Dr Joan M Whitehead BA (Wales) MA (Cantab) PhD (Open)

Emeritus Fellow

  • formerly, University Lecturer in Psychology, CU Faculty of Education
  • Former Senior Tutor (2000-2004), Wolfson College

Joan has been a Fellow of the College since 1983; she was Senior Tutor 2000-2004 and in that capacity served on a number of College Committees including the Council, Fellowship and Membership Committee and The Statute Review Committee. Prior to becoming Senior Tutor she also served as an elected member of Council, Inspector of Accounts and Chair of the Members Stewards Committee. She has also served for a number of years on the University Council.

Joan is a psychologist in the Faculty of Education has taught that subject to undergraduates, PGCE and masters students. Her main area of research looks at how a gender identity and gender stereotypes influence academic achievement, aspirations and decision making within the education system. She is the Principal Investigator on a ten year research project looking at the factors that influence entry, or otherwise, into higher education, including financial considerations and the impact of bursaries on the recruitment of ‘non-traditional’ students. This research also looks at how financial factors impact upon students’ sense of well-being and their level of achievement while at University.

Relevant publications include:

Whitehead J M (1994) Academically successful schoolgirls: a case of sex-role transcendence. Research Papers in Education 9 (1) 53-80; Whitehead J M (2003) Masculinity, motivation and academic success: a paradox. Teacher Development: An International Journal 7 287-309; Whitehead J M (2006) Starting school: why girls are already ahead of boys. Teacher Development: An International Journal 10 (2) 249-270; Whitehead J M et al (2006) University Choice: What factors influence the decisions of academically successful post-16 students. Higher Education Quarterly 60 (1) 2-26; Kettley N, Whitehead J M & Raffan J (2008) Worried women, complacent men? Gendered responses to differential funding in Higher Education. Oxford Review of Education 34 (1) 11-129.