Demographic Predictors of Senior Secondary Participation in Biology, Physics, Chemistry and Earth/Space Sciences: Students' Access to Cultural, Social and Science Capital

Autor/inn/en	Cooper, Grant; Berry, Amanda
Titel	Demographic Predictors of Senior Secondary Participation in Biology, Physics, Chemistry and Earth/Space Sciences: Students' Access to Cultural, Social and Science Capital
Quelle	In: International Journal of Science Education, 42 (2020) 1, S.151-166 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cooper, Grant) ORCID (Berry, Amanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1708510
Schlagwörter	Predictor Variables; Student Participation; Biology; Physics; Chemistry; Earth Science; Space Sciences; Cultural Capital; Social Capital; Low Income Students; Socioeconomic Status; Indigenous Populations; Gender Differences; Late Adolescents; Foreign Countries; Longitudinal Studies; Surveys; Secondary School Students; Disproportionate Representation; Science Education; Australia; Longitudinal Surveys of Australian Youth + Suchen Sie Ihr Suchwort? Prädiktor; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Biologie; Physik; Chemie; Earth sciences; Geowissenschaften; Sozialkapital; Socio-economic status; Sozioökonomischer Status; Sinti und Roma; Geschlechterkonflikt; Halbstarker; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Sekundarschüler; Naturwissenschaftliche Bildung; Australien
Abstract	Adding to concerns about falling participation rates in science education, the profile of certain student groups who go on to study decreases, particularly as the year level increases. The aim of this paper is to examine if, and in what ways, demographic factors predict students' post-16 participation in biology, physics, chemistry and earth/space sciences. The study was conducted in Australia, drawing on data from over 4,300 students. Characteristics of focus include students from low socio-economic status (SES) backgrounds, indigeneity and gender. Outcomes of this study indicate that SES predicts participation in post-16 science subjects in each science domain. Indigenous status was a negative predictor of student participation in biology, physics and chemistry, but not earth/space sciences, where there were no significant differences in participation. Gender is a significant predictor in biology and physics participation, but not chemistry or earth/space sciences. Drawing on Bourdieusian perspectives, the authors discuss associations between participation and access to cultural, social and science capitals. Implications for the ways in which students' capital may impact their subject choices and how capital may be enhanced, are explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01