Dr Sally Patfield

Dr Sally Patfield

Postdoctoral Researcher

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 Higher Degree by Research Excellence Award for the School of Education (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
  • teacher professional development

Fields of Research

Code Description Percentage
130103 Higher Education 25
130313 Teacher Education and Professional Development of Educators 25
160809 Sociology of Education 50

Professional Experience

UON Appointment

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

Publications

For publications that are currently unpublished or in-press, details are shown in italics.


Journal article (7 outputs)

Year Citation Altmetrics Link
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 Leanne Fray, Jenny Gore
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)
DOI 10.1080/17508487.2019.1572022
Co-authors Leanne Fray, Jenny Gore
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]

© 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education Objectives: Students from lower socio-economic status backgrounds continue to be under-re... [more]

© 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education 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 - 5Web of Science - 5
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 - 7Web of Science - 3
Co-authors Leanne Fray, Jenny Gore, Natasha Weaver, Maxwell Smith, 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 - 4Web of Science - 2
Co-authors Maxwell Smith, Adam Lloyd, Leanne Fray, Jenny Gore
Show 4 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 Elena Prieto, Jess Harris, Leanne Fray
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, 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, Jess Harris
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, Jess Harris
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 Maxwell Smith, Jess Harris, Leanne Fray
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 Maxwell Smith, Leanne Fray
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 Jenny Gore, Leanne Fray, Jess Harris
Edit

Grants and Funding

Summary

Number of grants 2
Total funding $125,372

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


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 C2110 - Aust Commonwealth - Own Purpose
Category 2110
UON Y
Edit

Research Supervision

Number of supervisions

Completed0
Current2

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), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2020 PhD Teachers in Transition: An Examination of the Effectiveness of Quality Teaching Rounds in Supporting Australian Teachers During Times of Transit PhD (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
Edit

Dr Sally Patfield

Positions

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

Office

Room HA99
Building Hunter Building
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
Edit