LEAD postgraduate students
- Ksenia BakinaThesis title: Legal Responses to Online Revenge Pornography: Postmodern Feminist Analysis
- Camille JolyThesis title: Culture, Structure and Power in City Law Firms: Understanding Men's Over Representation at the Top
- Jenny Knox
Thesis title: Public Interest Law in the United Kingdom
Stuart Goosey was awarded his PhD on 31 December 2017 for his thesis on ‘A Pluralist Theory of Age Discrimination’, supervised by Professors Barmes and Malleson.
Collaboration about research into equality and labour standards in England, Northern Ireland, Scotland and Wales
Lizzie Barmes is collaborating with Mark Bell, Nicole Busby, and Lydia Hayes to find ways of learning from different approaches to, and experiences of, employment and equality regulation of working life in the four nation of the United Kingdom.’
Award of ESRC London Interdisciplinary Social Science Doctoral Training Partnership Studentship
Sarah Court-Brown received a LISS DTP award to pursue a MRes in 2017/2018 followed by a PhD under the supervision of Professors Barmes and Malleson. Sarah’s research interests concern the influence in the political and legislative fields in modern Britain of ideas and principles about equality.
Collaborative interdisciplinary ESRC studentship on Gender Equality and Public Procurement
Professor Lizzie Barmes from the Centre for Research on Law, Equality and Diversity (LEAD), Dr Tessa Wright from the Centre for Research on Equality and Diversity in the School of Business and Management and colleagues from the Equality and Diversity Forum are collaborating in supervising Natalie Gordon on her ESRC studentship on ‘Advancing Gender Equality through Public Procurement’. This interdisciplinary project is investigating the extent to which public sector procurement processes can be harnessed to achieve equality and diversity objectives in employment, with the student and project benefiting from the participation of the Equality and Diversity Forum as an external partner.
Research into Positive Action under the Equality Act 2010
Professors Saphieh Ashtiany, Professor Kate Malleson and Professor Barmes are investigating: (a) the genesis of the general positive action provisions in the Equality Act 2010, sections 158 and 159 and (b) how these measures have operated in practice. Both aspects involve semi structured interview studies with a range of participants, the latter particularly in the legal sector. The overall aim is to extract learning about the use of law to promote equality.
Research into Gender and Ethnic Segregation
Professors Barmes, Professor Rosemary Hunter and Professor Malleson are taking forward various initiatives to enable investigation of contemporary experience of gender and ethnic segregation. The rationale for this is as follows:
There is a resurgence of public, policy and political discussion in the UK on the experience of gender and ethnic segregation. Questions have been raised about, for example, the contribution of religious separatism to Islamist violence, the rationales and acceptability of gender segregation in education and possible links between gender segregation in elite social clubs like the Garrick and access to public power. Yet there has been almost no sustained research carried out in the area. What research there is has focused only on de facto occupational segregation (the persistence of ‘women’s work’, and of gendered occupational hierarchies); there is little work on modern experiences of gender and ethnicity segregation more widely and practically no work has been done on how law and regulation in practice interact with segregation. This is despite the fact that the legal, regulatory and normative implications of segregation by group identity are complex, wide-ranging and dynamic. Research is therefore urgently needed that addresses both de facto and de jure segregation. The first is the implicit and unintentional form of segregation through which certain roles, organisations or institutions are disproportionately occupied by different identity groups. The second involves the creation or maintenance of explicit and intentional segregation; whether in the form of the membership of schools, colleges and clubs or the provision of separate services and spaces in health and public services, places of worship, or sporting, cultural and leisure events.