Dr Anjam Sultana

School of Education
Educational Psychology Tutor

Contact details

Email
a.sultana.1@bham.ac.uk
Address
School of Education
University of Birmingham
Edgbaston
Birmingham
B15 2TT
UK

Anjam is an Academic and Professional Tutor on the Applied Educational and Child Psychology doctoral programme. She is also a Specialist Senior Educational Psychologist working for a Local Authority Educational Psychology Service in the West Midlands.

Anjam worked as a Teacher of Science in the West Midlands for six years and completed a conversion course in psychology whilst teaching. She qualified as an Educational Psychologist in 2014 and now works as a Specialist Senior Educational Psychologist, for a Local Authority Educational Psychology Service, in the West Midlands. She became an Academic and Professional Tutor on the Applied Educational and Child Psychology doctoral programme in 2021.

Qualifications

  • App. Ed. & Child Psy. D (University of Birmingham, 2014)
  • PG Dip Psych (Open) (Open University, 2010)
  • PGCE (Science: Biology) (University of Birmingham, 2002)
  • BSc (Hons) Biological Sciences (University of Birmingham, 2001)

Postgraduate supervision

She is interested in supervising postgraduate research relating to: 

  • Anti-oppressive practice in education
  • Identity: race, gender, sexuality, queer theory
  • Supervision of education staff
  • Application of IPA in research

Doctoral research

PhD title
AppEdChPsyD: An IPA study exploring how educational settings influence the experiences, identity, and academic attainment of Pakistani students as they progress to higher education

Research

Research interests

Race, racism and education

Other activities

  • Member of the British Psychological Society’s Presidential Taskforce on Diversity and Inclusion
  • Editorial Board member for the Open Journal of Educational Psychology

Publications

Sultana, A. (2015) ‘I don’t see how that makes me a gori (White girl)’: the multiple and problematic identities of academically successful Pakistani students, Educational and Child Psychology, vol 32 (2): 23-36