Dr Sally Patfield

Dr Sally Patfield

Postdoctoral Fellow

School of Education

Career Summary

Biography

Dr Sally Patfield is a Postdoctoral Researcher with the Teachers and Teaching Research Centre in the School of Education. Sally has over 15 years' experience working in various educational contexts, including as a primary teacher in NSW public schools, in arts education at the local government level, community cultural development for the not-for-profit sector, and across professional and academic roles in higher education.

Sally's doctoral research investigated school students who would be the first in their families to enter higher education. Conferred in 2018, her thesis was awarded the Ray Debus Award for Doctoral Research in Education by the Australian Association for Research in Education (2019), the Higher Degree by Research Excellence Award for the School of Education, University of Newcastle (2018), and the Australian Council of Deans of Education Postgraduate Student/Early Career Researcher Poster Award (2016).


Qualifications

  • Doctor of Philosophy in Education, University of Newcastle
  • Bachelor of Teaching/Bachelor of Arts (Hons), University of Newcastle
  • Graduate Diploma of Museum Studies, Deakin University
  • Master of Cultural Heritage, Deakin University

Keywords

  • educational access
  • educational transitions
  • equity
  • higher education
  • social inequalities
  • sociology of education
  • sociology of higher education
  • teacher professional development

Fields of Research

Code Description Percentage
390203 Sociology of education 50
390303 Higher education 25
390307 Teacher education and professional development of educators 25

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
Casual Academic University of Newcastle
School of Education
Australia

Teaching

Code Course Role Duration
EDUC4940 Research Design and Critique
School of Education, The University of Newcastle
Tutor 11/1/2016 - 15/12/2017
EDUC4749 Advanced Numeracy
School of Education, The University of Newcastle
Marker 8/1/2018 - 18/12/2020
EDUC6000 Understanding Aspirations for Greater Equity
School of Education, The University of Newcastle
Course Coordinator 6/1/2020 - 17/12/2021
EDUC2749 K-6 Numeracy
School of Education, The University of Newcastle
Tutor 9/1/2017 - 14/12/2018
EDUC1103 Schooling, Identity and Society
School of Education, The University of Newcastle
Tutor 6/1/2020 - 18/12/2020
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Publications

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


Chapter (1 outputs)

Year Citation Altmetrics Link
2021 Patfield S, Gore J, Fray L, 'On becoming a university student: Young people and the 'illusio' of higher education', Reimagining the Higher Education Student, Routledge, United Kingdom (2021)
Co-authors Jenny Gore, Leanne Fray

Journal article (11 outputs)

Year Citation Altmetrics Link
2021 Patfield S, Gore J, Weaver N, 'On 'being first': the case for first-generation status in Australian higher education equity policy', AUSTRALIAN EDUCATIONAL RESEARCHER, (2021)
DOI 10.1007/s13384-020-00428-2
Citations Scopus - 2Web of Science - 1
Co-authors Jenny Gore, Natasha Weaver
2021 Patfield S, Gore J, Fray L, 'Stratification and the illusion of equitable choice in accessing higher education', International Studies in Sociology of Education, (2021)

In recent decades, the Australian higher education landscape has achieved significant expansion. Initially aimed at getting more people into university, massification policies hav... [more]

In recent decades, the Australian higher education landscape has achieved significant expansion. Initially aimed at getting more people into university, massification policies have, more recently, focused on widening participation¿encouraging a more diverse array of students to ¿choose¿ higher education. Paradoxically, this shift has deepened stratification, with new inequalities within and across the academy. However, this stratification is glossed over in widening participation policy and research. In this paper, we challenge this view by examining young people¿s capacities to ¿choose¿ university using the heuristic of ¿embedded choosers¿ and ¿contingent choosers.¿ Our analysis of two school-based case studies highlights the early stratification of students¿ post-school choices, conceptualised as a continuum from an absence of choice to a wide array of global choice. We argue that rather than focus on gains in overall enrolment, there is a critical need to address the insidious stratification that is subsumed within the widening participation agenda.

DOI 10.1080/09620214.2021.1912633
Co-authors Leanne Fray, Jenny Gore
2021 Gibson S, Patfield S, Gore JM, Fray L, 'Aspiring to higher education in regional and remote Australia: the diverse emotional and material realities shaping young people's futures', AUSTRALIAN EDUCATIONAL RESEARCHER, (2021)
DOI 10.1007/s13384-021-00463-7
Co-authors Jenny Gore, Leanne Fray
2021 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, 40 599-612 (2021) [C1]
DOI 10.1080/07294360.2020.1773766
Citations Scopus - 2Web of Science - 1
Co-authors Leanne Fray, 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) [C1]
DOI 10.1080/00131911.2020.1740172
Citations Scopus - 1Web of Science - 1
Co-authors Jenny Gore, Leanne Fray
2019 Patfield S, 'On "being first:" Reconsidering Australian higher education equity policy through a comprehensive analysis of the aspirations of prospective first-in-family students', Journal and Proceedings of the Royal Society of New South Wales, 152 273-274 (2019)
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) [C1]
DOI 10.1080/17508487.2019.1572022
Citations Scopus - 1
Co-authors Jenny Gore, Leanne Fray
2018 Gore J, Patfield S, Holmes K, Smith M, 'Widening participation in medicine? New insights from school students aspirations', Medical Education, 52 227-238 (2018) [C1]

Objectives: Students from lower socio-economic status backgrounds continue to be under-represented in medical education. Although various initiatives have been implemented by univ... [more]

Objectives: Students from lower socio-economic status backgrounds continue to be under-represented in medical education. Although various initiatives have been implemented by universities to widen participation, their effectiveness and their timing remain contentious. Prior studies have primarily focused on students already on a medical pathway, with little analytical attention given to the aspirations of primary and secondary school-aged students. The aim of this study was to identify the characteristics of students who express early interest in medicine and ascertain the degree to which diversification of the future medical student cohort is indicated. Methods: As part of a longitudinal study of educational and occupational aspirations (2012¿2015), students in Years 3¿12 (n¿=¿6492) from government schools in New South Wales, Australia, completed an annual online survey. Their individual responses were linked with prior academic achievement and demographic data. Logistic regression models were used to examine the significance of student- and school-related variables as predictors of interest in medicine. Results: Significant predictors were: being in the early years of secondary school, possessing high cultural capital, coming from a language background other than English, being female, and perceiving oneself as ¿well above average¿ relative to peers. Socio-economic status was a significant predictor when examined independently, but not when all variables were considered in the full regression model. Conclusions: For medical schools seeking to widen participation, this study underscores the importance of recognising the intersection of other factors with socio-economic status and how they contribute to students¿ aspirational biographies. If medical schools are to select from a more diverse range of applicants, recruitment strategies must take into account the discursive positioning of the discipline. Sustained outreach into primary and secondary schools may be critical to interrupting the current social reproduction of medical schooling.

DOI 10.1111/medu.13480
Citations Scopus - 8Web of Science - 9
Co-authors Jenny Gore, Maxwell Smith
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 Leanne Fray, Jenny Gore
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 - 11Web of Science - 10
Co-authors Leanne Fray, Maxwell Smith, Jenny Gore, Natasha Weaver, Adam Lloyd
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 - 9Web of Science - 4
Co-authors Leanne Fray, Maxwell Smith, Adam Lloyd, Jenny Gore
Show 8 more journal articles

Conference (8 outputs)

Year Citation Altmetrics Link
2019 Patfield S, Gore J, Fray L, 'Beyond individual troubles : Recontextualising aspirations through heavy/light funds of knowledge', Brisbane, Australia (2019)
Co-authors Leanne Fray
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 Leanne Fray, Elena Prieto
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 Leanne Fray
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 Leanne Fray
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 Leanne Fray
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 Leanne Fray, Maxwell Smith
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 Leanne Fray, Maxwell Smith
2015 Gruppetta MM, Holmes K, Gore J, Smith M, Lloyd A, Patfield S, 'Unlocking Capacity and Empowering Choices Indigenous Students Aspirations for Higher Education.', Dubbo (2015) [O1]
Co-authors Maxwell Smith
Show 5 more conferences

Report (1 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 Jess Harris, Jenny Gore, Leanne Fray
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Grants and Funding

Summary

Number of grants 4
Total funding $160,772

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


20211 grants / $2,500

Research Output Scheme Funding$2,500

Funding body: College of Human and Social Futures, University of Newcastle

Funding body College of Human and Social Futures, University of Newcastle
Scheme 2021 CHSF Research Output Scheme
Role Lead
Funding Start 2021
Funding Finish 2021
GNo
Type Of Funding Internal
Category INTE
UON N

20201 grants / $32,900

Aspirations, equity and higher education course choice: The path travelled$32,900

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, Laureate Professor Jennifer Gore, Associate Professor Elena Prieto-Rodriguez, Doctor Leanne Fray, Doctor Sally Patfield, Mrs Felicia Jaremus, Mrs Felicia Jaremus
Scheme Research Grants Program
Role Investigator
Funding Start 2020
Funding Finish 2021
GNo G2000940
Type Of Funding C2200 - Aust Commonwealth – Other
Category 2200
UON Y

20191 grants / $86,300

Quality Teaching @ UON$86,300

Funding body: The University of Newcastle, Australia

Funding body The University of Newcastle, Australia
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 Lead
Funding Start 2019
Funding Finish 2020
GNo
Type Of Funding Internal
Category INTE
UON N

20171 grants / $39,072

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 C2100 - Aust Commonwealth – Own Purpose
Category 2100
UON Y
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Research Supervision

Number of supervisions

Completed0
Current1

Current Supervision

Commenced Level of Study Research Title Program Supervisor Type
2020 PhD The Role of Professional Development Interventions in Improving Teacher Pedagogy and Student Engagement PhD (Education), College of Human and Social Futures, The University of Newcastle Co-Supervisor
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News

‘Being first’ thesis wins prestigious award

December 3, 2019

Dr Sally Patfield from the University of Newcastle’s Teachers and Teaching Research Centre has received the prestigious Ray Debus Award for Doctoral Research in Education at the 2019 Australian Association for Research in Education (AARE) Conference.

Dr Sally Patfield

Positions

Postdoctoral Fellow
School of Education
College of Human and Social Futures

Casual Academic
School of Education
College of Human and Social Futures

Contact Details

Email sally.patfield@newcastle.edu.au
Phone (02) 49215103

Office

Room CT307
Building CT Building
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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