Claire joined the School of Education in September 2016 as a BRIDGE Research Fellow within the Centre for Research in Race and Education (CRRE). She is a PGCE qualified educator with several years teaching experience at both further and higher education levels.
Her ESRC funded PhD research focused on the critical examination of education policy, standardised testing data, inequity of opportunity, and educational outcomes by race and ethnicity (as intersected with gender, sexuality, class, and dis/ability). Utilising Critical Race Theory (CRT) and Critical Whiteness Studies, Claire has specifically explored the quantitative manifestations of the so called ‘achievement gap’ between black and white (non-Hispanic/Latino[a]) high school students in the U.S., demonstrating how permissive re-segregation of poorer-blacker ‘mainstream’ students and wealthier-whiter (competitive-entry) ‘magnet’ students, was based almost exclusively on a student’s performance on ‘high stake’ standardised tests and subjective ‘teacher recommendation’.
Additionally, Claire has also conducted critical race examinations of federal and state-level education policies, illustrating how ‘wealthier-whiter’ magnet students’ standardised test scores have significantly increased since the inception of ‘No Child Left Behind’ (2001), despite the Act having the specific aim of ‘closing the gap’ by race, poverty, disability and language proficiency (U.S. Department of Education, 1998).
Currently, as part of the University of Birmingham and University of Illinois BRIDGE Fellowship, Claire is applying CRT principles to shape a critical examination of government issued testing data in both the U.K. and U.S. More specifically, Claire is exploring the potentially racist, classist, gendered and dis/ablest assumptions contained within government published attainment statistics and related policy pronouncements. This work will build into a detailed cross-national study of how the ‘achievement gap’ is constructed, managed and policed on either side of the Atlantic