With working-class individuals only making up between 8 and 23% of the academic population in the UK, and women being even less represented than men, the study wants to pave the way for more gender and class equality in the sector. 

According to Dr Amanda Nuttall, Associate Professor in the School of Education and Childhood at Leeds Trinity University, previous research has shown that working-class people who choose social mobility through education can be subjected to pressures of doing “better than” their parents or peers, or labelled as “smart”, which can lead to increased challenges when trying to live up to those expectations.  

This is even more challenging for women, who have been shown to experience imposter syndrome, which can be heightened in elite fields like academia and lead to increased feelings of self-doubt.  

Through pioneering first-hand experiences, the study seeks to highlight how the intersectionality between class, gender, and socio-economic background shapes working-class women’s transition from professional practice to academia. Dr Nuttall said: “As class is not a protected characteristic in the Equality Act 2010, the needs of working-class academics are often neglected, and their experiences underrepresented. 

“These are the stories we never hear,” Dr Nuttall explained. “Being a working-class woman in academia is tough, but we can flourish. Hearing people’s stories is a key method to help us do that. This research project centres individual experiences in the hopes of encouraging others to come forward and share their journeys,” she added. 

Drawing on Dr Nuttall’s own experience as a working-class woman in teacher education, the study aims to give working-class women a voice, with the aim of creating a more equitable and supportive working environment. 

“These stories will form a strong foundation for evidence-led approaches to tackle inequalities and thus ensure working-class women and other underrepresented groups thrive in academic environments,” she explained.  

“By bringing to life and platforming stories of lived experiences, we can shape a collective knowledge and understanding of how gendered expectations and class identities intersect with professional transitions and career progression in higher education.” 

The study was launched alongside a short film which tells the story of Jo Hopton, Deputy Head of School of Education and Childhood at Leeds Trinity University, whose journey into teaching and, later, academia, reflects the unique trajectory many working-class female teacher educators take, and showcases the ways in which they can flourish. 

Dr Nuttall said: “I’m incredibly grateful to Jo for sharing her very personal story in a public space. Jo’s story brings to life the opportunities and vulnerabilities that are deeply rooted in our classed and gendered histories. By sharing this story through film, we hope to provoke more conversations, and to encourage more working-class women in academia to reflect on and share their own stories, including how they’ve found spaces and places where they can flourish both professionally and personally.” 

Jo Hopton said: “Our stories as working‑class women in teacher education are rarely heard, yet they are powerful. Sharing my experience as part of this research project gave me the chance to show that, regardless of your background, you can still carve a place in academia. By speaking openly, I hope to help shift the narrative and make the path clearer for others.”