How do young people experience and construct their ‘choice’ (or not) of General Certificate of Secondary Education (GCSE) science route? And what are the identity and other implications (for social justice and widening participation in science) associated with participation on Double or Triple award routes for different groups of students?
Stratifying science: A Bourdieusian analysis of student views and experiences of school selective practices in relation to ‘Triple Science’ at KS4 in England
Science Aspirations, Capital, and Family Habitus: How Families Shape Children's Engagement and Identification With Science
How and why is science a more ‘‘thinkable”
aspiration in some families and not others?
To examine the speciﬁc contributions that science education makes to a student’s cultural capital: in particular, how that capital is acquired in the science classroom (or not), and how that cultural capital will be relevant to their future cultural, academic, and professional lives.