Who Has High Science Capital? An Exploration of Emerging Patterns of Science Capital among Students Aged 17/18 in England

Autor/inn/en	Moote, Julie; Archer, Louise; DeWitt, Jennifer; MacLeod, Emily
Titel	Who Has High Science Capital? An Exploration of Emerging Patterns of Science Capital among Students Aged 17/18 in England
Quelle	In: Research Papers in Education, 36 (2021) 4, S.402-422 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moote, Julie) ORCID (Archer, Louise) ORCID (DeWitt, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2019.1678062
Schlagwörter	Late Adolescents; Secondary School Students; Cultural Capital; Science Interests; Aspiration; Gender Differences; Age Differences; Racial Differences; Ethnicity; Educational Experience; Science Education; Intention; Correlation; Longitudinal Studies; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Halbstarker; Sekundarschüler; Streben; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Ethnizität; Bildungserfahrung; Naturwissenschaftliche Bildung; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland
Abstract	Increasing and diversifying participation in science remains a key educational policy concern for governments across the world. "Science capital" has been proposed as a useful theoretical lens that can explain patterns in science aspirations among young people aged 11-16 -- but to date it has not been explored in relation to educational outcomes among older age groups. This paper reports findings from a new survey of 7,013 17/18 year old English secondary school students. It replicates and extends previous findings, showing that among older students, levels of science capital remain patterned by gender, ethnicity, cultural capital and science set. Comparison of effect sizes with previous findings from a younger cohort also reveal that, overall, levels of science capital seem to decrease with age. However, the proportion of students with 'high' science capital remained stable while the proportion of those with 'low' science capital increased. Analysis also revealed a small but significant increase in the proportion of boys with high science capital. Findings confirm that science capital relates to outcomes at age 17/18, with high science capital students being relatively more likely to be pursuing post-compulsory STEM qualifications and routes. Implications for educational policy and practice are identified, particularly with regard to goals of diversifying and increasing science participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01