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Science capital or STEM capital? Exploring relationships between science capital and technology, engineering, and maths attitudes and aspirations among young people aged 17/18

Moote, J; Archer, L; DeWitt, J; Macleod, E; (2020) Science capital or STEM capital? Exploring relationships between science capital and technology, engineering, and maths attitudes and aspirations among young people aged 17/18. Journal of Research in Science Teaching , 57 (8) pp. 1228-1249. 10.1002/tea.21628. Green open access

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Abstract

We previously proposed that science capital (science‐related forms of cultural and social capital) can be used as a theoretical lens for explaining the patterned nature of aspirations and educational participation among young people aged 11–16. Building on these findings, the present article investigates whether science capital is related to post‐18 aspirations to pursue further STEM study and whether science capital can be extended to related disciplines including engineering, maths and technology. Specifically, we report on correlational analyses exploring the relationships between science, technology, engineering and maths attitudes and science capital. Drawing on data from a new survey of 7,013 17/18 year old English secondary school students, analyses showed that science capital, while strongly related to engineering and physical science future study aspirations, was not strongly related to the pursuit of either maths or technology postsecondary study. The findings also suggest that engineering and maths attitudes have a stronger relationship to science capital than attitudes relating to technology. We conclude with a discussion of the implications of these findings and propose that science capital might be more usefully applied to “SEM,” with links to technology fields and aspirations needing further exploration.

Type: Article
Title: Science capital or STEM capital? Exploring relationships between science capital and technology, engineering, and maths attitudes and aspirations among young people aged 17/18
Open access status: An open access version is available from UCL Discovery
DOI: 10.1002/tea.21628
Publisher version: https://doi.org/10.1002/tea.21628
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: attitudes, equity, interdisciplinary science, social justice
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/10091158
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