Dr Leanne Fray

Dr Leanne Fray

Postdoctoral Fellow

School of Education

Career Summary

Biography

After working as a teacher in public schools following her undergraduate training in teaching and social science, Leanne completed her PhD in 2013. Her thesis examined the sociological construction of risk in relation to the organised out-of-school activities of children in Australia since the 1950s. Leanne has worked on other research projects at the University across such disciplines as health and social sciences, including the Australian Longitudinal Study on Women’s Health. Leanne has extensive experience in qualitative research methods including focus group facilitation, data analysis, and the use of NVivo qualitative software. She has provided substantial and sustained research support to the Aspirations Longitudinal Study and has recently managed a number of HEPP-funded projects investigating the aspirations of students for specific higher education fields of study. Dr Fray is a member of the Teachers and Teaching Research Centre at the University of Newcastle


Qualifications

  • PhD (Leisure and Tourism), University of Newcastle
  • Bachelor of Social Science (Recreation & Tourism), University of Newcastle
  • Bachelor of Social Science (Honours), University of Newcastle

Keywords

  • Equity
  • Qualitative research methods
  • Student aspirations
  • Thematic analysis

Fields of Research

Code Description Percentage
130399 Specialist Studies in Education not elsewhere classified 40
130299 Curriculum and Pedagogy not elsewhere classified 40
139999 Education not elsewhere classified 20

Professional Experience

UON Appointment

Title Organisation / Department
Postdoctoral Fellow University of Newcastle
School of Education
Australia
Casual Academic University of Newcastle
School of Education
Australia

Invitations

Speaker

Year Title / Rationale
2019 NSW Department of Education, Future Skills Conference
The aspirations for Vocational Education and Training of students in regional and remote locations

Teaching

Code Course Role Duration
EDUC1038 Foundations of Secondary Education
School of Education, The University of Newcastle
Lecturer, Tutor 1/2/2017 - 31/7/2017
EDUC1038 Foundations of Secondary Education
School of Education, The University of Newcastle
Course Coordinator, Lecturer 29/7/2019 - 30/11/2019
EDUC1038 Foundations of Secondary Education
School of Education, The University of Newcastle
Tutor 28/2/2019 - 31/7/2019
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Publications

For publications that are currently unpublished or in-press, details are shown in italics.


Book (1 outputs)

Year Citation Altmetrics Link
2020 Gore J, Patfield S, Fray L, Harris J, Community matters: The complex links between community and young peoples aspirations for higher education, Routledge, London, UK (2020)
Co-authors Jenny Gore, Jess Harris

Chapter (2 outputs)

Year Citation Altmetrics Link
2020 Gore J, Patfield S, Fray L, Harris J, 'Community matters: The complex links between community and young peoples aspirations for higher education', Local/Global issues in education, Routledge, Melbourne, Australia (2020)
Co-authors Jess Harris
2020 Patfield S, Gore J, Fray L, 'On becoming a university student: Young people and the illusion of higher education', Reimagining the higher education student, Routledge, London, UK (2020)
Co-authors Jenny Gore

Journal article (16 outputs)

Year Citation Altmetrics Link
2020 Fray L, Gore J, Harris J, North B, 'Key influences on aspirations for higher education of Australian school students in regional and remote locations: a scoping review of empirical research, 1991 2016', Australian Educational Researcher, 47 61-93 (2020)

© 2019, The Australian Association for Research in Education, Inc. Despite numerous equity initiatives aimed at increasing participation in higher education, students from regiona... [more]

© 2019, The Australian Association for Research in Education, Inc. Despite numerous equity initiatives aimed at increasing participation in higher education, students from regional and remote communities continue to be underrepresented in Australia. This paper presents a scoping review of empirical studies, published between 1991 and 2016, that examined aspirations for higher education of students from regional and remote areas. Analysis of the 65 articles revealed an emphasis on enablers and barriers to participation in higher education including: cost and distance, supportive environments, attachment to home, schooling and academic achievement, knowledge of pathways, and individual characteristics. However, much of the research offers a homogeneous view of regional and remote communities which elides location-specific characteristics that are powerful in shaping educational aspirations. We argue that there is a critical need for greater understanding of the diversity of experiences, influences, and aspirations among students within rural and remote communities to underpin the provision of appropriate infrastructure and support for their higher education aspirations. We identify some key avenues for further research into the aspirations of students in rural and remote communities and the ways in which this research can inform and improve outreach activities.

DOI 10.1007/s13384-019-00332-4
Co-authors Jenny Gore, Jess Harris
2020 Patfield S, Gore J, Fray L, 'Reframing first-generation entry: How the familial habitus shapes aspirations for higher education among prospective first-generation students', Higher Education Research & Development, (2020)
Co-authors Jenny Gore
2020 Patfield S, Gore J, Fray L, 'Degrees of being first : toward a nuanced understanding of first-generation entrants to higher education', Educational Review, (2020)

© 2020, © 2020 Educational Review. Universities have increasingly adopted ¿first-generation status¿ as a new category for addressing equity in higher education, especially in the ... [more]

© 2020, © 2020 Educational Review. Universities have increasingly adopted ¿first-generation status¿ as a new category for addressing equity in higher education, especially in the UK and Australia. This category targets students whose parents do not have a university degree and therefore are ¿newcomers¿ to higher education. While the category is well-intentioned, given the persistence of inequitable enrolment patterns and the need to widen participation, it has resulted in a fairly narrow and limiting view of first-generation students. Typically, students have been set in binary opposition to their peers with university-educated parents and consequently positioned within deficit discourses¿as sharing a similar set of ¿problems¿ that need to be remedied by policy and practice. This paper problematises such a totalising depiction of first-generation entrants by examining diversity within the category rather than simply demarcating differences from their continuing-generation peers. Drawing on focus group data from 198 prospective first-generation students enrolled in government schools in New South Wales, Australia, we utilise the Bourdieusian lens of social capital to explore the multiple social networks within which young people are situated. We propose a new continuum that better captures how students are differentially positioned in social space, and identify three clusters based on their capacity to mobilise capital¿¿inheritors¿, ¿opportunists¿, and ¿outsiders¿. In so doing, we unsettle the symbolic boundary around what it means to ¿be first¿, and argue that this more nuanced reconceptualisation of first-generation entry is critical if the category is to be a meaningful vehicle for redressing historical exclusions and widening participation in higher education.

DOI 10.1080/00131911.2020.1740172
Co-authors Sally Patfield, Jenny Gore
2019 Gore J, Gibson S, Fray L, Smith M, Holmes K, 'Fostering Diversity in the Creative Arts by Addressing Students' Capacity to Aspire', Journal of Creative Behavior, 53 519-530 (2019) [C1]

© 2018 by the Creative Education Foundation, Inc. Research on young people's aspirations and their capacity to aspire to higher education has proliferated in recent decades, ... [more]

© 2018 by the Creative Education Foundation, Inc. Research on young people's aspirations and their capacity to aspire to higher education has proliferated in recent decades, however, very little attention has been paid to the creative arts. Diversity in the arts remains a persistent issue in many nations, and repeated attempts to promote diversity in the Australian arts community have had limited impact, suggesting the need for new approaches. Drawing on data from a 4-year longitudinal study of students from ages 8 to 18 (n¿=¿6,492) in government schools, we examine school students' aspirations for careers in the arts. Arts-related careers were popular among students, yet we found a distinct lack of diversity among those aspiring to such careers. Using logistic regression analysis we found that being female, high achieving, from an English-speaking background, possessing high cultural capital, and attending advantaged schools were significant predictors of interest in the arts, suggesting the likely reproduction of existing patterns of participation. We argue that initiatives within schools are essential to disrupting these patterns and building the capacity of a more diverse range of students to aspire to careers in the arts.

DOI 10.1002/jocb.232
Citations Scopus - 1
Co-authors Maxwell Smith, Jenny Gore
2019 Eather N, Fray L, Gore JM, 'Who wants to be a sportsperson? Student aspirations for sporting careers', Sport, Education and Society, (2019)

© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. Sports participation and elite sporting success are fundamental to Australian culture and a prominent s... [more]

© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. Sports participation and elite sporting success are fundamental to Australian culture and a prominent source of national pride. As sport is a major part of day-to-day living in Australia, it is not surprising that many young people aspire to careers as sportspersons. While such aspirations are often dismissed as fanciful and unattainable, the reality is that a higher proportion of Australians participate in the workforce as sportspeople than in careers as mining engineers, surgeons, optometrists or barristers. Indeed, little is known about aspirations for sports careers. Drawing on data from a 4-year longitudinal study involving 6492 Australian school students in Years 3¿12, we sought to understand the extent to which young Australians aspire to a career as a sportsperson and the extent to which these aspirations are evenly distributed across demographic categories. Our findings suggest that not only was sportsperson the most popular occupational category, but this interest was heavily shaped by social and cultural markers of difference. Logistic regression analysis revealed that significant predictors of interest in a career as a sportsperson were being male, Indigenous, from high socioeconomic background, and attending advantaged schools. Far from sport¿s reputation as the great equalizer, accessible to all, these results demonstrate that aspirations for a career as a sportsperson largely reflect the status quo of sports participation in Australian society and wider inequalities. Given the growing number of careers in professional sports and the value sport holds in the lives of Australians, we argue that aspirations for careers in sport should be treated seriously, and that disrupting current patterns in who aspires to careers as sportspeople is vital. It will require access for a more diverse range of students to the kinds of social resources and networks that nurture their capacity to aspire.

DOI 10.1080/13573322.2019.1679104
Co-authors Jenny Gore, Narelle Eather
2019 Patfield S, Gore J, Fray L, Gruppetta M, 'The untold story of middle-class Indigenous Australian school students who aspire to university', Critical Studies in Education, (2019)
DOI 10.1080/17508487.2019.1572022
Co-authors Sally Patfield, Jenny Gore
2019 Jaremus F, Gore J, Fray LT, Prieto E, 'Senior secondary student participation in STEM: Beyond national statistics', Mathematics Education Research Journal, 31 151-173 (2019) [C1]
DOI 10.1007/s13394-018-0247-5
Citations Scopus - 3Web of Science - 2
Co-authors Elena Prieto, Jenny Gore
2018 Fray LT, Gore J, 'Why people choose teaching: A scoping review of empirical studies, 2007 2016', Teaching and Teacher Education, 75 153-163 (2018) [C1]
DOI 10.1016/j.tate.2018.06.009
Citations Scopus - 5Web of Science - 5
Co-authors Jenny Gore
2018 Gore J, Patfield S, Fray LT, 'The burden of expectation in widening participation', MEDICAL EDUCATION, 52 889-890 (2018)
DOI 10.1111/medu.13653
Co-authors Sally Patfield, Jenny Gore
2018 Lloyd A, Gore J, Holmes K, Smith M, Fray LT, 'Parental Influences on Those Seeking a Career in STEM: The Primacy of Gender', International Journal of Gender, Science and Technology, 10 208-328 (2018) [C1]
Co-authors Adam Lloyd, Jenny Gore, Maxwell Smith
2017 Gore J, Patfield S, Holmes K, Smith M, Lloyd A, Gruppetta M, et al., 'When higher education is possible but not desirable: Widening participation and the aspirations of Australian Indigenous school students', Australian Journal of Education, (2017) [C1]
DOI 10.1177/0004944117710841
Citations Scopus - 7Web of Science - 3
Co-authors Natasha Weaver, Maxwell Smith, Adam Lloyd, Jenny Gore, Sally Patfield
2017 Gore J, Rickards B, Fray L, Holmes K, Smith M, 'Profiling Australian school students' interest in a nursing career: insights for ensuring the future workforce', AUSTRALIAN JOURNAL OF ADVANCED NURSING, 35 12-22 (2017) [C1]
Citations Scopus - 3Web of Science - 3
Co-authors Jenny Gore, Maxwell Smith
2017 Gore J, Holmes K, Smith M, Fray L, McElduff P, Weaver N, Wallington C, 'Unpacking the career aspirations of Australian school students: towards an evidence base for university equity initiatives in schools', Higher Education Research and Development, 36 1383-1400 (2017) [C1]
DOI 10.1080/07294360.2017.1325847
Citations Scopus - 17Web of Science - 14
Co-authors Natasha Weaver, Jenny Gore, Maxwell Smith, Patrick Mcelduff
2017 Gore JM, Fray L, Wallington C, Holmes K, Smith M, 'Australian school student aspirations for military careers: Traditional perceptions in shifting contexts', ARMED FORCES & SOCIETY, 43 238-259 (2017) [C1]
DOI 10.1177/0095327X16682046
Citations Scopus - 4Web of Science - 3
Co-authors Maxwell Smith, Jenny Gore
2017 Gore J, Patfield S, Fray L, Holmes K, Gruppetta M, Lloyd A, et al., 'The participation of Australian Indigenous students in higher education: a scoping review of empirical research, 2000 2016', Australian Educational Researcher, 44 323-355 (2017) [C1]
DOI 10.1007/s13384-017-0236-9
Citations Scopus - 4Web of Science - 2
Co-authors Maxwell Smith, Adam Lloyd, Jenny Gore, Sally Patfield
2007 Bryson LJ, Warner-Smith PA, Brown P, Fray LT, 'Managing the work-life roller-coaster: Private stress or public health issue?', Social Science and Medicine, 65 1142-1153 (2007) [C1]
DOI 10.1016/j.socscimed.2007.04.027
Citations Scopus - 24Web of Science - 22
Show 13 more journal articles

Conference (20 outputs)

Year Citation Altmetrics Link
2020 Harper M, Gore J, Patfield S, Fray L, Prieto-Rodriguez E, Harris J, 'Supporting students futures: Developing a free, online professional development course for teachers and careers advisers focusing on educational and occupational aspirations', Liverpool, UK (2020)
Co-authors Jess Harris, Elena Prieto
2020 Gore J, Miller A, Fray L, Harris J, 'Impactful professional development: Using QTR to improve student outcomes', Liverpool, UK (2020)
Co-authors Jess Harris
2020 Patfield S, Gore J, Fray L, 'First-generation cultural capital: Conceptualising how prospective first-generation students navigate toward higher education', Liverpool, UK (2020)
2020 Gore J, Fray L, Patfield S, Harris J, 'Community influence on student aspirations: Does it take a village?', Liverpool, UK (2020)
Co-authors Jess Harris
2020 Fray L, Gore J, Patfield S, Harris J, 'Why would you go to uni? Habitus, symbolic violence and the aspirations of rural school students', Liverpool, UK (2020)
Co-authors Jess Harris
2019 Patfield S, Gore J, Fray L, 'Beyond individual troubles : Recontextualising aspirations through heavy/light funds of knowledge', Brisbane, Australia (2019)
Co-authors Sally Patfield
2019 Gore J, Miller A, Fray L, Patfield S, Prieto-Rodriguez E, Harris J, 'Building capacity for quality teaching in Australian schools', Brisbane, Australia (2019)
Co-authors Jess Harris, Sally Patfield, Elena Prieto
2019 Gore J, Miller A, Prieto-Rodriguez E, Harris J, Rosser B, Jaremus F, et al., 'Quality teaching for social justice in Australian schools: Preliminary data from a large-scale empirical study', Brisbane, Australia (2019)
Co-authors Jess Harris, Elena Prieto
2019 Jaremus F, Gore J, Prieto-Rodriguez E, Fray L, 'Secondary mathematics as handmaiden to STEM occupations? The consequences for girls who love mathematics', Brisbane, Australia (2019)
Co-authors Elena Prieto
2019 Gibson A, Miller A, Gore J, Fray L, 'Investigating the quality of teaching in rural and remote locations', Brisbane, Australia (2019)
2019 Fray L, Gore J, Patfield S, Harris J, ' Why would you go to uni? : Habitus, symbolic violence and the aspirations of rural school students', Brisbane, Australia (2019)
Co-authors Jess Harris
2019 Fray L, Gore J, Patfield S, Harris J, 'Why would you go to uni? Habitus, symbolic violence and the aspirations of rural school students.', Toronto, Canada (2019)
Co-authors Jess Harris, Sally Patfield
2019 Gore J, Gibson AS, Fray L, Patfield S, Harris J, 'Emotional and material realities shaping young people s higher education aspirations in regional and remote Australia.', Toronto, Canada (2019)
Co-authors Jess Harris, Sally Patfield
2019 Fray L, Harper M, Gore J, Patfield S, Harris J, 'On location : The interplay of rural social space and post-school aspirations.', Toronto, Canada (2019)
Co-authors Jess Harris, Sally Patfield
2018 Gore J, Fray LT, Harris J, Smith M, Patfield S, 'Presence and proximity: A study of rural school students aspirations for higher education', New York (2018)
Co-authors Sally Patfield, Maxwell Smith, Jess Harris
2018 Fray LT, Gore J, Smith M, Patfield S, 'Capacity to aspire to higher education of school students from low-SES backgrounds: An empirical study', New York (2018)
Co-authors Sally Patfield, Maxwell Smith
2017 Fray L, Gore J, Holmes K, Smith M, 'Educational aspirations of Australian school students from low SES backgrounds: Social capital and the capacity to aspire to higher education', Royal Conservatoire of Scotland, Glasgow, Scotland (2017)
2016 Lloyd AB, Gore J, Holmes K, Smith M, Fray L, 'Exploration of parental influence(s) on who seeks a career in STEM', Newcastle upon Tyne UK (2016)
Co-authors Adam Lloyd, Maxwell Smith
2016 Fray LT, Gore J, Smith M, LLoyd A, Holmes K, 'Guiding futures: The role of teachers in the formation of students aspirations for higher education', Guiding futures: The role of teachers in the formation of students aspirations for higher education, Melbourne (2016)
Co-authors Maxwell Smith
2015 Holmes K, Lloyd AB, Gore J, Smith M, Fray L, Wallington C, 'The future of STEM: Who seeks a career in STEM and why?', Equity Practitioners in Higher Education Australasia (EPHEA), Geelong Victoria, Australia (2015) [E3]
Co-authors Adam Lloyd, Maxwell Smith
Show 17 more conferences

Report (6 outputs)

Year Citation Altmetrics Link
2019 Gore J, Fray L, Patfield S, Harris J, 'Community influence on university aspirations: Does it take a village?', National Centre for Student Equity in Higher Education, 88 (2019)
Co-authors Sally Patfield, Jess Harris, Jenny Gore
2019 Miller A, Gore J, Harris J, Prieto-Rodriguez E, Fray L, Taggart W, 'QuickSmart Numeracy: Learning Impact Fund Evaluation Report', Evidence for Learning (2019)
Co-authors Elena Prieto, Jess Harris, Andrew Miller, Jenny Gore
2019 Miller A, Gore J, Harris J, Prieto-Rodriguez E, Fray L, Taggart W, 'QuickSmart Numeracy Evaluation: Statistical Analysis Plan', Evidence for Learning (2019)
Co-authors Elena Prieto, Jess Harris, Andrew Miller, Jenny Gore
2017 Gore J, Ellis H, Fray LT, Smith M, Lloyd A, Berrigan C, et al., 'Choosing VET: investigating the VET aspirations of school students', National Centre for Vocational Education and Training (NCVER) (2017)
Co-authors Jenny Gore, Natasha Weaver, Maxwell Smith
2015 Gore J, Holmes K, Smith M, Fray LT, 'Investigating the factors that influence the choice of teaching as a first career', Queensland College of Teachers, 55 (2015)
Co-authors Jenny Gore, Maxwell Smith
2015 Gore J, Holmes K, Smith M, Lyell A, Ellis H, Fray L, 'Choosing university: The impact of schools and schooling. Final report to the National Centre for Student Equity in Higher Education.', National Centre for Student Equity in Higher Education (2015) [R1]
Co-authors Jenny Gore, Maxwell Smith
Show 3 more reports
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Grants and Funding

Summary

Number of grants 9
Total funding $1,654,345

Click on a grant title below to expand the full details for that specific grant.


20192 grants / $186,300

Faculty matching funding for UON PRC Scheme - Teachers and Teaching Research Centre$100,000

Funding body: Faculty of Education and Arts, University of Newcastle

Funding body Faculty of Education and Arts, University of Newcastle
Project Team

Laureate Professor Jenny Gore (Director); Dr Julie Bowe; Dr Leanne Fray; Dr Jess Harris; Professor Bruce King; Professor David Lubans; Mr Andrew Lyell; Dr Drew Miller; Dr Elena Prieto-Rodriguez; Professor Max Smith.

Scheme Faculty funding
Role Investigator
Funding Start 2019
Funding Finish 2019
GNo
Type Of Funding Internal
Category INTE
UON N

Quality Teaching @ UON$86,300

Funding body: The University of Newcastle

Funding body The University of Newcastle
Project Team

Laureate Professor Jennifer Gore, Doctor Andrew Miller, Doctor Leanne Fray, Doctor Sally Patfield, Doctor Elena Prieto-Rodriguez

Scheme Vice-Chancellor’s Strategic Initiatives Fund
Role Investigator
Funding Start 2019
Funding Finish 2020
GNo
Type Of Funding Internal
Category INTE
UON N

20181 grants / $160,000

Faculty matching funding for UON PRC Scheme - Teachers and Teaching Research Centre$160,000

Funding body: Faculty of Education and Arts, University of Newcastle

Funding body Faculty of Education and Arts, University of Newcastle
Project Team

Dr Julie Bowe; Laureate Professor Jenny Gore (Director); Dr Jess Harris; Dr Drew Miller; Dr Elena Prieto-Rodriguez; Professor Max Smith; Professor Geoff Whitty; Dr Leanne Fray; Mr Andrew Lyell; Professor Bruce King; Dr Adam Lloyd; Professor David Lubans.

Scheme Faculty funding
Role Investigator
Funding Start 2018
Funding Finish 2018
GNo
Type Of Funding Internal
Category INTE
UON N

20173 grants / $769,986

Professional development in equity interventions for school teachers$601,532

Funding body: Department of Education and Training

Funding body Department of Education and Training
Project Team Laureate Professor Jennifer Gore, Professor Penny Jane Burke, Professor Peter Howley, Associate Professor Maree Gruppetta, Associate Professor Jess Harris, Associate Professor Elena Prieto-Rodriguez, Doctor Leanne Fray, Doctor Adam Lloyd, Dr Andrew Harvey, Professor Jo Lampert
Scheme Higher Education Participation and Partnerships Programme (HEPPP)
Role Investigator
Funding Start 2017
Funding Finish 2019
GNo G1701442
Type Of Funding C2110 - Aust Commonwealth - Own Purpose
Category 2110
UON Y

Girls in Maths$129,382

Funding body: Margaret Bowers Estate

Funding body Margaret Bowers Estate
Project Team Laureate Professor Jennifer Gore, Professor John Fischetti, Associate Professor Elena Prieto-Rodriguez, Doctor Adam Lloyd, Doctor Leanne Fray
Scheme Research Grant
Role Investigator
Funding Start 2017
Funding Finish 2018
GNo G1700309
Type Of Funding C3120 - Aust Philanthropy
Category 3120
UON Y

Community influence on university aspirations: Does it take a village?$39,072

Funding body: National Centre for Student Equity in Higher Education (NCSEHE)

Funding body National Centre for Student Equity in Higher Education (NCSEHE)
Project Team Laureate Professor Jennifer Gore, Doctor Leanne Fray, Doctor Adam Lloyd, Associate Professor Jess Harris, Doctor Sally Patfield
Scheme Research Grants Program
Role Investigator
Funding Start 2017
Funding Finish 2018
GNo G1701286
Type Of Funding C2110 - Aust Commonwealth - Own Purpose
Category 2110
UON Y

20163 grants / $538,059

Locating Aspirations: Evidence to support participation in higher education of low SES students from regional and remote Australia$278,672

Funding body: Department of Education and Training

Funding body Department of Education and Training
Project Team Laureate Professor Jennifer Gore, Doctor Leanne Fray, Associate Professor Jess Harris, Doctor Adam Lloyd, Professor Geoff Whitty, Professor Max Smith
Scheme Higher Education Participation and Partnerships Programme (HEPPP)
Role Investigator
Funding Start 2016
Funding Finish 2016
GNo G1601033
Type Of Funding C2110 - Aust Commonwealth - Own Purpose
Category 2110
UON Y

Learning Impact: Evaluation of QuickSmart Maths$169,091

Funding body: Social Ventures Australia

Funding body Social Ventures Australia
Project Team Laureate Professor Jennifer Gore, Doctor Drew Miller, Associate Professor Elena Prieto-Rodriguez, Associate Professor Jess Harris, Doctor Adam Lloyd, Doctor Leanne Fray
Scheme Learning Impact Fund
Role Investigator
Funding Start 2016
Funding Finish 2018
GNo G1600614
Type Of Funding C3112 - Aust Not for profit
Category 3112
UON Y

Guiding Futures: The role of teachers in the formation of students' aspirations for higher education$90,296

Funding body: Department of Education

Funding body Department of Education
Project Team Laureate Professor Jennifer Gore, Associate Professor Alex Garn, Professor Max Smith, Doctor Adam Lloyd, Doctor Leanne Fray, Professor Kathryn Holmes
Scheme Higher Education Participation and Partnerships Programme
Role Investigator
Funding Start 2016
Funding Finish 2016
GNo G1600140
Type Of Funding C2110 - Aust Commonwealth - Own Purpose
Category 2110
UON Y
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Research Supervision

Number of supervisions

Completed1
Current5

Current Supervision

Commenced Level of Study Research Title Program Supervisor Type
2020 PhD An Investigation Examining Improved Support for Casual Relief Teachers Through the Provision of High Quality Professional Learning PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2019 PhD Capitalising on Collegiality: Investigating the Impact of High-Quality Collaborative Professional Development on Teachers' Social Capital and Students' Achievement PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2017 PhD Body Image and the Rise of Social Media: The Role of Media Literacy in the “Curriculum” PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2017 PhD Girls in Mathematics and STEM - What's the Issue? PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2013 PhD Educational and Career Aspirations in the Middle Years of Schooling PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor

Past Supervision

Year Level of Study Research Title Program Supervisor Type
2018 PhD On ‘Being First’: Reconsidering Australian Higher Education Equity Policy Through a Comprehensive Analysis of the Aspirations of Prospective First-In-Family Students PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
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Research Projects

Locating Aspirations: Evidence to Support Participation in Higher Education of Students from Regional and Remote Australia 2016

The project examined the educational and career aspirations of regional and remote students, especially those from low SES backgrounds. Existing longitudinal data were combined with additional quantitative and qualitative data collected through surveys of, and interviews with, students, teachers and parents. The project produced robust evidence on regional and remote student aspirations, demonstrating how heterogeneity within areas and communities provided varying experiences and shaped diverse aspirations.

Grants

Locating Aspirations: Evidence to support participation in higher education of low SES students from regional and remote Australia

Funding body: Department of Education and Training

Funding body Department of Education and Training
Project Team Laureate Professor Jennifer Gore, Doctor Leanne Fray, Associate Professor Jess Harris, Doctor Adam Lloyd, Professor Geoff Whitty, Professor Max Smith
Scheme Higher Education Participation and Partnerships Programme (HEPPP)

Publications

Gore J, Fray LT, Harris J, Smith M, Patfield S, 'Presence and proximity: A study of rural school students aspirations for higher education', New York (2018)

Gore J, Gibson AS, Fray L, Patfield S, Harris J, 'Emotional and material realities shaping young people s higher education aspirations in regional and remote Australia.', Toronto, Canada (2019)

Fray L, Harper M, Gore J, Patfield S, Harris J, 'On location : The interplay of rural social space and post-school aspirations.', Toronto, Canada (2019)


Community Influence on University Aspirations: Does it take a village? 2017 - 2019

This project, Community influence on university aspirations: Does it take a village...?, examined how post-school aspirations are formed within, and shaped by, the communities in which young people live. While “aspirations” have become a key feature of Australian higher education policy and practice in an  effort to widen the participation of under-represented groups, research attention has often been directed towards individual, familial, and school-related effects in the complex process of aspiration formation. As a result, comparatively little is known about the role of local communities in shaping what students imagine for their post-school futures and how they are positioned to navigate these futures. Two key questions were addressed in this project:

What impact does community have on student aspirations for higher education?
What community factors are important for increasing equity participation?

To answer these questions, we investigated the structural characteristics of the communities
in which young people live as they form their post-school aspirations, as well as the subjective  experiences and perceptions of young people and adults within these communities. 

Grants

Community influence on university aspirations: Does it take a village?

Funding body: National Centre for Student Equity in Higher Education (NCSEHE)

Funding body National Centre for Student Equity in Higher Education (NCSEHE)
Project Team Laureate Professor Jennifer Gore, Doctor Leanne Fray, Doctor Adam Lloyd, Associate Professor Jess Harris, Doctor Sally Patfield
Scheme Research Grants Program

Publications

Fray L, Gore J, Patfield S, Harris J, 'Why would you go to uni? Habitus, symbolic violence and the aspirations of rural school students.', Toronto, Canada (2019)

Gore J, Fray L, Patfield S, Harris J, 'Community influence on university aspirations: Does it take a village?', National Centre for Student Equity in Higher Education, 88 (2019)


Guiding Futures: The role of teachers in the formation of students' aspirations for higher education 2016

This project investigated the impact of school teachers and other educators on Year 3 to Year 12 students’ aspirations for higher education. A second objective was to test the idea that underrepresentation of students from low socioeconomic status (SES) backgrounds and other disadvantaged groups in universities may in part be a function of the explicit and implicit guidance students receive from teachers.

Grants

Guiding Futures: The role of teachers in the formation of students' aspirations for higher education

Funding body: Department of Education

Funding body Department of Education
Project Team Laureate Professor Jennifer Gore, Associate Professor Alex Garn, Professor Max Smith, Doctor Adam Lloyd, Doctor Leanne Fray, Professor Kathryn Holmes
Scheme Higher Education Participation and Partnerships Programme

Publications

Fray LT, Gore J, Smith M, LLoyd A, Holmes K, 'Guiding futures: The role of teachers in the formation of students aspirations for higher education', Guiding futures: The role of teachers in the formation of students aspirations for higher education, Melbourne (2016)


Learning Impact: Evaluation of QuickSmart Maths 2016 - 2018

Grants

Publications

Miller A, Gore J, Harris J, Prieto-Rodriguez E, Fray L, Taggart W, 'QuickSmart Numeracy Evaluation: Statistical Analysis Plan', Evidence for Learning (2019)

Miller A, Gore J, Harris J, Prieto-Rodriguez E, Fray L, Taggart W, 'QuickSmart Numeracy: Learning Impact Fund Evaluation Report', Evidence for Learning (2019)


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Dr Leanne Fray

Positions

Postdoctoral Fellow
Teachers and Teaching Research Centre
School of Education
Faculty of Education and Arts

Casual Academic
Teachers and Teaching Research Centre
School of Education
Faculty of Education and Arts

Contact Details

Email leanne.fray@newcastle.edu.au
Phone (02) 4913 8715
Fax (02) 4921 6020
Links Twitter
Research Networks

Office

Room HA-101
Building Hunter Building
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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