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.
Discusses evidence with respect to regulated and unregulated school choice.
Examining the Academic Success of Latino Students in Science Technology Engineering and Mathematics (STEM) Majors
1) To what extent does cultural capital and cultural congruity affect the academic performance of Latino students’ majoring in STEM fields? 2) To what extent does campus climate, as measured through academic-related experiences of Latino students in STEM majors affect their academic performance?
Explores the sources of variation in Black adolescent students’ academic achievement during Middle School.