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Personal profile


Gill Crozier is Professor of Education in the Department of Education, Roehampton University. She took up her post in December 2008 as Assistant Dean Research, having come from the University of Sunderland where she was also Professor of Education and Head of Research, in the School of Education and Lifelong Learning.

Gill Crozier is a Sociologist of Education and her work has focused on 'race' and its intersection with social class and gender. She has researched extensively issues relating to parents and schools, and young people, and is also concerned with education policy, and the socio-cultural influences upon identity formation and learner experiences. She is an active member of  international organisations  including the European Network About Parents and Education and the USA John Hopkins University based School, Family and Community Partnerships: International Network of Scholars.

Gill has been invited to speak internationally including in Islamabad, Pakistan, New Orleans, USA, Malmo, Sweden, Tromso, Norway, Tartu, Estonia,  Nicosia,  Cyprus, Antwerp, Netherlands, Rome, Italy. She has also been invited to give keynote lectures to a range of national audiences covering key areas of her research.

Gill Crozier is an experienced teacher both in school and Higher Education. She began her career as a secondary school English teacher, teacher of English as an Additional Language and advisory teacher on multicultural education. She worked in schools for twelve years prior to taking up her first academic post in Higher Education at Bristol Polytechnic (now the University of the West of England).

In Higher Education she has taught in the fields of Education Studies, Sociology of Education and Research Methodology. Over the years she has been engaged in course development, course leadership at undergraduate and postgraduate levels, as well as leading research in the School of Education at Roehampton.

As a teacher in schools and then as an academic through her research, she has been active in social justice and equalities issues. She has developed a critique of discriminatory structures and organisation in the education system and discriminatory practices at classroom as well as policy level. She is committed to opening up access to Higher Education and other educational opportunities and supporting students to access opportunities within the organisation.

Research interests

'Race', Ethnicity and Education
Equalities and Inequalities and social justice
Social class and gender issues in Education
Education Policy
Identities formations

Parents/families and School relationships

Widening Participation in Higher Education
Qualitative Research methodology

Research projects

2010-2014 TEMPUS Project co-applicant with University of Nis (lead partner), Serbia. 2011-2014 (€35,000 to RU)

2010-2012 National Teaching Fellowship Higher Education Association Award co-applicant with Prof. Penny Jane Burke (PI) The Formations of Gender and Higher Education Pedagogies Project. (£198,000)

December 2007-December 2009 Comenius Collaborative Project (European University of Cyprus Lead Partner) Inservice Training for Roma Inclusion. (INSET/RoM) €386,000 . (With seven other European partners)

January 2006 - April 2008 Principal Investigator ESRC (Teaching and Learning Research Programme) project on Widening Participation in HE: The socio-cultural and learning experiences of working class students in HE. £168,813.00. (RES-139-25-0208)

May 2005-October 2007 co-applicant with Professor Diane Reay (PI) University of Cambridge and Professor David James, University of the West of England, and director of the North East dimension of the project, ESRC funded Identities, Educational Choice and the White Urban Middle-Classes, (part of the ESRC Identities and Social Action Programme) £256,320 (RES-148-25-0023)

April 2005-November 2005 (Project Director) Survey of Initial Teacher Training provision regarding 'diversity'. £30,000 funded by MULTIVERSE (Teacher Development Agency)

September 2003 - August 2006 (Co-applicant) Initial Teacher Training Professional Resource Network (MULTIVERSE) (Consortium with London Metropolitan University (lead partner), Middlesex University, Northumbria University, University of East London, Chichester University College, Research Machines (plus various LEAs and research centres) £1.5 million for initial project (Teacher Development Agency were the funders). Member of MULTIVERSE Management Board, Editorial and Commissioning Board and Strand Leader.

May 2002-April 2004 ESRC funded project (Principal Investigator) Parents, Children and the School Experience: Asian Families' Perspectives. £197,128.00 (R000239671)

September 2000 – June 2002 ESRC Seminar Competition (Grant ref: 451 264 952 99) Principal Investigator: Parents and Schools: Diversity, Participation and Democracy, £8,237. The seminars commenced in September 2000 and were organised in collaboration with colleagues from the Institute of Education; King’s College, University of London; University of East Anglia and University of Birmingham.


Professional affiliations

British Education Research Association
BERA SIG: 'Race', Ethnicity and Education
European Education Research About Parents and Education
International Network of Scholars: School, Family and Community Partnerships
American Educational Research Association
British Sociological Association

Consultancy work

'Race' and Education including policy and practice in schools

Parent- School Relationships

Widening Participation in Higher Education


Sociology of education; 'race', class, gender and education; parent/family school relationships/involvement; qualitative research methodologies

Network Recent external collaboration on country level. Dive into details by clicking on the dots.

Research Output 1994 2019

Working the Borderlands: working-class students constructing hybrid identities and asserting their place in higher education

Crozier, G., Reay, D. & Clayton, J., 13 Jun 2019, In : British Journal of Sociology of Education. VOL. 40 , No. 7, p. 922–937 45 p.

Research output: Contribution to journalArticle

Interrogating parent-school practices in a market-based system. The professionalisation of parenting and intensified parental involvement: is this what schools want?

Crozier, G., 2018, In T. Turner-Vorbeck & S. B. Sheldon (Eds.), Handbook of family, school, community partnerships in education. Hoboken, NJ: Wiley & Sons. International Handbook on Parents. USA: Wiley. USA: Wiley-Blackwell, p. ?? 17 p.

Research output: Chapter in Book/Report/Conference proceedingChapter

25 Downloads (Pure)
Open Access

Changing Pedagogical Spaces in Higher Education: Inequality, Diversity and Misrecognition

Crozier, G., Burke, P. J. & Misiaszek, L. I., 2017, London and New York: Routledge: Taylor & Francis Group. 174 p. (Society for Research in Higher Education)

Research output: Book/ReportBook

Race Matters: urban education, globalisation and the 21st century

Crozier, G., 2017, The International Handbook on Urban Education. Pink, W., Noblit, G. W. & Bhopal, K. (eds.). Springer

Research output: Chapter in Book/Report/Conference proceedingChapter


How Do Irish Post-Primary Teachers Conceptualise Their Own Professionalism?

Author: Greene, E., 6 Jun 2017

Supervisor: Crozier, G. (Supervisor) & Shaughnessy, J. (Supervisor)

Student thesis: EdD

On not speaking ‘much’ Chinese: Identities, Cultures and Languages of British Chinese pupils

Author: Mau, A., 1 Jun 2013

Supervisor: Crozier, G. (Supervisor), Race, R. (Supervisor) & Francis, B. (External person) (Supervisor)

Student thesis: Doctoral Thesis


The relevance of role play to the learning of mathematics in the primary classroom

Author: Williams, H. J., 23 Jun 2014

Supervisor: Crozier, G. (Supervisor) & Gifford, S. (Supervisor)

Student thesis: Doctoral Thesis