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Ap
pen
dix
1:A
dd
itio
nal
Dat
aon
Stu
den
tIn
terv
iew
ees
Stu
den
tA
geSe
xE
thn
icit
yC
lass
iSc
ho
ol
Gra
dei
iC
aree
ras
pir
atio
nsi
iiSc
ien
ceca
reer
asp
irat
ion
sSc
ien
ceas
pir
atio
n‘c
lust
er’iv
Am
ir14
MB
angl
ades
hi
Wor
kin
gEv
eres
tB
elow
aver
age
Ban
km
anag
er;
Engi
nee
rC
aree
rsfr
omsc
ien
ceV
arie
d
Eric
14M
Ban
glad
esh
iW
orki
ng
Ever
est
Bel
owav
erag
eR
esta
ura
teu
r;En
ergy
exp
ert
Car
eers
from
scie
nce
Var
ied
Fay
13F
Ban
glad
esh
iW
orki
ng
Bar
ton
Abo
veav
erag
eA
ctor
;Dan
cer;
Show
ente
rtai
ner
Non
-sci
ence
-re
late
dN
on-s
cien
ce
Jube
11M
Ban
glad
esh
iW
orki
ng
Bar
ton
Bel
owav
erag
eB
uil
der
;En
gin
eer
Car
eers
from
scie
nce
Var
ied
Kyl
e14
MB
angl
ades
hi
Wor
kin
gEv
eres
tA
vera
geA
rtis
t;M
ech
anic
Car
eers
from
scie
nce
Var
ied
Ral
ph
13M
Ban
glad
esh
iW
orki
ng
Ever
est
Bel
owav
erag
eIT
pro
fess
ion
al;L
awye
rC
aree
rsfr
omsc
ien
ceV
arie
d
Ron
nie
14M
Ban
glad
esh
iW
orki
ng
Ever
est
Ave
rage
Engi
nee
r;Te
chn
icia
nC
aree
rsfr
omsc
ien
ceEx
clu
sive
Saiy
ef14
MB
angl
ades
hi
Wor
kin
gEv
eres
tB
elow
aver
age
Gam
esd
evel
oper
Car
eers
from
scie
nce
Excl
usi
ve
Tim
13M
Ban
glad
esh
iW
orki
ng
Ever
est
Ave
rage
Bu
sin
ess
per
son
Non
-sci
ence
-re
late
dN
on-s
cien
ce
Gin
a12
FB
lack
Car
ibbe
anW
orki
ng
Bar
ton
Ave
rage
Foot
ball
er;P
olic
eof
fice
rN
on-s
cien
ce-
rela
ted
Non
-sci
ence
JJ12
MB
lack
Car
ibbe
anW
orki
ng
Bar
ton
Ave
rage
Art
ist;
Foot
ball
er;
Inve
nto
r;Fi
refi
ghte
r;M
usi
cian
Car
eers
insc
ien
ceM
inim
al
Kel
ly14
FB
lack
Car
ibbe
anW
orki
ng
Bar
ton
Bel
owav
erag
eA
rmy
offi
cer;
Cab
incr
ewN
on-s
cien
ce-
rela
ted
Non
-sci
ence
165
Rob
12M
Bla
ckC
arib
bean
Wor
kin
gD
avid
son
Ave
rage
Art
ist;
Foot
ball
er;
Inve
nto
rC
aree
rsin
scie
nce
Min
imal
Sara
h12
FB
lack
Car
ibbe
anW
orki
ng
Bar
ton
Ave
rage
Cab
incr
ew;D
octo
r;Pi
lot
Car
eers
from
scie
nce
Var
ied
Shan
e11
MB
lack
Car
ibbe
anM
idd
leB
arto
nB
elow
aver
age
Foot
ball
er;R
ugb
yp
laye
r;Sc
ien
tist
Car
eers
insc
ien
ceM
inim
al
Stac
ey13
FB
lack
Car
ibbe
anW
orki
ng
Bar
ton
Bel
owav
erag
eW
ork
ina
spor
tssh
opN
on-s
cien
ce-
rela
ted
Non
-sci
ence
Step
hen
14M
Bla
ckC
arib
bean
Wor
kin
gEv
eres
tB
elow
aver
age
Bu
ild
erN
on-s
cien
ce-
rela
ted
Non
-sci
ence
Ton
y14
MB
lack
Car
ibbe
anW
orki
ng
Ever
est
Ave
rage
Acc
oun
tan
t;Fo
otba
ller
Non
-sci
ence
-re
late
dN
on-s
cien
ce
Aar
on11
MC
hin
ese
Wor
kin
gYa
ngt
zeA
vera
geU
nsu
reN
on-s
cien
ce-
rela
ted
Non
-sci
ence
An
ita
13F
Ch
ines
eW
orki
ng
Ever
est
Bel
owav
erag
eD
ance
r;K
itch
enp
orte
rN
on-s
cien
ce-
rela
ted
Non
-sci
ence
Dee
13M
Ch
ines
eW
orki
ng
Yan
gtze
Abo
veav
erag
eG
ames
dev
elop
erC
aree
rsfr
omsc
ien
ceEx
clu
sive
Don
ald
11M
Ch
ines
eW
orki
ng
Hak
kaA
bove
aver
age
Law
yer
Non
-sci
ence
-re
late
dN
on-s
cien
ce
Gar
y11
MC
hin
ese
Wor
kin
gH
akka
Abo
veav
erag
eC
hef
;Law
yer
Non
-sci
ence
-re
late
dN
on-s
cien
ce
Gig
i11
FC
hin
ese
Mid
dle
Yan
gtze
Abo
veav
erag
eA
ccou
nta
nt;
Arc
hae
olog
ist
Car
eers
from
scie
nce
Var
ied
Har
ry14
MC
hin
ese
Wor
kin
gEv
eres
tB
elow
aver
age
Spor
tsco
ach
;Wor
kin
asp
orts
shop
Non
-sci
ence
-re
late
dN
on-s
cien
ce
Hin
s14
MC
hin
ese
Mid
dle
Yan
gtze
Abo
veav
erag
eB
usi
nes
sp
erso
nN
on-s
cien
ce-
rela
ted
Non
-sci
ence
Hol
ly12
FC
hin
ese
Wor
kin
gYa
ngt
zeB
elow
aver
age
Vet
erin
aria
nC
aree
rsfr
omsc
ien
ceEx
clu
sive
Joan
na
14F
Ch
ines
eW
orki
ng
Yan
gtze
Abo
veav
erag
ePi
ano
teac
her
Non
-sci
ence
-re
late
dN
on-s
cien
ce
166
(Con
tin
ued
)
Stu
den
tA
geSe
xE
thn
icit
yC
lass
Sch
oo
lG
rad
eC
aree
ras
pir
atio
ns
Scie
nce
care
eras
pir
atio
ns
Scie
nce
asp
irat
ion
‘clu
ster
’
Mar
y11
FC
hin
ese
Wor
kin
gYa
ngt
zeA
bove
aver
age
Un
sure
Non
-sci
ence
-re
late
dN
on-s
cien
ce
Mat
t13
MC
hin
ese
Wor
kin
gLa
nca
ng
Abo
veav
erag
eA
rch
itec
tC
aree
rsfr
omsc
ien
ceEx
clu
sive
Trac
ey12
FC
hin
ese
Mid
dle
Lan
can
gA
bove
aver
age
Engl
ish
teac
her
Non
-sci
ence
-re
late
dN
on-s
cien
ce
An
dy
12M
Ind
ian
Mid
dle
Cra
nbe
rry
Abo
veav
erag
eEn
gin
eer;
Gam
esd
evel
oper
Car
eers
from
scie
nce
Excl
usi
ve
Bec
ky13
FIn
dia
nW
orki
ng
Cra
nbe
rry
Abo
veav
erag
ePh
arm
acis
tC
aree
rsfr
omsc
ien
ceEx
clu
sive
Den
ise
11F
Ind
ian
Wor
kin
gC
ran
berr
yA
bove
aver
age
Den
tist
;Doc
tor
Car
eers
from
scie
nce
Excl
usi
ve
Jen
ny
13F
Ind
ian
Wor
kin
gC
ran
berr
yA
bove
aver
age
Arc
hit
ect;
Mu
sici
anC
aree
rsfr
omsc
ien
ceV
arie
d
Joyc
e13
FIn
dia
nW
orki
ng
Cra
nbe
rry
Ave
rage
Law
yer;
Paed
iatr
icia
nC
aree
rsfr
omsc
ien
ceV
arie
d
Mic
hae
l12
MIn
dia
nW
orki
ng
Cra
nbe
rry
Abo
veav
erag
eD
octo
r;La
wye
rC
aree
rsfr
omsc
ien
ceV
arie
d
Ram
os12
MIn
dia
nM
idd
leC
ran
berr
yA
bove
aver
age
Den
tist
;Doc
tor;
Jud
ge;
Law
yer
Car
eers
from
scie
nce
Var
ied
Sam
anth
a13
FIn
dia
nW
orki
ng
Cra
nbe
rry
Abo
veav
erag
eD
octo
r;La
wye
rC
aree
rsfr
omsc
ien
ceV
arie
d
Slif
er11
MIn
dia
nW
orki
ng
Bar
ton
Ave
rage
Law
yer
Non
-sci
ence
-re
late
dN
on-s
cien
ce
Vin
cy13
FIn
dia
nW
orki
ng
Cra
nbe
rry
Abo
veav
erag
eB
ank
man
ager
;Ph
arm
acis
tC
aree
rsfr
omsc
ien
ceV
arie
d
Am
y13
FPa
kist
ani
Mid
dle
Bar
ton
Ave
rage
Fash
ion
des
ign
erN
on-s
cien
ce-
rela
ted
Non
-sci
ence
167
Flor
ence
12F
Paki
stan
iW
orki
ng
Bar
ton
Bel
owav
erag
eD
octo
r;Pr
imar
ysc
hoo
lte
ach
erC
aree
rsfr
omsc
ien
ceV
arie
d
Man
i12
FPa
kist
ani
Wor
kin
gB
arto
nA
bove
aver
age
Doc
tor;
Prim
ary
sch
ool
teac
her
Car
eers
from
scie
nce
Var
ied
Nor
man
12M
Paki
stan
iW
orki
ng
Bar
ton
Abo
veav
erag
eU
nsu
reN
on-s
cien
ce-
rela
ted
Non
-sci
ence
Saif
12M
Paki
stan
iW
orki
ng
Cra
nbe
rry
Ave
rage
Arc
hit
ect;
Sale
san
dm
arke
tin
gC
aree
rsfr
omsc
ien
ceV
arie
d
iW
hil
eso
cial
clas
sre
mai
ns
anam
bigu
ous
con
cep
tto
defi
ne
orm
easu
re,
min
orit
yet
hn
icst
ud
ents
inth
isst
ud
yw
ho
hav
ep
aren
t(s)
wit
hu
niv
ersi
tyed
uca
tion
san
d‘p
rofe
ssio
nal
’car
eers
(th
atis
,job
sd
efin
edas
Cla
ss1
or2
onth
eN
S-SE
Csc
ale
inth
eU
K,s
uch
as‘d
epar
tmen
tm
anag
er’,
‘imm
igra
tion
offi
cer’
or‘s
elf-
emp
loye
d’)
wer
eco
nsi
der
edto
befr
omm
idd
lecl
ass
back
grou
nd
s.In
con
tras
t,st
ud
ents
wh
oh
ave
par
ent(
s)w
ith
edu
cati
onu
pto
(com
mu
nit
y)co
lleg
ele
vel
and
man
ual
orlo
w-s
kill
edoc
cup
atio
ns
(th
atis
,defi
ned
asC
lass
3on
the
NS-
SEC
scal
e,su
chas
‘tax
id
rive
r’,‘
shoe
fact
ory
wor
ker’
or‘p
art-
tim
ere
cep
tion
ist’
)w
ere
con
sid
ered
tobe
from
wor
kin
gcl
ass
back
grou
nd
s.U
sin
gth
ese
clas
sifi
cati
ons,
ther
ear
e7
mid
dle
clas
san
d39
wor
kin
gcl
ass
stu
den
tsin
the
stu
dy.
iiA
sim
ilar
dis
trib
uti
onof
stu
den
tsw
ith
‘bel
owav
erag
e’(9
out
of13
),‘a
vera
ge’(
7ou
tof
13)
and
‘abo
veav
erag
e’(1
2ou
tof
20)
scie
nce
grad
esex
pre
ssed
asc
ien
ce-r
elat
edca
reer
asp
irat
ion
.ii
iIn
tota
l,43
dif
fere
nt
pro
fess
ion
sw
ere
men
tion
ed81
tim
esby
43st
ud
ents
,as
thre
est
ud
ents
wer
e‘u
nsu
re’.
ivO
nav
erag
e,ea
chst
ud
ent
(n=
46)
men
tion
ed1.
76ca
reer
s.T
he
aver
age
nu
mbe
rof
care
ers
men
tion
edby
each
stu
den
tin
the
clu
ster
for
‘non
scie
nce
’was
1.3
(in
clu
din
gth
eth
ree
un
sure
stu
den
ts,
wh
oex
pre
ssed
no
care
eras
pir
atio
ns)
,‘m
inim
al’w
as3.
7,‘v
arie
d’w
as2.
2an
d‘e
xclu
sive
’w
as1.
0.
Ap
pen
dix
2:‘V
isu
alM
app
ing’
ofSc
ien
cePa
rtic
ipat
ion
Scie
nce
Scie
nce
cap
ital
Ach
ieve
men
tA
spir
atio
nIn
tere
stL
ow
Med
ium
Hig
h
Bel
ow
aver
age
No
Lo
wSt
acey
-BC
Med
ium
An
ita-
CH
NH
arry
-CH
NSt
eph
en-B
C
Kel
ly-B
C
Hig
h
Yes
Lo
wR
alp
h-B
NG
Am
ir-B
NG
Med
ium
Eric
-BN
GFl
oren
ce-P
AK
Hol
ly-C
HN
Hig
hSa
iyef
-BN
GJu
be-B
NG
Shan
e-B
C
Ave
rage
No
Lo
wG
ina-
BC
Ton
y-B
CA
my-
PAK
Tim
-BN
GM
ediu
mA
aron
-CH
NSl
ifer
-IN
DH
igh
169
Yes
Lo
wJo
yce-
IND
Sara
h-B
CM
ediu
mK
yle-
BN
GSa
if-P
AK
Ron
nie
-BN
G
Hig
hR
ob-B
CJJ
-BC
Ab
ove
aver
age
No
Lo
wM
ediu
mJo
ann
a-C
HN
Mar
y-C
HN
Nor
man
-PA
K
Don
ald
-CH
NFa
y-B
AN
GTr
acey
-CH
N
Hig
hG
ary-
CH
NH
ins-
CH
N
Yes
Lo
wSa
man
tha-
IND
Med
ium
Gig
i-C
HN
Jen
ny-
IND
Bec
ky-I
ND
Dee
-CH
ND
enis
e-IN
DM
ani-
PAK
Mat
t-C
HN
Vin
cy-I
ND
Hig
hA
nd
y-IN
DM
ich
ael-
IND
Ram
os-I
ND
Scie
nce
adve
rse
(Am
y,A
nit
a,G
ina,
Har
ry,K
elly
,Sta
cey,
Step
hen
,Tim
,Ton
y)Sc
ien
cein
trin
sic
(Am
ir,E
ric,
Flor
ence
,Hol
ly,J
ube
,Ral
ph
,Sai
yef,
Shan
e)Sc
ien
cein
term
edia
te(G
igi,
Jen
ny,
Joyc
e,K
yle,
Rob
,Ron
nie
,Sai
f,Sa
rah
)Sc
ien
ceex
trin
sic
(Aar
on,D
onal
d,F
ay,G
ary,
Hin
s,Jo
ann
a,M
ary,
Nor
man
,Sam
anth
a,Sl
ifer
,Tra
cey)
Scie
nce
pro
min
ent
(An
dy,
Bec
ky,D
ee,D
enis
e,JJ
,Man
i,M
att,
Mic
hae
l,R
amos
,Vin
cy)
BC
–B
lack
Car
ibbe
an;B
NG
–B
angl
ades
hi;
CH
N–
Ch
ines
e;IN
D–
Ind
ian
;PA
K–
Paki
stan
i
Notes
1 Introduction
1. Discourse constitutes the particular ways of thinking about the social worldthat come to be seen as ‘natural’ (Foucault, 1980) and represent the ‘taken-for-granted rules that specify what is possible to speak, do and even think,at a particular time . . . [and refer] to different ways of structuring areas ofknowledge and social practice’ (Walshaw, 2007, p. 19). Social norms canbe produced and sustained by discourses, as well as shaping and influenc-ing (or even constraining) one’s identity and (possible) ways of thinkingand doing within particular discourses (Foucault, 1980). Embedded withinthese concerns are power and the ways in which individuals are subjected(and governed) by and within power relations.
2. This was made under the Freedom of Information Act (2000) in the UK,which allows the public to make requests for certain information held bypublic authorities, particularly aggregate statistics. FOI reference numbers,2014/0069104 and 2015/0000985.
3. Sixteen out of 28 participants in focus groups were also interviewed.None of the Chinese students in focus groups participated in individualinterviews due to time constraints. These participants went to a numberof different schools, which are all above average. Two students, Chris andOdele, went to single-sex schools that were extremely high achieving (withover 90 percent of pupils achieving five GCSEs at grades A∗–C includingEnglish and mathematics).
2 The ‘Crisis’ in Science Participation
1. ‘Asian American’ typically includes those with Chinese, Japanese andKorean heritages, who tend to be ‘high’ achievers. Yet, with over 30 sub-groups in this pan-ethnic label, there is likely to be disparity between AsianAmerican subgroups. British Asian generally refers to those with Indian,Pakistani and Bangladeshi backgrounds in the UK.
2. Consider also the racial identity debate sparked by Rachel Dolezal in theUS (June 2015). While Dolezal proclaimed a Black identity, her raciallyWhite parents accused her of lying and pretension.
4 The Aspirations of Minority Ethnic Youths
1. See also the documentary series, Are Our Kids Tough Enough? Chinese School,first broadcast by the BBC in the UK on 4th August 2015.
2. JJ, Rob and Shane did not express any career aspirations from science (seeAppendix 1).
170
Notes 171
6 Science Capital
1. The ASPIRES project has been extended. For ASPIRES2, see www.kcl.ac.uk/aspires
2. Project website: www.kcl.ac.uk/enterprisingscience3. A reality TV star (Big Brother) in the UK who died of cervical cancer in 2009.4. The ‘Education Endowment Foundation (EEF) is an independent grant-
making charity dedicated to breaking the link between family income andeducational achievement, ensuring that children from all backgrounds canfulfil their potential and make the most of their talents’.
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Index
achievement, see scienceachievement
African American, 36–7, 43–6, 118A-Level, see science educationAmir (Bangladeshi boy), 78, 97,
141Amy (Pakistani girl), 80, 87, 139–40Andy (Indian boy), 147–8Anita (Chinese girl), 59–60, 62, 101Archer, Louise, 38, 47–50, 53, 60, 65,
110, 112, 155et al, 4, 5, 21, 26, 29, 30, 33, 35,
46, 71, 77, 81, 88, 92, 99, 101,102, 108, 109, 122, 129, 130,133, 140, 147, 156, 157, 162
and Francis, 34, 41, 51–3, 56, 62,65, 66, 68, 69, 70, 79, 81, 98,100, 115, 120, 145, 154
Asian American, 20, 52–3, 67, 170Asian, see Bangladeshi; Pakistani;
Indian; Chineseaspiration, 3, 4–5, 13, 26–9, 37, 55,
71–2, 85, 151–3aspiration-attainment paradox,
28–9, 55–6, 92, 122, 142,159–60
non-science-related career, 71–3,75–6, 78, 80, 121, 140, 144
science-related career, 38, 46, 71–6see also being the best; careers
from science; careers inscience; gender; ethnicity;social class; trying my best
Bangladeshi, 4, 24, 37, 38, 46–50, 57,65, 75, 80–1, 115, 121–2, 135–6,142, 159–60
teacher views, 61, 65, 70, 100–1Becky (Indian girl), 79, 85, 87, 89,
105, 113, 115, 117
being the best, 57, 62–5, 66, 68–70,113, 140, 145, 152, 157, 159
Black African, 4, 10, 20, 24, 37, 43Black Caribbean, 4, 20, 24, 43–6, 55,
56, 60, 76–7, 78, 81, 99–100,104, 140
teacher views, 60–1, 70–1Black, see Black Caribbean; African
American; Black AfricanBourdieu, Pierre, 33–4, 56–7, 66–7,
107–8, 110–11, 114, 118, 121–2,125, 154–8
see also science capitalButler, Judith, 13, 29–32, 88
Calabrese Barton, Angela, 161et al, 102, 103, 161
capital, see science capitalcareer-related capital, 140, 144, 146,
148careers ‘from’ science, 19–21, 31–2,
73–4, 76–9, 91, 95, 105, 111,125, 134, 149, 152, 160, 162–3
careers ‘in’ science, 19–21, 32, 73–4,76–7, 78, 81, 88, 152, 162,163
Carlone, Heidi, 46, 86, 89, 161et al, 30, 38, 45, 46, 101, 102, 154and Johnson, 4, 28, 84, 101, 103,
105, 106, 153, 161Chinese, 4, 7–8, 9, 20–1, 50–3, 64,
67, 74, 78, 80, 88, 94, 112, 113,128, 153, 154
teacher views, 62, 64–5, 68, 70,100–1
clever, 84–7, 98, 105, 153and GCSE triple science, 85, 105male, 86–8nerdsand geeks, 84–5, 136, 150
193
194 Index
data analysis, 13–14, 57–8, 71–2,75–6, 134–5
data collection, 6–13Denise (Indian girl), 114, 147DeWitt, Jennifer
et al, 4, 27, 28, 29, 37, 38, 41, 48,55, 72, 76, 84, 109, 122, 142,159, 161
egalitarian discourses of science,87–8, 92–3, 95, 97
see also ethnicity; gender; socialclass
ethnicity, 4–5, 11–12, 23, 25, 35–7,42
and color of science as racialized,93–6
race/ethnicity definition, 2–3see also science identity
exchange value, 28, 34, 52, 74, 105,109, 110, 118, 120, 144, 146,155, 156, 157, 162
family, 12, 34, 46, 48–50, 51, 52, 53,60, 63–5, 65–8, 69–70, 77, 78,120, 125, 147, 152, 154
and extended family andcommunity, 79–81, 99–100,114–15, 117, 118, 120–1, 127,140, 142, 144, 148, 155, 162
see also being the best; trying mybest
Fay (Pakistani girl), 86, 89, 125–6focus group, 8–9, 10, 12, 58, 63–4,
67, 84–5, 170FSM (free school meal), 8–9, 24–5
see also social class
GCSE, see science educationgender, 23, 25, 29–32, 45, 71–2,
86–8, 88–92, 112, 129, 152and performativity, 85, 89, 145and role model, 90science as gender equal, 92–3science as ‘for men’, 30, 52, 77, 87,
88–92, 93
and video games, 91see also clever; science identity
Gina (Black Caribbean girl), 59, 95,124, 138–9
Hall, Stuart, 3, 13, 29, 35–6Harry (Chinese boy), 86, 140Hins (Chinese boy), 78, 121, 145
identity, see science identityIndian, 4, 6, 24, 28, 37, 42, 46–7, 48,
49–50, 62, 63–4, 69–70, 71, 78,79–80, 87, 112, 113, 116–17,127, 147–9, 153, 154, 156
teacher views, 64, 68, 100intersectionality, 35–8, 53–4, 87, 110interview, 7–9, 10, 12
JJ (Black Caribbean boy), 76–7, 95,116, 123–4
Jube (Bangladeshi boy), 65, 69, 93,141–2
Kyle (Bangladeshi boy), 78, 90, 95,125, 143
media, 2, 25, 43, 47, 77, 83, 85, 94,124–5, 139, 155, 161
and counter-stereotypes, 92–3and gendered images, 29, 90–1and racialized images, 29, 93–4
model minority, 53, 153multicultural education, 161Muslim, see Bangladeshi; Pakistani
Norman (Pakistani boy), 67, 78, 84,85, 88, 91, 115, 149
observation, 7, 12, 13, 87, 104, 134,139, 142
Pakistani, 4, 24, 37, 38, 46–50, 57,62, 67–8, 78, 80, 84, 115, 135
teacher views, 100parent, see familyprivate tuition, 96–7, 111–13, 126,
143, 147, 148, 154
Index 195
race, see ethnicityRalph (Bangladeshi boy), 141Ramos (Indian boy), 68, 94, 97, 113,
148–9recommendations, 151–63
Saif (Pakistani boy), 143–4Saiyef (Bangladeshi boy), 60, 81, 93Samantha (Indian girl), 28, 63–4, 66,
85, 87, 91, 120, 146school recruitment, 7–9science achievement, 10, 74–6, 104,
137science capital, 35, 76–7, 108–10,
126–8, 156–7, 162activation and acquisition, 128–30cultural capital, 122–6economic capital, 110–14social capital, 33–4, 77, 80, 108,
109, 114–17direct and indirect, 119–22neglected, 117–19, 125, 128,
129, 139, 140, 143, 155see also science participation
science educationA-level, 22–3curriculum, 18, 28, 46, 159–60degree, 5, 19, 21, 22, 35, 42, 47,
74, 99, 125, 145, 149, 160, 162GCSE, 4, 18, 23–6, 28, 55, 85, 145,
149, 170and the importance of, 1–2, 163and leaky pipeline, 2, 18, 22, 75,
99, 133, 140, 163science identity, 28–9, 85–6, 88–9,
92, 93, 94, 98, 101, 153–4and identity work, 102–3and intelligence, 85–6intrinsic and extrinsic, 101–5White privileged men, 83, 91, 134see also ethnicity; gender; social
class
science interest, 27, 28, 103–4,104–5, 133–6, 146, 153–4
see also science identity; intrinsicand extrinsic
science participation typologyscience adverse, 138–40science extrinsic, 144–7science intermediate, 143–4science intrinsic, 140–3science prominent, 147–9see also aspiration, science
achievement; science capital;science interest
Shane (Black Caribbean boy), 58–9,60, 61–2, 76–7, 104, 124, 141
Slifer (Indian boy), 88, 95, 145–6social class, and science, 32–5, 38,
74, 96–8, 107–8, 110–12, 121,154–5
see also FSM (free school meal)
teacherMr Annan, 60, 99Mr Cartier, 60, 64, 99, 100Mr Denzin, 60, 64, 99, 100Mr Tallman, 60–1, 64, 68, 99, 100,
101, 145Ms Smith, 61, 64–5, 66, 68, 99,
100, 101, 104, 139, 141Ms Strauss, 60–1, 62, 64, 99, 100,
101, 134see also Black Caribbean;
Bangladeshi; Chinese; Indian;Pakistani
trying my best, 57, 58–62, 69, 70,142, 152, 157, 159
use value, 118, 120
valuing education, 56–8Vincy (Indian girl), 28, 79–80, 87,
94, 96–7, 116–17, 126–7
