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Teresa Crew

Bangor University, School of Social Sciences, Faculty Member

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I am a Senior Lecturer in Social Policy at Bangor University, North Wales. I am the author of 'Higher Education and Working-Class Academics: Precarity & Diversity in Academia' by Palgrave MacMillan. I have also published on my research with Gypsy Travellers. My PhD focused. on graduate destinations and long term trajectories. Follow me on Twitter @DrTeresaCrew

I have worked a. s a researcher for ten years, mainly conducting research relating to inequalities, specifically class, gender; age; ethnicity and disability on a variety of areas such as employment; unemployment; housing; business support and education.

I have wide research interests but I can only hope that in their total they are my attempt to encapsulate Becker's (1967) call to "to grant those labelled as deviant a voice hitherto silenced by the hubris of policy-makers" (p247).
Address: School of Social Sciences
Bangor University
BANGOR
Gwynedd
LL57 2DG

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KU Leuven

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Papers by Teresa Crew

Disadvantaged, discriminated against and ignored: the experiences of Romani and Gypsy Travellers

Policy Press eBooks, Jan 10, 2024

Higher Education and Working-Class Academics

Springer eBooks, 2020

‘They burn so bright whilst you can only wonder why’

Journal of Information Literacy, Jun 6, 2023

They burn so bright whilst you can only wonder why': Stories at the intersection of social class,... more

Students' Views and Experiences of Remote Learning and Employability in a Post-Pandemic Context

Social Science Research Network, 2022

‘Will It Ever End?’

Anthem Press eBooks, Feb 14, 2023

Reading the Posh Newspapers

Emerald Publishing Limited eBooks, Dec 12, 2022

Looking Back and Moving Forward

Classed markers of a working-class academic identity

Journal of class & culture, Oct 1, 2022

Working-class academics (WCAs) represent a powerful example of widening participation policies, a... more Working-class academics (WCAs) represent a powerful example of widening participation policies, although their struggles (and achievements) are often overlooked once they enter the academy. Drawing on extensive qualitative interview data with WCAs, the largest study conducted, to date, in the United Kingdom, and informed by the work of Pierre Bourdieu and Tara Yosso, this article outlines four main class markers that were inherent in the WCA identity of these respondents: a lack of a safety net to ‘manage’ academic precarity; an uneven access to capital; a complex habitus; ‘utilising lived experience’. This article ends with a consideration of how we can move forward in our approach to studying working-class cohorts and offers three key recommendations for further research.

Beyond graduation: The trajectories of graduates in North Wales

People, place and policy online, Apr 23, 2015

Higher Education (HE) is in a state of transformation, with the economic recession leading to an ... more Higher Education (HE) is in a state of transformation, with the economic recession leading to an even greater emphasis on graduate outcomes. Despite a proliferation of literature relating to under-represented groups 'getting ready for', 'getting into' and 'staying in' HE, less attention has been devoted to how they 'get on', post graduation, particularly in the long term. Existing UK research suggests that graduate opportunities are influenced by pre-entry characteristics, institution attended and subject studied. However it is noted that the majority of studies focus on first destinations (six months after graduation). This reflects the first six months after graduation and single outcomes. As a result this ESRC-funded study investigated graduates' long term trajectories up to four years after graduation. The mixed methods study focused on graduates from three different types of degree awarding institutions in North Wales and on three specific subjects-chosen for contrast and convenience. Half of the sample self identified as being non-traditional students. The study revealed that those graduates who defined themselves as being non-traditional students were more likely to have multiple outcomes or be in temporary employment, to have disrupted trajectories and lack social networks. This has serious implications for wider issues of social justice within education.

Springer eBooks, 2020

This text is licensed under a Creative Commons Attribution-NonCommercial 4.0 International Licens... more

Beyond graduation: The trajectories of graduates in

Higher Education (HE) is in a state of transformation, with the economic recession leading to an ... more Higher Education (HE) is in a state of transformation, with the economic recession leading to an even greater emphasis on graduate outcomes. Despite a proliferation of literature relating to under-represented groups 'getting ready for', 'getting into' and 'staying in' HE, less attention has been devoted to how they 'get on', post graduation, particularly in the long term. Existing UK research suggests that graduate opportunities are influenced by pre-entry characteristics, institution attended and subject studied. However it is noted that the majority of studies focus on first destinations (six months after graduation). This reflects the first six months after graduation and single outcomes. As a result this ESRC-funded study investigated graduates' long term trajectories up to four years after graduation. The mixed methods study focused on graduates from three different types of degree awarding institutions in North Wales and on three specific subjects-chosen for contrast and convenience. Half of the sample self identified as being non-traditional students. The study revealed that those graduates who defined themselves as being non-traditional students were more likely to have multiple outcomes or be in temporary employment, to have disrupted trajectories and lack social networks. This has serious implications for wider issues of social justice within education.

Navigating Academia as a Working-Class Academic

The journal of working-class studies, Dec 27, 2021

Despite an increasing focus on the impact of class in higher education, less has been said about ... more Despite an increasing focus on the impact of class in higher education, less has been said about the experiences of those working-class people who navigate from student to scholar. In the largest interview study to date, conducted in the United Kingdom, this paper draws upon extensive qualitative interview data with ninety working-class academics. This article highlights the hostile encounters faced by these academics but also illuminates the forms of capital and the assets they bring to academia. The article suggests how we can move forward before providing a reminder that the working class should not be viewed by their supposed deficits (real or imaginary).

A Working-Class Academic Pedagogy

Why is addressing class in higher education important

Universities must look at local employment markets when building their graduates’ skills

Students' views and experiences of blended learning and employability in a post-pandemic context

Social sciences & humanities open, 2023

Hostile Encounters

Springer eBooks, 2020

Appleby Fair for all

Routledge eBooks, Sep 14, 2018

Higher Education and Working-Class Academics: Precarity and Diversity in Academia

CHAPTER 1 1. Self-define as a 'working class academic' and Teresa, I thought all academics would ... more

The Cultural Capital of the Atypical Academic

Disadvantaged, discriminated against and ignored: the experiences of Romani and Gypsy Travellers

Policy Press eBooks, Jan 10, 2024

Higher Education and Working-Class Academics

Springer eBooks, 2020

‘They burn so bright whilst you can only wonder why’

Journal of Information Literacy, Jun 6, 2023

They burn so bright whilst you can only wonder why': Stories at the intersection of social class,... more

Students' Views and Experiences of Remote Learning and Employability in a Post-Pandemic Context

Social Science Research Network, 2022

‘Will It Ever End?’

Anthem Press eBooks, Feb 14, 2023

Reading the Posh Newspapers

Emerald Publishing Limited eBooks, Dec 12, 2022

Looking Back and Moving Forward

Classed markers of a working-class academic identity

Journal of class & culture, Oct 1, 2022

Working-class academics (WCAs) represent a powerful example of widening participation policies, a... more Working-class academics (WCAs) represent a powerful example of widening participation policies, although their struggles (and achievements) are often overlooked once they enter the academy. Drawing on extensive qualitative interview data with WCAs, the largest study conducted, to date, in the United Kingdom, and informed by the work of Pierre Bourdieu and Tara Yosso, this article outlines four main class markers that were inherent in the WCA identity of these respondents: a lack of a safety net to ‘manage’ academic precarity; an uneven access to capital; a complex habitus; ‘utilising lived experience’. This article ends with a consideration of how we can move forward in our approach to studying working-class cohorts and offers three key recommendations for further research.

Beyond graduation: The trajectories of graduates in North Wales

People, place and policy online, Apr 23, 2015

Higher Education (HE) is in a state of transformation, with the economic recession leading to an ... more Higher Education (HE) is in a state of transformation, with the economic recession leading to an even greater emphasis on graduate outcomes. Despite a proliferation of literature relating to under-represented groups 'getting ready for', 'getting into' and 'staying in' HE, less attention has been devoted to how they 'get on', post graduation, particularly in the long term. Existing UK research suggests that graduate opportunities are influenced by pre-entry characteristics, institution attended and subject studied. However it is noted that the majority of studies focus on first destinations (six months after graduation). This reflects the first six months after graduation and single outcomes. As a result this ESRC-funded study investigated graduates' long term trajectories up to four years after graduation. The mixed methods study focused on graduates from three different types of degree awarding institutions in North Wales and on three specific subjects-chosen for contrast and convenience. Half of the sample self identified as being non-traditional students. The study revealed that those graduates who defined themselves as being non-traditional students were more likely to have multiple outcomes or be in temporary employment, to have disrupted trajectories and lack social networks. This has serious implications for wider issues of social justice within education.

Springer eBooks, 2020

This text is licensed under a Creative Commons Attribution-NonCommercial 4.0 International Licens... more

Beyond graduation: The trajectories of graduates in

Higher Education (HE) is in a state of transformation, with the economic recession leading to an ... more Higher Education (HE) is in a state of transformation, with the economic recession leading to an even greater emphasis on graduate outcomes. Despite a proliferation of literature relating to under-represented groups 'getting ready for', 'getting into' and 'staying in' HE, less attention has been devoted to how they 'get on', post graduation, particularly in the long term. Existing UK research suggests that graduate opportunities are influenced by pre-entry characteristics, institution attended and subject studied. However it is noted that the majority of studies focus on first destinations (six months after graduation). This reflects the first six months after graduation and single outcomes. As a result this ESRC-funded study investigated graduates' long term trajectories up to four years after graduation. The mixed methods study focused on graduates from three different types of degree awarding institutions in North Wales and on three specific subjects-chosen for contrast and convenience. Half of the sample self identified as being non-traditional students. The study revealed that those graduates who defined themselves as being non-traditional students were more likely to have multiple outcomes or be in temporary employment, to have disrupted trajectories and lack social networks. This has serious implications for wider issues of social justice within education.

Navigating Academia as a Working-Class Academic

The journal of working-class studies, Dec 27, 2021

Despite an increasing focus on the impact of class in higher education, less has been said about ... more Despite an increasing focus on the impact of class in higher education, less has been said about the experiences of those working-class people who navigate from student to scholar. In the largest interview study to date, conducted in the United Kingdom, this paper draws upon extensive qualitative interview data with ninety working-class academics. This article highlights the hostile encounters faced by these academics but also illuminates the forms of capital and the assets they bring to academia. The article suggests how we can move forward before providing a reminder that the working class should not be viewed by their supposed deficits (real or imaginary).

A Working-Class Academic Pedagogy

Why is addressing class in higher education important

Universities must look at local employment markets when building their graduates’ skills

Students' views and experiences of blended learning and employability in a post-pandemic context

Social sciences & humanities open, 2023

Hostile Encounters

Springer eBooks, 2020

Appleby Fair for all

Routledge eBooks, Sep 14, 2018

Higher Education and Working-Class Academics: Precarity and Diversity in Academia

CHAPTER 1 1. Self-define as a 'working class academic' and Teresa, I thought all academics would ... more

The Cultural Capital of the Atypical Academic

Higher Education and Working-Class Academics Precarity and Diversity in Academia

About the authors This book examines how a working-class habitus interacts with the elite cultu... more About the authors
This book examines how a working-class habitus interacts with the elite culture of academia in higher education. Drawing on extensive qualitative data and informed by the work of Pierre Bourdieu, the author presents new ways of examining impostor syndrome, alienation and microaggressions: all common to the working-class experience of academia. The book demonstrates that the term ‘working-class academic’ is not homogenous, and instead illuminates the entanglements of class and academia. Through an examination of such intersections as ethnicity, gender, dis/ability, and place, the author demonstrates the complexity of class and academia in the UK and asks how we can move forward so working-class academics can support both each other and students from all backgrounds.