Measuring determinants of post‐compulsory participation in science: a comparative study using national data

Abstract

Increasing post-compulsory participation in science and science-related subjects is seen as a key education policy priority in England and more widely. This paper uses descriptive analysis of national data to investigate the effects of science attainment at 16, gender, socio-economic status, and school science pathway on progression into post-16 traditional and vocational science courses in state funded schools in England. Comparisons are also made with progression into non-science subjects (history, mathematics and psychology). Multi-level statistical modelling is employed to provide independent estimates for all these effects, whilst also taking into account mathematics attainment at 16, and whether or not the 14-16 school also teaches to 18.The key findings of the descriptive analysis are that progression rates vary widely across post-16 sciences in terms of both gender and socio-economic status, but that other subjects too vary in these regards. Once prior attainment is accounted for, the gender differences across science and some other subjects largely remain but those due to socio-economic status are to some extent ameliorated. In terms of school science pathways, those students doing 'more' science at 14-16 are found to be

Changes in Children’s Science-Related Career Aspirations from Age 11 to Age 14

“…Specifically, in England, relatively few children aspire towards science-related careers and/ or study non-compulsory science subjects, including especially few girls, few children from disadvantaged families, and few children from some minority ethnic backgrounds (Elias et al 2006;Homer et al 2014;Royal Society 2008b). Children's aspirations may be facilitated or constrained by many aspects of life, including the following: their family's level of general Badvantage^and/or resources, including family socio-economic status (Ashby and Schoon 2010;Bukodi et al 2015;Moulton et al 2018); their family's level of science-related advantage and/or resources, including whether family members work within science-related fields (Archer et al 2015a;DeWitt et al 2016;Godec et al 2017); and by their own attitudes concerning science and their beliefs about themselves, including their self-confidence in Bdoing well^or Bbeing good^at science (Regan and DeWitt 2015;Tripney et al 2010;Vidal Rodeiro 2007).…”

Students’ Changing Attitudes and Aspirations Towards Physics During Secondary School

“…Additionally, girls, students from families with lower incomes, and students from some minority backgrounds have also been less likely to study non-compulsory physics (Homer et al 2014;Institute of Physics 2014;Royal Society 2008). It remains difficult to isolate any single cause, however.…”

“…It remains difficult to isolate any single cause, however. Any effects following from students' gender or their other background characteristics, or other influences following from schools, have often been found to be relatively small when compared to other factors (Bennett et al 2013;Gill and Bell 2013;Homer et al 2014). Instead, students' intentions to study science subjects have most strongly associated with their own attitudes towards science, such as their interest in science and their perceived utility of science, together with their confidence in their own abilities (Jensen and Henriksen 2015;Mellors-Bourne et al 2011;Regan and DeWitt 2015;Tripney et al 2010;Vidal Rodeiro 2007).…”

Female senior secondary physics students’ engagement in science: a qualitative study of constructive influences

“…Additionally, "doing" more science between 14 and 16 was more favourable for progression to post-16 courses (Homer et al 2014). Typically, students in "high uptake" of physics courses were in schools with a focus on "curriculum diversity, examination grades required for further study, career-related matters and student aspiration" (Bennett et al 2011, p. 686).…”

“…Notwithstanding such complexity, gender-related gaps tending to favour males continue to be evident, particularly in physical science and mathematics. Our analysis of the research, however, revealed few studies that interrogated female students directly or deeply about the array of influences that seem to underpin their choices about studying science at secondary school, although many have suggested that this work be undertaken (Alexander et al 2012;Gill & Bell 2013;Homer et al 2014;Wang 2013). To contribute to addressing that apparent deficit in the literature, yet grounded in the assortment of findings and potential explanations from previous research, this study directly asked female students currently enrolled in upper secondary school physics, about strong influences important to their own science education experiences, including current interests and future aspirations.…”