Professor Chrissie Rogers

Professor Chrissie Rogers is a Professor of Sociology and Director of Studies - Health and Social Care. She has held a Leverhulme research fellowship, researching learning disability, mental health, and criminal justice processes from a life story perspective and is currently working on publications from this data. 

Professor Rogers is also working on the ‘Believe in Us’ project, (research evaluation) with Heart n Soul, funded by the Health Foundation, Common Ambition stream.

Previously Professor Rogers graduated from the University of Essex in 2005 with a PhD in Sociology (ESRC) and was an ESRC post-doctoral fellowship at the University of Cambridge. She has written Parenting and Inclusive Education, Intellectual Disability and Being Human: A Care Ethics Model, and edited, Critical Approaches to Care with Susie Weller. Professor Rogers has written on mothering/parenting, intellectual/learning disability, ethics of care, intimacy, education, criminal justice, and qualitative methods, including auto/biographical sociology and visual methods. 

Intellectual disability, autism, mothering, ‘special education’, criminal justice, education, families, care ethics, auto/biographical sociology, visual methods, life stories, offending, social justice. 

Current PhD candidates

• Bass, S (2021) ‘Exploring the mental health benefits of yarn craft for people identified autistic in adulthood’ (PT) (lead supervisor, Kent)
• Ellinor, F(2020) ‘Isn’t that just a boy thing?’ To what extent are gender stereotypes of autism prevalent amongst educational practitioners and how do they influence provision and support? (PT) (lead supervisor, Kent)
• Elson, N (2019) ‘An exploration of the outdoors as an alternative learning environment for children and young people with learning disabilities’ (PT) (lead supervisor, Kent)
• Morris, I (2020) ‘Latent Inequality in Schools: A qualitative analysis of teacher disability disclosure’ (PT) (lead supervisor, Kent)
• Plummer, K-A (2019) Child abuse in the Caribbean context (PT) (lead supervisor, Kent)
• Smith, H (2021) An exploration into the importance of the language used when talking about autism and its effect on the experiences of autistic people and the public perception of autism (lead supervisor, Kent).

Candidates completed

• Simmons, A. (2020) A Qualitative Exploration of Autism and Transition into Further and Higher Education (FT) (lead supervisor, Bradford)
• Hall, M (2017) The new further education teacher as an agent of change: a case study of initial teacher training in further education, Anglia Ruskin University (associate supervisor)
• Corral Granados, A (2016) [PhD] Professional development of early years’ educators when promoting inclusive teaching practices for children with SEN: two European exploratory case studies in primary schools Anglia Ruskin University (lead supervisor)
• D’almeida, E (2015) [PhD] ‘SEN’ learners in the Modern Foreign Languages classroom: exclusion in disguise? Aston University (lead supervisor)
• Lithari, E (2014) [PhD] Children and their identities: the case of dyslexia and transition to secondary education, Anglia Ruskin University (lead supervisor)
• Cooper, L (2014) [PhD] Extended mothering: a study to determine maternal influences in daughters’ higher education, Anglia Ruskin University (lead supervisor)
• Levinstein, S (2014) [PhD] A Case Study of a Reading Intervention Programme for Dyslexic Students in Israel, Anglia Ruskin University (joint supervisor)
• Shahminan, H (2013) [PhD] A Critical Exploration of Deaf Young People’s Underachievement in Brunei Darussalam, Brunel University (joint supervisor)
• Al-Zyoud, N (2012) [PhD] An investigation of the current status of meeting the needs of pupils with learning difficulties in Jordanian schools from special educational needs teachers’ perspective, Brunel University (lead supervisor)
• McLachlan, B (2012) [PhD] ‘Learning for Excellence’, Professional Learning for Learning Support Assistants in Further Education, Anglia Ruskin University (lead supervisor)
• Hill, Y (2008) [EdD] Doing, Undoing and Redoing: a feminist study of teachers’ professional identities’ Keele University (associate supervisor) 

Professor Chrissie Rogers is on the executive editorial for International Journal of Disability and Social Justice and an editorial member of British Journal of Sociology of Education