Dr Kate Milnes
Kate is a critical feminist psychologist whose recent work focuses primarily on sexual bullying and harassment among young people, young people's negotiation of consent in sexual relationships and Relationships and Sex Education in schools.
Before joining Leeds Beckett University, Kate gained a BSc (Hons) in Psychology from the University of Huddersfield (in 1996) before going on to do a Postgraduate Certificate in Social Research and Evaluation and a PhD in Psychology (again at the University of Huddersfield, 2000-2003) and then joining the University of Huddersfield's Division of Psychology as a full-time Lecturer in 2003. She joined Leeds Beckett University as a Senior Lecturer in Psychology in 2006.
From 2013 to 2015, Kate co-led the EU funded ASBAE (Addressing Sexual Bullying Across Europe) project, which was a multi-national project funded by the European Commission and which involved collaboration with Dr Tamara Turner-Moore (co-lead on the project) and Professor Brendan Gough at Leeds Beckett University and five NGOs. The ASBAE project explored young people’s (13-18) awareness and experiences of sexual bullying across five European countries and developed a peer-led interactive workshop programme to help young people to recognise and address sexual bullying, including sexual harassment and coercion, bullying related to a person's sexual identity or expression, and transphobic bullying.
Kate was shortlisted (along with Dr Turner-Moore) for Researcher of the Year in 2014.
Kate has taught on a number of different modules across all levels of the BSc (Hons) Psychology degree. She is currently the module leader for the level 5 Real World Psychology module and the level 6 Critical and Philosophical Issues in Psychology module. She also teaches qualitative research methods on the level 5 Advanced Research Methods module and supervises undergraduate dissertation projects.
Kate has supervised a range of PhD projects on topics relating to gender and sexuality. At present she is Director of Studies for Saskia Jones, whose thesis is entitled "Young people’s understandings of power inequalities within sexual relationships and the implications for sexual consent".
Kate's research interests include gender, sexuality, sexual relationships, sexual bullying, narrative psychology and narrative methods, participatory action research, visual and creative methods, critical psychology and feminism.
From 2016 to 2017, Kate co-led (with Dr Tamara Turner-Moore) a project exploring how creative methodologies could be employed to facilitate Relationships and Sex Education and communication about sexual bullying and pornography between young people and school staff. The F-COSTE (Facilitating Communication on Sexual Topics in Education) project was a collaborative project spanning 5 Schools of the University: Sport (Prof David Carless and Dr Kitrina Douglas), Social Sciences (Dr Kate Milnes and Dr Tamara Turner-Moore), Education (Dr Jon Tan), Health & Community Studies (Dr Erika Laredo) and Computing, Creative Technologies & Engineering (Andrew Sandham) and was funded by Leeds Beckett University's Research Cluster Award Funding.
Kate is currently working on publications based on both the ASBAE project and the F-COSTE project.
MILNES K (2012) The emancipatory potential of critical approaches to understanding sexual health: Exploring the possibilities for action. In: HORROCKS C; JOHNSON S ed. Advances in Health Psychology: Critical Approaches. Basingstoke: Palgrave,
Milnes K; Horrocks C; Kelly N; Roberts B; Robinson D (2006) Introduction - Narrative, Memory & Knowledge: Representations, Aesthetics, Contexts. In: Milnes K ed. Narrative, Memory & Knowledge: Representations, Aesthetics, Contexts. Huddersfield, UK: University of Huddersfield,
Jones S; Milnes K; Turner-Moore T (In press) Tensions and potentials of involving young people in discourse analysis: An example from a study on sexual consent. Qualitative Research in Psychology
Milnes K; Turner-Moore T; Gough B (2021) Towards a culturally situated understanding of bullying: viewing young people’s talk about peer relationships through the lens of consent. Journal of Youth Studies, pp. 1-19.
Carless D; Douglas K; Milnes K; Turner-Moore T (2020) ‘Everyone Knows Me as the Weird Kid’: Being Bisexual, Genderfluid and Fifteen. Qualitative Inquiry, 26 (7), pp. 840-848.
Gough B; Milnes K; Turner-Moore T (2019) Young masculinities across five European countries: performing under pressure. Journal of Youth Studies
Douglas K; Carless D; Milnes K; Turner-Moore T; Tan J; Laredo E (2019) New Technologies of Representation, Collaborative Autoethnographies, and “Taking it Public”: An Example From “Facilitating Communication on Sexual Topics in Education”. Qualitative Inquiry, 25 (6), pp. 535-538.
Drakett J; Rickett B; Day K; Milnes K (2018) Old Jokes, New Media – Online Sexism and Constructions of Gender in Internet Memes. Feminism and Psychology, 28 (1), pp. 109-127.
Braybrook D; Mroz LW; Robertson S; White A; Milnes K (2017) Holistic Experiences and Strategies for Conducting Research with Couples. Qualitative Health Research, 27 (4), pp. 584-590.
Woolhouse M; Day K; Rickett B; Milnes K (2012) 'Cos girls aren't supposed to eat like pigs are they?' Young women negotiating gendered discursive constructions of food and eating. JOURNAL OF HEALTH PSYCHOLOGY, 17 (1), pp. 46-56.
Milnes K (2010) III. Challenging the Sexual Double Standard: Constructing Sexual Equality Narratives as a Strategy of Resistance. Feminism & Psychology, 20 (2), pp. 255-259.
Rickett B; Day K; Milnes K; Johnson S (2010) Exploring Women’s Agency and Resistance in Health-related Contexts: Contributors’ Introduction. Feminism and Psychology, 20 (2), pp. 238-241.
Milnes K (2004) What lies between romance and sexual equality? A narrative study of young women's sexual experiences. Sexualities, Evolution & Gender, 6 (2-3), pp. 151-170.