“Science capital”: A conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts

Archer, Louise; Dawson, Emily; DeWitt, Jennifer; Seakins, Amy; Wong, Billy

doi:10.1002/tea.21227

Cited by 445 publications

(515 citation statements)

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“…As reported in Table 1, boys and girls had similar perceptions of the social relevance of science (pooled mean = 0.36). This is consistent with other studies that have examined young people's views of the relevance of science [32][33][34][35]38] and underscores the fact that the focus of our study is not about whether girls have a deficit in a STEM-specific resource (as evidenced by a lower mean, for example), but rather whether or not girls' expectations to pursue STEM are more strongly shaped by their perceptions of the social relevance of science.…”

Section: Perceptions Of the Social Relevance Of Sciencesupporting

confidence: 90%

“…In more recent years, educational researchers have again called attention to this issue, arguing that 'school science' too often treats science fields as varied collections of abstract historical discoveries and intangible phenomenon, asking students to memorize decontextualized facts and concepts that result in their becoming bored and disinterested [31,32]. Current educational reforms are working to change this [20] and although limited in scope, there is empirical evidence that students who view science as socially relevant are more likely to remain engaged with the content and express interest in continuing to study science [19,31,[33][34][35], and that curriculum that directly emphasizes the broad applications and benefits of science for human life can indeed be effective in promoting all students' positive views [36].…”

Section: The Role Of Social Relevance In Increasing Stem Interest Formentioning

confidence: 99%

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Perceptions of the Social Relevance of Science: Exploring the Implications for Gendered Patterns in Expectations of Majoring in STEM Fields

Kyte

Riegle‐Crumb

2017

Social Sciences

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Despite efforts to increase participation in science, technology, engineering and math fields (STEM), the role of students' perceptions of the social relevance of science in guiding their expectations to major in STEM remains largely unexplored. Though science education scholars predict that perceptions of social relevance likely matter equally for boys and girls, gender scholars suggest that these perceptions should matter more for girls than boys. Using longitudinal data from a large, urban, low-income, and predominantly minority-serving district, this study examines the potentially gendered role of perceptions of social relevance in ninth graders' expectations to major in STEM. Further, it examines these dynamics with respect to expectations to major in any STEM field as well as expectations to major in specific STEM fields. Findings largely support the perspective of gender scholars; perceptions of the social relevance of science positively and significantly predict female, but not male, students' intentions to major in STEM (vs. non-STEM fields). Subsequent analyses that look at intentions to major in specific STEM fields reveal a similar pattern, such that perceptions of relevance positively predict female students' intentions to major in the biological sciences, the physical sciences, and engineering, while male students' intentions are not similarly impacted. By contrast, positive perceptions of the relevance of science predict a modest increase in interest in computer science for both boys and girls.

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Section: Perceptions Of the Social Relevance Of Sciencesupporting

confidence: 90%

Section: The Role Of Social Relevance In Increasing Stem Interest Formentioning

confidence: 99%

Perceptions of the Social Relevance of Science: Exploring the Implications for Gendered Patterns in Expectations of Majoring in STEM Fields

Kyte

Riegle‐Crumb

2017

Social Sciences

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“…1986), to develop a theorisation of 'science capital' (e.g. Archer et al, 2015), as a way of conceptually collating science-related forms of cultural and social capital, but particularly those forms which have the potential to influence a young person's science identity and prospective science participation. In this respect, we do not see science capital as a separate type of capital -rather we use it as a lens for 'zooming in' on particular science-related configurations of capital that might help us identify the factors promoting, or constraining, science participation between students who, otherwise, appear to share a similar social location.…”

Section: How Capital Influences Student Science Participationmentioning

confidence: 99%

“…To do so, we conducted a linear regression (backward stepwise), utilising the same dependent variable used in the initial creation of our science capital measure (detailed in Archer et al, 2015), a composite comprised of five items reflecting intentions for future participation in science (primarily science-related aspirations) and science identity iv . In creating this outcome measure, we took science-related aspirations (3 items) as consistent with intentions to participate in science in the future, as well as indicative of science identity (in that individuals who hold science-related aspirations often identify with science or see it as 'for them').…”

Section: Analysesmentioning

confidence: 99%

Dimensions of science capital: exploring its potential for understanding students’ science participation

DeWitt

Archer

Mau

2016

International Journal of Science Education

Self Cite

114

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“…Subjects which are seen as lower status, even if they are associated with STEM, such as Design and Technology, and students perceived to be lower achieving, are not catered for within STEM priorities. Contemporary research is moving towards exploring ways to improve science capital as a way of achieving greater equity of participation (Archer, Dawson, DeWitt, Seakins, & Wong, 2015). The way in which STEM policy was enacted was not compatible with ideals of science education for all and social justice and this should be addressed and changes made if STEM continues to be a driver in education policy in the future.…”

Section: Discussionmentioning

confidence: 99%

STEM in England: meanings and motivations in the policy arena

Wong

Dillon

King

2016

International Journal of Science Education

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General rightsThis document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/pure/about/ebr-terms STEM in England: meanings and motivations in the policy arena Vicky Wong, King's College London, Corresponding author, Victoria.wong@kcl.ac.uk Justin Dillon, University of Bristol, Justin.dillon@bristol.ac.uk Heather King, King's College London, heather.1.king@kcl.ac.uk Abstract STEM, an acronym for science, technology, engineering and mathematics, is widely used in science education. There is confusion, however, as to its provenance and meaning which is potentially problematic. This study examines the purpose and underlying philosophy of STEM practice in education in England and asks if there are differences in perceptions of STEM between science and mathematics educator stakeholders. The study's contribution to the literature is its unusual focus on those who were responsible for making and enacting national STEM policy. A two-phase qualitative approach was followed comprising an analysis of government documentation related to STEM initiatives together with semi-structured interviews with 21 key contributors to the science and mathematics education discourse in England. Using thematic analysis, recurring patterns were identified in the data. Findings suggest that there is a disconnect between the interpretations of the science and mathematics educators with a danger/advantage dichotomy to participation in STEM being perceived by the mathematics educators. Potential danger did not appear to be felt by science educators, possibly as science was perceived as dominant in STEM discourse. Broader early aims of the architects of the STEM agenda, including those of increasing diversity among STEM students, gave way to a focus on numbers of post-16 physics and mathematics students. We conclude that if the term STEM is to continue to be used then there is a need for greater clarity about what it represents in educational terms and a wider debate about its compatibility with the aims of science education for all. Key words: STEM, mathematics, policy developmentFrom past to present: the story of STEM STEM has become a key driver in science education with many projects funded by the European Union coming under the STEM banner (European Commission, 2016), yet there is a lack of clarity regarding its history and a variety of different meanings are ascribed to it. Part of the reason is that it is an acronym with a vague history. In this section, the history of STEM will be traced and links to wider discourses in education examined. We begin by looking at STEM as a single construct as it is a well-known and frequently used term, however we will also tease out whether seeing it in this way is always helpful.Page 2 of 20 STEM usually refers to Science, Technology, Engineering and Mathematics, but to some it is Science, Technology, Engineering and Medicine and for many outside the 'STEM community' it ...

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“Science capital”: A conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts

Cited by 445 publications

References 56 publications

Perceptions of the Social Relevance of Science: Exploring the Implications for Gendered Patterns in Expectations of Majoring in STEM Fields

Perceptions of the Social Relevance of Science: Exploring the Implications for Gendered Patterns in Expectations of Majoring in STEM Fields

Dimensions of science capital: exploring its potential for understanding students’ science participation

STEM in England: meanings and motivations in the policy arena

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