Professor Gill Crozier

Professor of Education

School of Education


Gill Crozier is Professor of Education in the Department of Education, Roehampton University. She took up her post in December 2008 as Assistant Dean Research, having come from the University of Sunderland where she was also Professor of Education and Head of Research, in the School of Education and Lifelong Learning.

Gill Crozier is a Sociologist of Education and her work has focused on ‘race’ and its intersection with social class and gender. She has researched extensively issues relating to parents and schools, and young people, and is also concerned with education policy, and the socio-cultural influences upon identity formation and learner experiences. She is an active member of the international organisations the European Network About Parents and Education and USA John Hopkins University based School, Family and Community Partnerships: International Network of Scholars.

Gill has been invited to speak internationally including Islamabad, Pakistan, New Orleans, USA, Malmo, Sweden and Belfast, N.Ireland, Cyprus, Antwerp. She has also been invited to give keynote lectures to a range of national audiences covering key areas of her research.

Gill Crozier is an experienced teacher both in school and Higher Education. She began her career as a secondary school English teacher, teacher of English as an Additional Language and advisory teacher on multicultural education. She worked in schools for twelve years prior to taking up her first academic post in Higher Education at Bristol Polytechnic (now the University of the West of England).

In Higher Education she has taught in the fields of Education Studies, Sociology of Education and Research Methodology. Over the years she has been engaged in course development, course leadership at undergraduate and postgraduate levels, as well as  leading  research  in the School of Education at Roehampton.

As a teacher in schools and then as an academic through her research, she has been active in social justice and equalities issues. She has developed a critique of discriminatory structures and organisation in the education system and discriminatory practices at classroom as well as policy level. She is committed to opening up access to Higher Education and other educational opportunities and supporting students to access opportunities within the organisation, as well as to the organisation.

Research interests

Research projects undertaken

Membership of professional bodies

Consultancy experience

Teaching interests



Crozier,G. and Reay, D. (2011) Capital Accumulation: Working Class Students Learning How to Learn in Higher Education. Teaching in Higher Education Journal.16:2 pp145-155

Crozier, G. Reay, D. James, D. (2011) Making It Work for Them: White Middle Class Families and Working Class Schools. International Studies in Sociology of Education. Vol. 21, No. 3: 199-216

James,D., Reay,D. Crozier,G., Beedell,P., Hollingworth,S., Jamieson,F., Williams,K. (2010) Neoliberal policy and the meaning of counter-intuitive middle class school choices. Current Sociology Special Issue on Education in a Globalizing World.4:2, 623-641

Reay,D. Crozier, G. Clayton,J. (2010) ‘Fitting in’ or ‘standing out’: working class students in UK higher education. British Educational Research Journal.36:1,107-124

Crozier,G. Bhopal,K. Devine,D. (2010) ‘Race’, Education and Globalisation.  Editorial. Irish Educational Studies Journal. Special Issue 29:3 pp207-212

Crozier, G. (2009) “The girls will get married and the lads will go to the restaurants” – teacher expectations or parent aspirations? Exploding the myths about Asian parents’ expectations of their children. Theory into Practice (TIP) 48:4, 90-296. Special Issue entitled: The politics of immigrant education: Global perspectives. TIP is an international, peer-reviewed journal, published by Lawrence Erlbaum Associates/Taylor & Francis Inc. (New Jersey and London)

Crozier,G. Davies,J. Szymanski,K. (2009) Education, identity and Roma families: teachers' perspectives and engagement with INSETRom training.Intercultural Education. Vol. 20, No. 6, December 2009, 537–548

Crozier, G. Reay, D. James, D. Jamieson,F. Hollingworth,S. Williams, K. Beedell,P. (2008) White Middle Class Parents, Identities, Educational Choice and the Urban Comprehensive School: Dilemmas, Ambivalence and Moral Ambiguity. British Journal of Sociology of Education 29:3, 261-272

Crozier, G. Reay, D. Clayton,J. Colliander,L. (2008) Different Strokes for Different Folks: Diverse Students in Diverse Institutions - Experiences of Higher Education. Research Papers in Education, 23:2, 167-177

Crozier, G. & Davies, J. (2008) “The Trouble is They Don’t Mix”: Self-segregation or enforced exclusion? Teachers’ Constructions of South Asian Students. Race, Ethnicity and Education 11:3, 285-301

Crozier, G. & Davies, J.(2007) Hard to Reach Parents or Hard to Reach Schools? A discussion of home-school relations, with particular reference to Bangladeshi and Pakistani parents. British Educational Research Journal. Vol:33:3, 295-313

Crozier, G. & Davies, J. (2006) Family Matters: a discussion of the role of the extended family in supporting the children’s education, with specific reference to families of Bangladeshi and Pakistani origin, in the UK. The Sociological Review. 54:4,677-694

Crozier,G. (2005)“There’s a War Against Our children”: black parents’ views on their children’s education. British Journal of Sociology of Education. 26:5, 585-598


Reay, D. Crozier,G. James,D. (2013)  (second edition) White Middle Class Parents and Urban Schools. London: Palgrave-Macmillan

Reay, D. Crozier,G. James,D. (2011) White Middle Class Parents and Urban Schools. London: Palgrave-Macmillan

David,M.(ed) Bathmaker,A. Crozier,G. et al  (2009) Widening Participation Through Improving Learning. London and New York: Routledge

Crozier,G. (2000) Parents and Schools: Partners or Protagonists? Stoke-on-Trent and USA,VA: Stylus Publishing: Trentham Books

Crozier,G. & Reay D. (eds) (2005) Activating Participation: mothers, fathers and teachers working towards partnership. Edited collection with Diane Reay. Stoke-on-Trent and USA,VA: Stylus Publishing: Trentham Books

James, D. Reay, D. Crozier,G. Jamieson,F. Beedell,F. Weldon-Hollingworth,S. Williams,K . (2009) White Middle Class Identity Work Through ‘Against the Grain’ School Choices. In Wetherell, M. (ed) Identity in the 21st Century: New Trends in Changing Times. London:Palgrave.

Crozier,G. (2011) The Politics of Education: Challenging Racial Discrimination and Disadvantage in Education in the British Context. In M. Vronyides and C.Kassimeris (eds)  The Politics of Education: Challenging Multiculturalism. London and New York: Routledge

Crozier, G. (2013) How Fair Is Britain? Addressing ‘ Race’ and Education Inequalities in the 21st Century.In K. Bhopal  and  U. Maylor (eds). Racial Inequality in School and Higher Education. London: Routledge 


Crozier, G. Race and Education (2009) Sociology Review. November

Karagiorgi,Y., Symeou, L. & Crozier,G. (eds) (2009) Teacher In-Service Training for Roma Inclusion. A Resource Book. Nicosia: Comenius Project (ISBN 978-9963-9578-7-3)


Crozier, G.  (2012) teaching resource based on my research on parents and school relationships for the British Education Research Association. Uploaded onto the   BERA web site for use by academics and practitioners.


Burke, P. Crozier, B. Read, B. (2013) Teaching Inclusively. Changing Pedagogical Spaces. CPD Pack for HE practitioners. (based on the research project: Formations of Gender and HE Pedagogies.


Crozier,G. (translated by Jerome  Quintana) (2013) Parents,  familles et école  dans un système  èducatif néo-libéral. Réflexions sur les attentes, les inégalités et les tensions dans le context anglais. Dossier les attentes éducatives des familles.Revue internationale  d’éducation de Sèvres. No 62


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