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
In the Guise of STEM Education Reform: Opportunity Structures and Outcomes in Inclusive STEM-Focused High Schools
1) How do eight inclusive (nonselective) urban public (non-charter) high schools (two STEM-focused and two comprehensive, traditionally structured) approach and organize opportunities for STEM for low-income historically underrepresented minorities? 2) What written and enacted opportunity structures are available, over a three-year time span (2010-2013), for high-achieving (top track) students at the four STEM-focused schools? 3) How do select teachers and counselors perceive available opportunity structures? 4) How do these opportunity structures position high-achieving students for further study and a career in STEM?