Science not ‘glamorous’ and ‘not for me’
23 Feb 2012 by hjdhbqddhb.d hjdhbqddhb.d
Fewer than 17% of 10 year olds are interested in pursuing a career in science despite viewing science and scientists positively suggests a research report from King’s College London.
The ASPIRES team, led by Louise Archer, is tracking the science and career aspirations of children aged 10-14, over five years. To date, they have surveyed over 9,000 children and conducted more than 170 interviews with parents and children.
“Children and parents hold quite complex views of science and scientists and at age 10 or 11 these views are largely positive,” said Archer, Professor of Sociology of Education. “The vast majority of children at this age enjoy science at school, have parents who are supportive of them studying science and even undertake science-related activities in their spare time.”
She said scientists are associated with important work – such as finding medical cures – which is well paid. Although positive, the impression is that science offers a limited range of careers, so people view science as ‘not for them’ and ‘for clever people’.
Archer said the findings show engaging young people isn’t a case of making it more interesting or fun – more needs to be done to make science a conceivable career option for more pupils. The research also showed that a career in science is viewed as predominantly masculine and ‘for boys’.
“For many girls – especially those from working class backgrounds – science careers did not fit with their aptitudes and ideas of what constitutes ‘normal’ or desirable femininity,” said Archer. “In our research parents of girls commented that a career in science was not very ‘sexy’, not very ‘glamorous’.”
The report – Ten Science Facts and Fictions; the case for early education about STEM careers – has found evidence that children’s continued interest in school science declines from the age of 10. There is no gender distinction in attitudes to science at this age, so there is a critical period between 10 and 14 in which to engage students.
It suggests greater support for teachers and families to increase knowledge and awareness about the diversity of science careers and encourage public understanding of how science qualifications can broaden young people’s post-16 options.
