Examining the relationship between parent/carer’s attitudes, beliefs and their child’s future participation in physics

Jones, Karen L.; Hamer, Jessica M. M.

doi:10.1080/09500693.2021.2021457

Cited by 5 publications

(2 citation statements)

References 41 publications

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“…Other factors, such as that of parents and family members, can also influence the likelihood of students choosing and participating in STEM, from compulsory to tertiary education (Jones & Hamer, 2022 ). Cultural expectations and perceptions of success and financial security in particular disciplines and careers may vary between different social groups (Wong, 2016a ).…”

Section: Minority Ethnic Women In Stem Higher Educationmentioning

confidence: 99%

“…In the first year of undergraduate study, Nancy said she initially struggled with a sense of belonging and did not find friends who shared her values and interests. She said, “I have found it quite difficult to get accustomed to university life… I found that in terms of accommodation, people can be much more difficult to deal with than expected.” Her social struggle prompted Nancy to question her degree choice and she even considered dropping out or changing course, although she was worried about how her parents would react and so she persevered (Jones & Hamer, 2022 ; Reilly & Hurem, 2021 ).…”

Section: Nancy: Being Pragmaticmentioning

confidence: 99%

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Pragmatic, Persistent, and Precarious: The Pathways of Three Minority Ethnic Women in STEM Higher Education

Wong

Copsey-Blake

2022

Int J of Sci and Math Educ

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Minority ethnic women are underrepresented in Science, Technology, Engineering, and Mathematics (STEM) higher education. Whilst existing studies, mostly in the US context, have provided valuable insights into racial and gender inequalities, there appears to be limited research in the UK. Through the lens of science identity, this article draws on qualitative data which was collected over three years, to appreciate how minority ethnic women develop their identity and belonging in STEM higher education, from the start to the end of their degrees. We present three case studies: (1) Nancy, a British East Asian Computer Science student, who appears pragmatic as she understands the extrinsic value of her degree, despite negative feelings and experiences; (2) Carol, a Black British Biomedical student, who can be seen as persistent, as supported by her intrinsic commitment to work in healthcare; and (3) Mawiya, a British Middle Eastern Mathematics student, whose experiences are somewhat precarious, because she must continuously negotiate her mathematics identity, which is often in question by herself and others. We discuss and compare the similarities and differences in the higher education pathways of these students. We also highlight the nuances of identity development and identity management, and consider multiple social inequalities for minority ethnic women. We conclude with a discussion of the implications of the findings for policy and practice.

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Section: Minority Ethnic Women In Stem Higher Educationmentioning

confidence: 99%

Section: Nancy: Being Pragmaticmentioning

confidence: 99%

Pragmatic, Persistent, and Precarious: The Pathways of Three Minority Ethnic Women in STEM Higher Education

Wong

Copsey-Blake

2022

Int J of Sci and Math Educ

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Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach

Tan,

Chen,

Wei

2024

J Res Sci Teach

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Through the lens of science capital, this research aims to detect the key factors and their main effects in identifying students with science‐related career expectations. A machine learning approach (i.e., random forest) was employed to analyze a dataset of 519,334 15‐year‐old students from the Programme for International Student Assessment (PISA) 2015. The global analysis identified 25 key factors out of 88 contextual features: (1) for “how you think,” making students feel science is relevant, enjoyable, and interesting is relatively more crucial than being ambitious and confident; (2) for “what science you know,” students' science and math literacy, epistemological beliefs, and awareness of environmental matters were the key factors; (3) for “who you know,” parents valuing science, expecting their children to enter science, and providing emotional support were as similar as or even more important than their economic, social, and cultural status (ESCS)‐related constructs, while teachers fairness ranked the top among all teaching‐related features; and (4) for “what you do,” appropriate science learning time, engagement in science activities, and ICT use for schoolwork were key factors. These findings indicate a relatively optimistic situation, as the most key capitals were malleable for educators. Accumulated local effect plots further discriminated how these key capitals related to students' career expectations in four distinct ways: “increasing,” “S‐shaped,” “inverted‐U‐shaped,” and “decreasing,” shedding light on how we could optimize key resources to enhance aspirations. The comparison between global and Hong Kong analyses suggests the key factors identified by the global model were generally effective but not necessarily essential for a specific region. The cross‐cultural generalizability or prevalence of capitals might vary by their forms.

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Is being clever enough? Young people’s construction of the ideal student in computer science education

Wong,

Hamer,

Copsey-Blake

et al. 2024

Educational Review

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Examining the relationship between parent/carer’s attitudes, beliefs and their child’s future participation in physics

Cited by 5 publications

References 41 publications

Pragmatic, Persistent, and Precarious: The Pathways of Three Minority Ethnic Women in STEM Higher Education

Pragmatic, Persistent, and Precarious: The Pathways of Three Minority Ethnic Women in STEM Higher Education

Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach

Is being clever enough? Young people’s construction of the ideal student in computer science education

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