Participation in science and technology: young people’s achievement‐related choices in late‐modern societies

Bøe, Maria Vetleseter; Henriksen, Ellen Karoline; Lyons, Terry; Schreiner, Camilla

doi:10.1080/03057267.2011.549621

Cited by 222 publications

(158 citation statements)

References 85 publications

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“…This was in spite of their holding STEM disciplines among their favourites in upper-secondary school. This finding is in accordance with the study of Schreiner and Sjøberg (2007) who among 15-year-old students found the identity issue to be of pivotal importance to their interest in science and technology, and (Bøe, Henriksen, Lyons, & Schreiner, 2011) point at a number of studies emphasising the identity component in students' attitudes to the learning of science.…”

Section: Identity and Governmentalitysupporting

confidence: 91%

“…It seems like these students were fascinated by the clear guidance in their identity work that may be attractive to students who find it difficult to navigate in the complexity of the modern world (cf. Bøe, et al, 2011;Illeris et al, 2002;Schreiner, 2006). To this group of students, STEM study programmes are perceived to reduce the complexity and be a narrow and comfortable platform for their identity work.…”

Section: The Way Of Thinking Within Sciencementioning

confidence: 99%

“…chemical engineering), fields of study that correspond with issues that previous research has reported to appeal to girls in particular (cf. Bøe et al, 2011).…”

Section: Identity and Governmentalitymentioning

confidence: 99%

See 2 more Smart Citations

To Choose or Not to Choose Science: Constructions of desirable identities among young people considering a STEM higher education programme

Holmegaard

Madsen

Ulriksen

2012

International Journal of Science Education

123

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In the literature, there is a general concern that a less number of students choose to study science, technology, engineering or mathematics (STEM). This paper presents results from a Danish longitudinal study which examines students' choice of whether or not to continue studying STEM after upper-secondary school. In particular, this study focuses on students who held an STEM subject as one of their favourite subjects at secondary educational level, but who chose not to study STEM at the tertiary level. This paper explores how students' perceptions of STEM relate to their identity work. The data used, primarily consist of interviews with 38 students at the end of upper-secondary school. The analysis explores the students' expectations of what higher education STEM might be like. These expectations are contrasted with the first-year experiences of 18 of the 38 students who eventually entered a higher education STEM programme. The results show that the students who did not choose STEM, perceived STEM as stable, rigid and fixed, and, hence, too narrow a platform for developing and constructing desirable identities. The experiences of those students who actually entered a STEM programme turned out to be similar to these expectations. However, many choosers would also prefer their studies as less rigid and fixed. If the institutions could adjust to the form and content of the courses, it might both meet the interests of choosers and non-choosers and thereby both increase recruitment and retention at STEM higher education programmes.

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Section: Identity and Governmentalitysupporting

confidence: 91%

Section: The Way Of Thinking Within Sciencementioning

confidence: 99%

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To Choose or Not to Choose Science: Constructions of desirable identities among young people considering a STEM higher education programme

Holmegaard

Madsen

Ulriksen

2012

International Journal of Science Education

123

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“…Hodgen et al, 2013). In addition, there have been a number of pieces of research that have concluded that the low post-16 participation in STEM subjects is at least in part due to the high levels of disaffection of many students taking mathematics and science courses at age 11-16, a phenomenon that is not restricted to England (Bøe, Henriksen, Lyons, & Schreiner, 2011;Brown, Brown, & Bibby, 2008;Gilbert et al, 2006;Nardi & Steward, 2003). While satisfaction on its own is not enough to result in students choosing STEM subjects post-16, it is hardly surprising that dissatisfaction is associated with students being more likely not to continue with STEM subjects post-16.…”

Section: The Position Of Stem In Englandmentioning

confidence: 99%

Should we embed careers education in STEM lessons?

Reiß

Mujtaba

2017

The Curriculum Journal

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Schools have a particular responsibility to introduce young people to the range of possible options for them after they leave education as few families can provide this. However, in the United Kingdom, careers education is currently not strong in most schools for a number of reasons but principally due to its low status and shifts in government policy and funding. As a result, too many young people make subject choices for post‐16 study that they subsequently regret. In particular, fewer young people in the United Kingdom choose post‐16 STEM subjects than might do. Yet, STEM (science, technology, engineering and mathematics) graduates are especially valued by employers. We draw on the findings of two research projects, ASPIRES and UPMAP, and argue that one way forward may be to embed careers education in STEM lessons. This can be done in ways that are respectful of and helpful to students. We recommend that an England‐ or UK‐based project to investigate the consequences of embedding careers education in STEM lessons be undertaken.

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“…Given evidence that students with low mathematics attainment during the early secondary school years are less likely to move on to study and gain employment in STEM-related subjects and professions (Anlezark, Lim, Semo, & Nguyen, 2008;Boe, Henriksen, Lyons, & Schreiner, 2011;Krogh & Andersen, 2013), identifying the motivational factors related to adaptive outcomes in in-class and out-of-school learning activities in mathematics may help inform interventions to improve mathematics competency (Steinmayr, Dinger, & Spinath, 2012).…”

Section: Why Focus On Mathematics?mentioning

confidence: 99%

Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment

Hagger

Sultan

Hardcastle

et al. 2015

Contemporary Educational Psychology

135

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We adopted a trans-contextual model of motivation to examine the processes by which school students' perceived autonomy support (defined as students' perceptions that their teachers' support their autonomous or self-determined motivation) and autonomous forms of motivation (defined as motivation to act out of a sense of choice, ownership, and personal agency) toward mathematics activities in an educational context predict autonomous motivation and intentions toward mathematics homework, and actual mathematics homework behavior and attainment, as measured by homework grades, in an out-of-school context. A three-wave prospective study design was adopted. High-school students (N = 216) completed self-report measures of perceived autonomy support and autonomous forms of motivation toward mathematics activities in school in the first wave of data collection. One-week later, participants completed measures of autonomous forms of motivation, attitudes, subjective norms, perceived behavioral control, and intentions with respect to mathematics homework outside school. Students' selfreported homework behavior and homework grades from students' class teachers were

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Participation in science and technology: young people’s achievement‐related choices in late‐modern societies

Cited by 222 publications

References 85 publications

To Choose or Not to Choose Science: Constructions of desirable identities among young people considering a STEM higher education programme

To Choose or Not to Choose Science: Constructions of desirable identities among young people considering a STEM higher education programme

Should we embed careers education in STEM lessons?

Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment

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