Framing ‘Choices’: a longitudinal study of occupational aspirations among 13‐ to 16‐year‐olds

Furlong, Andy; Sloan, Seaneen

doi:10.1080/1363908990120102

Cited by 79 publications

(78 citation statements)

References 10 publications

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“…Girls' avoidance of the scientific professions when considering their career plans continues despite increases in their participation and achievement in science courses (Gilbert & Calvert, 2003;National Science Foundation, 2003). Researchers have sought to understand why girls are "walking away from careers in science and engineering" (Colwell, 2003, p. 14) (e.g., Baker & Leary, 1995;Furlong & Biggert, 1999;Gilbert & Calvert, 2003;Head, 1997;Jovanovic & King, 1998;Kahle, 1982;Seymour, 1995;Seymour & Hewitt, 1995), and several obstacles have been identified as contributing to the underrepresentation through these investigations. One such obstacle is the sex-stereotypical image of the scientific careers (Baker & Leary, 1995;Head, 1997;Furling & Biggert, 1999;Packard & Wong, 1999).…”

Section: Introductionmentioning

confidence: 99%

Examining the cognitive processes used by adolescent girls and women scientists in identifying science role models: A feminist approach

et al. 2007

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Women remain underrepresented in science professions. Studies have shown that students are more likely to select careers when they can identify a role model in that career path. Further research has shown that the success of this strategy is enhanced by the use of gender-matched Buck, clark, yu, role models. While prior work provides insights into the value of using role models, it does not explain the cognitive process involved in girls identifying role models from nontraditional careers for women. This feminist study addresses this gap by examining the cognitive process eighth-grade girls use in identifying a person as a science role model and comparing it to the process used by women scientists seeking to serve as possible science role models. Data revealed that the girls' process in identifying a role model involved personal connections and their initial image of a scientist led them to believe they could not have such a connection with a scientist. The initial views expressed by the women suggested they felt pressure to portray "perfect" scientists in order to be a role model. A common understanding of a science role model was realized only after changes occurred in the girls' image of scientists and the scientists' image of a role model. The catalysts for these changes were the relationships that developed between girls and women scientists.

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Section: Introductionmentioning

confidence: 99%

Examining the cognitive processes used by adolescent girls and women scientists in identifying science role models: A feminist approach

et al. 2007

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“…The influences on aspirations have been demonstrated empirically to be extremely wide-ranging, including family, neighbourhood, peer-group, schools, and social/identity factors such as class and ethnicity (Furlong & Biggart, 1999;MacLeod, 2009;Portes, McLeod, & Parker, 1978). There are a number of excellent studies using long-term data to understand aspiration formation and realisation over the life course (Flouri, 2006;Schoon, Martin, & Ross, 2007), including the much lauded Wisconsin Longitudinal Study (Sewell, Hauser, Springer & Hauser, 2004;Sewell & Shah, 1968).…”

Section: Research On Aspirationsmentioning

confidence: 97%

Silver bullet or red herring? New evidence on the place of aspirations in education

Clair

Kintrea

Houston

2013

Oxford Review of Education

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This article reports on a longitudinal study of student aspirations at the ages of 13 and 15 in three schools in the United Kingdom, where there has been a great deal of emphasis placed on aspirations in recent policy making. The data, based on individual interviews with 490 students in areas with significant deprivation as well as interviews with parents, teachers and community members, call into question the effectiveness of concentrating educational efforts on raising aspirations. Aspirations, even in these communities struggling with poverty, are very high-the missing element is the knowledge of how to make these aspirations concrete and obtainable. Implications for educators include insights into the highly aspirational nature of marginalised communities, the key role teachers play in helping aspirations come to fruition, and the need to focus on supporting young people to achieve aspirations that already substantially exceed the jobs available in the UK workforce.

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“…Researchers have repeatedly found that students' perception towards science modulates their attitude towards science in multiple and significant ways (Furlong & Biggart, 1999). Through such processes, the science classroom can become a zone of empowerment and building identity when students are valued for their ability to participate in, critique or contribute (Roth & Calabrese Barton, 2004).…”

Section: Rq2 What Were the Characteristics Of The Emergent Curriculamentioning

confidence: 99%

Seeing is Believing: A Case Study of Interdisciplinary, Experiential Science Education

Majumdar

2018

JSE

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Situated in a rural, impoverished town in Northeast Louisiana, this case study takes a deep look into two highly effective teachers' pedagogical practices along with the concomitant patterns in attitudes towards scientific literacy among their students, as well as the role of the emergent curriculum in the process. It explored nuances of a unique approach to bring in interdisciplinary science through the backdoor, since science received little importance in the context of the school as well as community. Using qualitative measures, the study examined the teachers' pedagogical practices and students' attitudes towards science as well as subtle, everyday interactions involving the discourse of science and the resulting, emergent curriculum surrounding an innovative, teacher-designed intervention. Qualitative findings showed that the emergent curricular models in different teachers' classrooms shaped the outcomes. Classroom interactions surrounding the intervention vis a vis the emergent curricula encompassed an open, dialogic and interactive discourse closer to a post-modern approach, where both teachers and students seemed to excel and together shaped a rich, recursive, relational, and rigorous process of learning and integration of the intervention, within a small creative window situated in a transitional context of K-12 education.

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Framing ‘Choices’: a longitudinal study of occupational aspirations among 13‐ to 16‐year‐olds

Cited by 79 publications

References 10 publications

Examining the cognitive processes used by adolescent girls and women scientists in identifying science role models: A feminist approach

Examining the cognitive processes used by adolescent girls and women scientists in identifying science role models: A feminist approach

Silver bullet or red herring? New evidence on the place of aspirations in education

Seeing is Believing: A Case Study of Interdisciplinary, Experiential Science Education

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