Louise Archer

Q: What Schools Are Affiliated With Louise Archer

Louise Archer is affiliated with the following schools: University College London, London Metropolitan University, UCL Institute of Education, King's College London, King's College, Aberdeen

Louise Archer 's AcademicInfluence.com Rankings

Louise Archer

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#889

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#1284

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Why Is Louise Archer Influential?

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According to Wikipedia, Louise Archer is Karl Mannheim Professor of Sociology of Education at the University College London Institute of Education. On 12 October 2017 she was elected a Fellow of the Academy of Social Sciences and of the British Academy in 2023.

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Louise Archer 's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Higher Education and Social Class : Issues of Exclusion and Inclusion (2003) (650)
"Doing" Science versus "Being" a Scientist: Examining 10/11-Year-Old Schoolchildren's Constructions of Science through the Lens of Identity. (2010) (545)
Challenging Cultures? Student Conceptions of 'Belonging' and 'Isolation' at a Post-1992 University (2003) (485)
Science Aspirations, Capital, and Family Habitus (2012) (447)
Younger academics’ constructions of ‘authenticity’, ‘success’ and professional identity (2008) (357)
“Science capital”: A conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts (2015) (355)
'Bettering Yourself'? Discourses of risk, cost and benefit in ethnically diverse, young working-class non-participants' constructions of higher education (2000) (342)
The new neoliberal subjects? Young/er academics’ constructions of professional identity (2008) (319)
‘Not girly, not sexy, not glamorous’: primary school girls’ and parents’ constructions of science aspirations 1 (2013) (234)
Diversity, equality and higher education: a critical reflection on the ab/uses of equity discourse within widening participation (2007) (234)
Race, Masculinity and Schooling: Muslim Boys and Education (2003) (226)
Young Children's Aspirations in Science: The unequivocal, the uncertain and the unthinkable (2013) (218)
“Balancing acts'': Elementary school girls' negotiations of femininity, achievement, and science (2012) (202)
Spheres of influence: what shapes young people’s aspirations at age 12/13 and what are the implications for education policy? (2014) (201)
`University's not for Me — I'm a Nike Person': Urban, Working-Class Young People's Negotiations of `Style', Identity and Educational Engagement (2007) (193)
Understanding Minority Ethnic Achievement: Race, Gender, Class and 'Success' (2006) (179)
Adolescent boys’ science aspirations: Masculinity, capital and power (2014) (174)
British—Chinese pupils' and parents' constructions of the value of education (2005) (168)
Who Aspires to a Science Career? A comparison of survey responses from primary and secondary school students (2015) (160)
'Knowing their limits'? Identities, inequalities and inner city school leavers' post-16 aspirations (2003) (159)
‘Muslim Brothers, Black Lads, Traditional Asians’: British Muslim Young Men’s Constructions of Race, Religion and Masculinity (2001) (150)
HIGH ASPIRATIONS BUT LOW PROGRESSION: THE SCIENCE ASPIRATIONS–CAREERS PARADOX AMONGST MINORITY ETHNIC STUDENTS (2011) (142)
Working-class Men's Constructions of Masculinity and Negotiations of (Non)Participation in Higher Education (2001) (141)
Theorising Inner-city Masculinities: 'Race', class, gender and education (2003) (137)
Is Science for Us? Black Students’ and Parents’ Views of Science and Science Careers (2015) (134)
Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account (2017) (124)
Identities, inequalities and higher education (2005) (122)
Challenging Classes? (2006) (121)
Language as capital, or language as identity? Chinese complementary school pupils' perspectives on the purposes and benefits of complementary schools (2009) (108)
‘It's easier that you're a girl and that you're Asian’: interactions of ‘race’ and gender between researchers and participants (2002) (107)
Science-related Aspirations Across the Primary–Secondary Divide: Evidence from two surveys in England (2014) (107)
‘Higher than Einstein’: constructions of going to university among working-class non-participants (2001) (106)
Nerdy, Brainy and Normal: Children’s and Parents’ Constructions of Those Who Are Highly Engaged with Science (2013) (98)
‘They never go off the rails like other ethnic groups’: teachers’ constructions of British Chinese pupils’ gender identities and approaches to learning (2005) (96)
Class, gender, (hetero)sexuality and schooling: paradoxes within working‐class girls’ engagement with education and post‐16 aspirations (2007) (94)
Dimensions of science capital: exploring its potential for understanding students’ science participation (2016) (84)
The Impossibility of Minority Ethnic Educational ‘Success’? An Examination of the Discourses of Teachers and Pupils in British Secondary Schools (2008) (81)
‘We raised it with the Head’: the educational practices of minority ethnic, middle‐class families (2010) (74)
The “Exceptional” Physics Girl (2017) (70)
The Construction of Physics as a Quintessentially Masculine Subject: Young People’s Perceptions of Gender Issues in Access to Physics (2016) (70)
Change, Culture and Tradition: British Muslim pupils talk about Muslim girls' post-16 'choices' (2002) (69)
Subject Choice and Occupational Aspirations among Pupils at Girls' Schools (2003) (67)
Inner‐city femininities and education: ‘race’, class, gender and schooling in young women’s lives (2007) (63)
The ‘value’ of higher education (2005) (60)
Attainment Grouping as self-fulfilling prophesy? A mixed methods exploration of self confidence and set level among Year 7 students (2017) (60)
Constructing Minority Ethnic Middle-class Identity: An Exploratory Study with Parents, Pupils and Young Professionals (2011) (57)
‘It didn’t really change my opinion’: exploring what works, what doesn’t and why in a school science, technology, engineering and mathematics careers intervention (2014) (56)
Parents’ and teachers’ constructions of the purposes of Chinese complementary schooling: ‘culture’, identity and power (2010) (56)
Understanding Young People's Science Aspirations: How students form ideas about ‘becoming a scientist’ (2016) (55)
Participation in informal science learning experiences: the rich get richer? (2017) (55)
Editorial: Imag(in)ing Visual Methodologies (2005) (53)
Engaging with commonality and difference: Theoretical tensions in the analysis of working-class women's educational discourses (2001) (52)
Re/theorizing “difference” in feminist research (2004) (52)
Disorientating, fun or meaningful? Disadvantaged families’ experiences of a science museum visit (2016) (52)
Higher education and social class (2002) (51)
Factors deterring schools from mixed attainment teaching practice (2017) (50)
Femininity, science, and the denigration of the girly girl (2017) (46)
Killing Curiosity? An Analysis of Celebrated Identity Performances among Teachers and Students in Nine London Secondary Science Classrooms. (2017) (42)
Negotiating the Dichotomy of Boffin and Triad: British-Chinese Pupils' Constructions of ‘Laddism’ (2005) (41)
The Culture Project: diasporic negotiations of ethnicity, identity and culture among teachers, pupils and parents in Chinese language schools (2010) (40)
The symbolic violence of setting: A Bourdieusian analysis of mixed methods data on secondary students’ views about setting (2018) (39)
Failing to deliver? Exploring the current status of career education provision in England (2018) (37)
Urban Schools as Urban Places: School Reputation, Children’s Identities and Engagement with Education in London (2010) (37)
15/16-Year-Old Students’ Reasons for Choosing and Not Choosing Physics at a Level (2018) (36)
Urban youth and schooling: the experiences and identities of educationally 'at risk' young people (2010) (36)
Understanding employer engagement in education: theories and evidence (2014) (36)
‘Boring and stressful’ or ‘ideal’ learning spaces? Pupils’ constructions of teaching and learning in Chinese supplementary schools (2009) (35)
Social class and higher education (2005) (33)
Selfies at the science museum: exploring girls’ identity performances in a science learning space (2020) (33)
Science Aspirations and Gender Identity: Lessons from the ASPIRES Project (2015) (33)
Nurturing learning or encouraging dependency? Teacher constructions of students in lower attainment groups in English secondary schools (2019) (32)
Gendered identities and work placement: why don't boys care? (2006) (31)
Constructions of racism by British Chinese pupils and parents (2005) (31)
New times-old inequalities: diverse working-class femininities in education (2003) (31)
British‐Chinese pupils’ constructions of gender and learning (2005) (31)
Learners’ attitudes to mixed-attainment grouping: examining the views of students of high, middle and low attainment (2019) (30)
‘Between Authenticity and Pretension’: Parents', Pupils' and Young Professionals' Negotiations of Minority Ethnic Middle-Class Identity (2012) (30)
“I’m Being a Man Here”: Urban Boys’ Performances of Masculinity and Engagement With Science During a Science Museum Visit (2016) (30)
Learning that physics is ‘not for me’: Pedagogic work and the cultivation of habitus among advanced level physics students (2020) (28)
Science capital or STEM capital? Exploring relationships between science capital and technology, engineering, and maths aspirations and attitudes among young people aged 17/18 (2020) (28)
Mapping politics and pedagogy: understanding the population and practices of Chinese complementary schools in England (2009) (28)
Higher Education: A Risky Business (2003) (28)
What Kind of Boy Does Science?: A Critical Perspective on the Science Trajectories of Four Scientifically Talented Boys (2015) (27)
Comparing students' engineering and science aspirations from age 10 to 16: Investigating the role of gender, ethnicity, cultural capital, and attitudinal factors (2019) (26)
Identity projects in complementary and mainstream schools: the views of Albanian and Bulgarian students in England (2015) (26)
Teacher ‘quality’ and attainment grouping: The role of within-school teacher deployment in social and educational inequality (2019) (26)
Why is it difficult for schools to establish equitable practices in allocating students to attainment ‘sets’? (2019) (25)
Widening participation in higher education : Implications for policy and practice (2005) (25)
New migration, new challenges: Eastern European migrant pupils in English schools (2014) (24)
Peer relations in higher education: raced, classed and gendered constructions and Othering (2016) (24)
Using Bourdieu in practice? Urban secondary teachers’ and students’ experiences of a Bourdieusian-inspired pedagogical approach (2018) (22)
Gender equality in work experience placements for young people (2005) (22)
The misallocation of students to academic sets in maths: A study of secondary schools in England (2019) (22)
Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programs (2020) (21)
The impact of tracking by attainment on pupil self-confidence over time: demonstrating the accumulative impact of self-fulfilling prophecy (2020) (21)
Examining Student Engagement with Science Through a Bourdieusian Notion of Field (2018) (20)
Communication in Latin American Multinational Organizations (1994) (19)
The Science Capital Teaching Approach: engaging students with science, promoting social justice (2017) (19)
On certain quotients of the Green rings of dihedral 2-groups (2008) (19)
The construction of British Chinese educational success: exploring the shifting discourses in educational debate, and their effects (2017) (17)
Can the subaltern ‘speak’ science? An intersectional analysis of performances of ‘talking science through muscular intellect’ by ‘subaltern’ students in UK urban secondary science classrooms (2018) (15)
Teachers’ Understanding and Operationalisation of ‘Science Capital’ (2015) (14)
Understanding Minority Ethnic Achievement: race, class, gender and 'success' (2006) (13)
Potential mature students recruitment to HE (2002) (12)
Who has high science capital? An exploration of emerging patterns of science capital among students aged 17/18 in England (2019) (12)
Ethnicity, Class and Aspiration: Understanding London’s New East End (2014) (12)
Building "Science Capital" in the Classroom. (2017) (12)
Interested but not being served: mapping young people’s participation in informal STEM education through an equity lens (2021) (12)
Stratifying science: a Bourdieusian analysis of student views and experiences of school selective practices in relation to ‘Triple Science’ at KS4 in England (2017) (12)
Popular culture and genetics; friend, foe or something more complex? (2019) (10)
Social class and educational inequalities: the local and the global (2004) (9)
Editorial (2005) (9)
Disruptive moments as opportunities towards justice‐oriented pedagogical practice in Informal Science Learning (2021) (8)
Institutional sexism in academia (2006) (8)
The social construction of identities by British-Muslim pupils aged 14-15 years (1998) (8)
Eastern European migrants’ experiences of racism in English schools: positions of marginal whiteness and linguistic otherness (2019) (7)
Redefining entrepreneurialism in the maker movement: A critical youth approach (2020) (7)
"I Like Science but It's Not for Me": The Need to Improve STEM Careers Education. (2014) (6)
Round pegs into square holes? Critical issues for the widening participation agenda (2005) (6)
Making jobs ‘thinkable’: engaging with the complexity of young people’s career aspirations (2010) (6)
An Exploration of the Attitudinal, Social and Cultural Factors Impacting on Year 10 Student Performance: Final Report (2004) (5)
Muslims in Britain: Race, ‘face’ and masculinity: the identities and local geographies of Muslim boys (2009) (5)
Masculinities, femininities and resistance to participation in post-compulsory education (2006) (5)
Pathways in informal science learning: a practice-research brief (2015) (4)
Teachers and researchers (2012) (4)
Access, participation, and higher education : policy and practice (2002) (4)
What makes a good teacher? They have respect for our culture (2006) (4)
Editorial (2003) (3)
Speaking of identity?: British-Chinese young people’s perspectives on language and ethnic identity (2014) (3)
Young people’s tech identity performances: why materiality matters (2020) (3)
Science capital made clear (2016) (3)
Equity in informal science learning: a practice-research brief (2015) (3)
An Intersectional Approach to Classed Injustices in Education: Gender, Ethnicity, ‘Heavy’ Funds of Knowledge and Working-Class Students’ Struggles for Intelligibility in the Classroom (2018) (3)
The role of Work Experience in the UK Higher Education admissions process (2014) (3)
Urban Youth and Education (2010) (2)
Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning (2022) (2)
Youth equity pathways in informal science learning (2015) (2)
Hall algebras and Green rings (2005) (2)
Girls and Education 3–16: Continuing Concerns, New Agendas. Edited by C. Jackson, C. Paechter and E. Renold (2011) (2)
Inner-city feminities and education (2007) (2)
New migration, new challenges (2014) (2)
Reasons for not/choosing chemistry: Why advanced level chemistry students in England do/not pursue chemistry undergraduate degrees (2022) (1)
15/16-Year-Old Students’ Reasons for Choosing and Not Choosing Physics at a Level (2018) (1)
Constructions of Minority Ethnic Middle Class identity (2008) (1)
Going, Going, Gone: A Feminist Bourdieusian Analysis of Young Women’s Trajectories in, Through and Out of Physics, Age 10–19 (2020) (1)
Learning Chinese in Diasporic Communities (2014) (1)
Lighting the Fuse: Cultivating the Masculine Physics Habitus – A Case Study of Victor Aged 10–18 (2020) (1)
The Effects of Grouping Students by Academic Attainment on Educational Outcomes in Secondary Schools (Title Registration) (2017) (1)
"Tracy's in the home corner, Darren's playing lego, or are they?" Gender issues and identity in education (1997) (1)
Fighting a fire versus waiting for a wave: Useful and not-so-useful analogies in times of SARS-CoV-2 (2021) (1)
Students' science aspirations (2012) (1)
Who is getting prepared? (2017) (1)
‘The shape of things that are and were’ and ‘the shape of things to come’: some reflections on the sociology of education at the 40th anniversary of BJSE (2020) (1)
Resisting and Surviving: Asian girls and education (2003) (1)
Chapter 10. Speaking of identity? (2014) (0)
Can the subaltern ‘speak’ science? An intersectional analysis of performances of ‘talking science through muscular intellect’ by ‘subaltern’ students in UK urban secondary science classrooms (2018) (0)
Being Normal Is The Only Way To Be: Adolescent Perspectives On Gender And The School, Wayne Martino, Maria Palotta-Chiarolli. UNSW Press, Australia (2005), (194pp., AUD$39.95, ISBN 0-86840-687-2) (2007) (0)
Media Bias in Reporting Social Research? The Case of Reviewing Ethnic Inequalities in Education – By M. Hammersley (2007) (0)
AdolescentBoys'ScienceAspirations:Masculinity,Capital,andPower (2014) (0)
Reproducing privilege through whiteness and beauty: an intersectional analysis of elite Chilean university students’ practices (2022) (0)
Young people’s tech identity performances: why materiality matters (2020) (0)
''ScienceCapital'':AConceptual,Methodological,andEmpiricalArgument forExtendingBourdieusianNotionsofCapitalBeyondtheArts (2015) (0)
Critical Response to Archer et al. (2015) "Science Capital": A Conceptual, Methodological, and Empirical Argument for Extending Bourdieusian Notions of Capital Beyond the Arts Response (2015) (0)
Science capital or STEM capital? Exploring relationships between science capital and technology, engineering, and maths attitudes and aspirations among young people aged 17/18 (2020) (0)
‘It really has made me think’: Exploring how informal STEM learning practitioners developed critical reflective practice for social justice using the Equity Compass tool (2022) (0)
Why study young people’s science aspirations? (2016) (0)
Disorientating, fun or meaningful? Disadvantaged families’ experiences of a science museum visit (2016) (0)
Re/theorizing bdifferenceQ in feminist research (2004) (0)
Experiences of community, 'belonging' and exclusion amongst non-traditional higher education students in the UK (2004) (0)
The Construction of Physics as a Quintessentially Masculine Subject: Young People’s Perceptions of Gender Issues in Access to Physics (2016) (0)
Notes on Contributors (2005) (0)
Developing Identities Among Adolescents: European Issues (2005) (0)
Resarch & practice agenda: equity pathways in informal STEM learning (2015) (0)
‘Race’ and achievement: The policy context (2006) (0)
Theorising student engagement with science from a Bourdieusian perspective: Possibilities for theoretical extension and practical application. (2017) (0)
Nerdy, Brainy and Normal: Children’s and Parents’ Constructions of Those Who Are Highly Engaged with Science (2012) (0)
Schools, lessons and science identities (2016) (0)
Children's Engagement and Identification With Science Science Aspirations, Capital, and Family Habitus: How Families Shape (2012) (0)
The role of families, social class and science capital in young people’s aspirations (2016) (0)
Conclusions and implications for research, policy and practice (2016) (0)
EXTENDED REVIEW: Challenging girls' exclusion from schooling (2004) (0)
Misfits or misrecognition? Exploring STEMM degree students' concerns about non‐completion (2023) (0)
VII. Developmental/Educational Psychology: Theory (1997) (0)
Science Capital Index (2021) (0)
Francis, Becky and Archer, Lousie and Hodgen, Jeremy and Pepper, David and Taylor, Becky and Travers, Mary- Clare (2016) Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse (2017) (0)
Book review (2004) (0)
Notes on Contributors (2012) (0)
Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning (2022) (0)
Addressing issues of social class and education: theory into practice (2001) (0)
ResearchArticle ‘ ‘ ScienceCapital ’ ’ : AConceptual , Methodological , andEmpiricalArgument forExtendingBourdieusianNotions ofCapitalBeyond theArts (2015) (0)
Using Bourdieu in practice? Urban secondary teachers' and students' experiences of a Bourdieusian-inspired pedagogical approach (2020) (0)
Examining Student Engagement with Science Through a Bourdieusian Notion of Field (2018) (0)
What do young people today aspire to (2016) (0)
Teaching rites and wrongs : universities and the making of anthropologists: C-SAP Monograph No.2 (2005) (0)

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Other Resources About Louise Archer

en.wikipedia.org

What Schools Are Affiliated With Louise Archer ?

Louise Archer is affiliated with the following schools: