in the Research Centre for 'Discourses of Inclusion and Exclusion' and spent five years as the Research Theme Coordinator for Inclusion, Equality and Social Justice' in the Faculty of Education.
She is an experienced PhD supervisor, examiner and panel chair. She is the program director for the MPhil/PhD in Contempory Studies in Childhood, Youth and Parenthood, and the Co-Director of the MPhil/PhD in Education.
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).
Teaching and subject expertise
She is on the PhD /EdD panel for 20 students spanning across 4 faculties and has chaired and examined doctoral level vivas for univeristies in the UK and internationally.
Current PhD Students
- Shane Mochrie-Cox: Impact of youth democracy in Kent
- Dorothy Tukahabwa: Being a young woman scientist in university in Rwanda and the politics of negotiating identities
- Chiara Costa: The phenomenon of international adoption from Ethiopia to Italy considering international laws and gudifacha informal adoption practice
- Hayley Edwardson: Exploration ‘with’ mothers to discover, expose and dissolve historical barriers in a disadvantaged 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 can inform the implimentation of inclusive education in Vietnam
- Frances Rehal: Impact of Sure Start on parents' perceptions of a community
- 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: Relationship between government educational policy and what parents value
Ruth has taught various Research Methods and Social Policy modules at Buckinghamshire Chilterns University, Chaucer College (Kent) and at CCCU. More specifically, she has taught on:
- BA Education Studies 'Introduction to Research Methods' (2013-14)
- BA Education Studies 'Factors Affecting Learners and Learning' (2012)
- BA Sociology and Social Science 'Doing Social Research' (2009-10)
- BA Education Studies 'Widening Participation and Social Inclusion' (2007)
- Diploma in Social Work 'Ready for Practice' (2003)
- Sociology Foundation Course, Chaucer College, Canterbury (2000-2002)
- BSc Sociology 'Research Methods' and 'Interpreations of the Welfare State' Bucks New University (1999-2000)
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