Young People's Science and Career Aspirations age 14-19 ('ASPIRES2')

Lead Research Organisation: University College London
Department Name: Education, Practice & Society

Abstract

In the UK, as in virtually every developed country, it is widely accepted that we need more people studying and working at all levels in Science, Technology, Engineering and Mathematics (STEM). STEM industries are vital elements of the UK economy and are predicted to expand relative to other fields. But there is a widespread consensus that there is a STEM skills gap and that this gap is growing with fears that the predicted lack of appropriately qualified STEM graduates and workers with STEM technical skills will impact negatively on the UK economy. There is also a widely accepted case for the need to broaden the gender, ethnic and social class profile of those who study STEM post-16, particularly in the physical sciences. It is therefore a matter of urgency for research to understand the factors affecting STEM participation and the reasons why many young people choose not to study these subjects post-16.

This study ('ASPIRES2') will extend the unique dataset developed by the first ASPIRES study (RES-179-25-0008), which tracked the development of young people's science and career aspirations from age 10-14. ASPIRES1 surveyed over 9,000 children when they were in primary school (age 10/11) and then conducted further surveys when the cohort reached secondary school (surveying 5,600 students at age 12/13 and c.5000 at age 13/14). Alongside the surveys, researchers longitudinally tracked a group of children and their parents, conducting interviews with 92 young people and 78 parents in Year 6,following them up again in Year 8 and 9.

The new study aims to understand how young people develop their science and career aspirations over the next important five years of their lives (from age 14-19). It will explore changing influences of the family, school, careers education and social identities and inequalities on these young people's science and career aspirations and, crucially, will relate these to their actual subject choices and attainment in national GCSE examinations and their post-16 choices. This tracking of young people's aspirations and educational outcomes comprises the vital 'final link' in our tracking of this cohort.

To achieve this goal, the project will conduct two surveys with a nationally representative sample of c.7-10,000 students per sweep. The students will be drawn from the same age cohort as the previous ASPIRES survey, and will be conducted when students are in Year 11 (age 15/16) and Year 13 (age 17/18). This will provide us with an authoritative picture of the developing views of young people from age 10-19. Interviews will also be conducted in Year 11 and Year 13 with c.80 students and 60 of their parents, all of whom have been previously tracked by the researchers from Year 6. We will also statistically analyse national datasets for those who took part in the very first survey (Y6), to explore how early attitudes and/or factors may relate to later outcomes (e.g. GCSE attainment, post-16 choices).

The project will collaborate with two science organisations (the Institute of Physics and the Science Council) to develop ways of engaging families and young people with key project messages around STEM careers. Collaboration 1 will focus on translating project messages for parent audiences, via social and popular media formats (e.g. through a series of articles placed in the popular print media such as supermarket magazines and by using Twitter and social networking sites). Collaboration 2 will develop an 'app' (computer application software) to develop an interactive quiz that can convey key project messages to young people in an engaging, interactive format. We also hope to enlist the help of schools and science teachers to promote the use of this app among students.

ASPIRES2 addresses the urgent need for a deeper understanding of how student aspirations are shaped, offering a unique opportunity to extend existing knowledge from 10-19, through key points in students' educational careers.

Planned Impact

A range of policy makers/ intermediaries will benefit from the research through gaining a better informed basis for developing policy and practice. The research will provide more accurate, detailed and sophisticated understandings of the issues affecting participation among 14-19 year olds, which will benefit policy-makers, professional societies and other organisations concerned with science education (e.g. DfE, Royal Society, professional societies).

The Institute of Physics (IOP) and the Science Council will benefit directly from their close collaboration with the project through the two impact collaborations. The IOP will also benefit by advancing their insitutional agenda to develop family engagement (see the IOP 'Girls in Physics' and 'Ethnicity and Physics' expert groups). They will benefit from knowledge gained through the impact collaboration on how to engage families, which can inform future IOP activities. The IOP's institutional aim (to promote Physics) will also be addressed by activities undertaken within the collaboration, e.g. through the active engagement of parents from non-STEM backgrounds with messages that promote positive images of science and convey new knowledge about science careers and the value of science qualifications (including Physics).

The Science Council will benefit by advancing their instutional agenda to promote science and increase public knowledge and awareness of careers in and from Science. They will also benefit from knoweldge and understanding developed through the collaboration regarding engagement with user audiences via new technologies.

A range of science education delivery/ practice organisations will also benefit from the new knowledge and understandings developed by the research. E.g. charities and organisations that provide STEM enrichment (e.g. EDT, the Engineering Development Trust) will be able to better tailor the activities and resources they offer in order to address the factors that affect STEM engagement and participation.

Science teachers and schools will benefit from the new knowledge and understandings produced by the project to help engage a wider range of students with science and to inform their own practice to ensure that as wide a range of students as possible can be supported to see science as 'for me'.

Careers professionals will benefit from new insights and principles for promoting STEM careers awareness for a diverse range of students.

The reasearch also plans to impove the knowledge base of parents about the range and value of careers available with STEM based qualifications. Such knowledge is vital to helping parents assist their children to make informed choices.

Students will also be directly impacted (via the STEM careers app), benefitting from research-informed knowledge about STEM careers and pathways and challenges that will better support informed educational and careers decision-making.

The project aims to produce indirect economic and social benefits to the nation, due to the changes and improvements which occur at policy/practice and personal levels, described above, arising from the research which may contribute to improved post-16 STEM participation.

Publications

10 25 50

Related Projects

Project Reference Relationship Related To Start End Award Value
ES/L002841/1 01/02/2014 28/02/2017 £842,092
ES/L002841/2 Transfer ES/L002841/1 01/03/2017 31/12/2019 £338,596
 
Description The ASPIRES 2 research project has generated new understandings of how and why young people come to see science as being 'for me', or not. The study identified key factors that shape young people's science aspirations and science identities during the 14-19 age period.

The study has generated a wealth of new knowledge and insights. Three key areas of new knowledge include:
• A new model of key factors shaping young people's science aspirations and identities from age 14-19 (see Figure 3 of the ASPIRES 2 final report: https://discovery.ucl.ac.uk/id/eprint/10092041/15/Moote_9538%20UCL%20Aspires%202%20report%20full%20online%20version.pdf). The model identifies the interaction of three main areas in shaping young people's science identities and aspirations: (1) capital-related inequalities (particularly the role of 'science capital' - science-related resources, such as knowledge, understanding, attitudes, behaviours and social contacts); (2) educational factors and practices (particularly educational gatekeeping, careers education - documenting how provision in England is currently patchy and patterned by social inequalities - and school, teachers and curriculum); and (3) dominant constructions of science (particularly, popular associations of science with cleverness and masculinity).
• The study showed for the first time that students with high science capital are more likely to aspire and progress into post-16 and post-18 science, technology, engineering, mathematics and medicine (STEM) education, with physics and engineering intentions showing a stronger relationship to science capital than maths and technology. Additionally, the study found that science capital can be used as a proxy for wider STEM capital. That is, students with high science capital were more likely to express positive views of all areas of STEM. Engineering and maths attitudes were found to have a stronger relationship to science capital than technology attitudes and aspirations.
• The research produced new insights into how inequalities of gender, ethnicity and social class combine to produce differential patterns of science aspiration and identification. For instance, the study identified the 'science debt' owed to students from black ethnic backgrounds. These students expressed high science aspirations and self-concept but were often prevented from continuing with science post-16 and/ or post-18. The study generated new insights into the 'pedagogic work' that is done by school physics which results in the exclusion of students, but particularly girls (even those with high motivation and aspiration to study the subject post-16/ post-18) and helps perpetuate the 'effortlessly clever male physicist' image.

ASPIRES 2 has produced substantial new quantitative and qualitative data sets, notably:
• New data (from ages 14-19) to augment existing data (from age 10-14) to generate a large-scale, national, cross-sectional data set that tracks the development of young people's science and career aspirations from age 10-19 (surveying over 9,000 children at age 10/11, 5,600 at age 12/13, 4,600 at age 13/14, 13,000 at age 15/16 and 7,000 at age 17/18), as well as their subject choices and attainment.
• A total of 680 longitudinal, semi-structured interviews with young people and their parents from age 14-19 (extending previous data collected with the same participants over the age 10-14 period).
Exploitation Route ASPIRES 2 has informed STEM education policy and practice nationally and internationally, across primary, secondary and informal-education sectors. Ways in which the findings can be put to use include:
• Informing STEM education policy and practice with a better understanding of what causes low and unequal patterns of participation in STEM (particularly in physics and engineering). These insights can continue to help to re/design more effective policy and practice approaches, such as informing science teaching (through initial teacher education and continuing professional development) and out-of-school science outreach programmes.
• Building capacity in the sector to support more equitable science teaching, learning and participation. ASPIRES 2 research has provided useful conceptual tools, such as science capital, that help build capacity for understanding and engaging with issues of inequality. For example, the research has led to capacity-building among physics teachers in England and a national programme of professional development for science centre and museum professionals.
• Providing new knowledge to inform and stimulate academic thinking and debate. For instance, the concept of science capital has been taken up by academics working within science education and maths education. The research has also inspired significant new research investments in other national contexts, such as the new SCOPE project in Denmark.
Sectors Aerospace, Defence and Marine,Digital/Communication/Information Technologies (including Software),Education,Electronics,Government, Democracy and Justice,Manufacturing, including Industrial Biotechology,Culture, Heritage, Museums and Collections,Pharmaceuticals and Medical Biotechnology

URL https://discovery.ucl.ac.uk/id/eprint/10092041/15/Moote_9538%20UCL%20Aspires%202%20report%20full%20online%20version.pdf
 
Description The ASPIRES research originated the concept of 'science capital' - a now widely-used conceptual tool which has had both academic and societal impact - inspiring wide uptake and application of the concept (in the UK, US, Australia and Europe) not only in science education, but also in maths education, computing education and informal settings. Our ASPIRES findings have led to extensive change in science, technology, engineering, mathematics and medicine (STEM) education policy and practice, in primary and secondary schools and informal STEM education. Via extensive impact work by the PI and her team, the ASPIRES findings have led to significant capacity-building among teachers. For example, the Institute of Physics, Greater London Authority and Maltese government all funded bespoke training for teachers and/ or regional coordinators to be trained in, and cascade, the Science Capital Teaching Approach to hundreds of teachers within their regions and networks. Additionally, informal educators, such as the Science Museum Group, has funded the two-year Science Capital in Practice programme, building capacity in 15 science centres to increase diversity by applying a science capital approach - these centres are now cascading the approach both nationally and internationally. As evidenced by two, year-long trials in a separate project, which is inspired by ASPIRES, implementation of the science capital teaching approach has led to significant improvements in young people's science engagement, their attitudes to science, and their science capital. It has also been found to raise attainment and increase student understanding of science. In the informal sector, the approach has resulted in out-of-school organisations reaching more diverse and younger audiences. The importance and utility of our conceptual and empirical work on science capital and the factors shaping young people's science engagement has been recognised by its integration into key national schemes. For instance, science capital is now a criterion within the Primary Science Quality Mark (PSQM), a major national award programme (reaching 240,000 children and 9,000 teachers annually) supporting best practice in science education in primary schools. Schools applying for the award must prove 'a commitment to developing all children's science capital'. New funding has been attracted to develop the teaching approach, teacher handbook and associated resources for primary education. The conceptual impact of our work is also recognised through inclusion of science capital within the strategic plans of the Science Museum Group, Winchester Science Centre, Ogden Trust, Greater London Authority and in the policy initiatives of government departments such as Education Scotland and BEIS. Professor Archer's findings from ASPIRES 2 were also selected as the inspiration for the focus of the 2019 inquiry by the All Party Parliamentary Group on Diversity in STEM. The impact of the ASPIRES research within the informal STEM learning (ISL) sector is recognised by its impact and inspiration on ISL delivery and practice, shaping exhibit design and interpretation for millions of visitors, as well as programme design . Examples include Science Museum Group, Glasgow Science Centre, Newcastle's Centre for Life, Sweden's Tom Tits Experiment, Poland's Copernicus Centre and the Francis Crick Institute. In Wales, Techniquest's £3m extension, named The Science Capital, is engaging under-served audiences as a direct result of our research. The ASPIRES research has directly informed and changed the outreach work of the British Science Association, which now prioritises under-served communities in its strategy and implementation. The National Forum for Public Engagement in STEM published data from a 2019 survey of STEM engagement professionals showing that 64% agreed or strongly agreed that the concept of science capital had informed their work. The project's findings on the patterned nature of careers education has contributed to government careers education strategy. In early 2018 the Association for Science Education held two debates on the current key stage 4 (students aged 14-16) system of stratifying science. As a result, a handful of schools have changed their triple/ double science practice as a result of the project's findings, presented at these events.
First Year Of Impact 2015
Sector Education,Government, Democracy and Justice,Culture, Heritage, Museums and Collections
Impact Types Societal,Policy & public services

 
Description DfE's Careers Strategy based largely on evidence from ASPIRES 2 findings on careers education provision
Geographic Reach National 
Policy Influence Type Citation in other policy documents
Impact The new careers strategy make changes to previous system, in response to our findings. Changes include: 1) Dedicated careers leaders in schools, 2) careers trials in primary schools, 3) guidance that students should have one business interaction a year, 4) 20 new careers hubs around the country.
URL https://www.gov.uk/government/publications/careers-strategy-making-the-most-of-everyones-skills-and-...
 
Description Science Communication Inquiry
Geographic Reach National 
Policy Influence Type Gave evidence to a government review
URL https://www.parliament.uk/business/committees/committees-a-z/commons-select/science-and-technology-c...
 
Description Young People's Science and Career Aspirations and Outcomes age 20-23 ('ASPIRES 3')
Amount £843,856 (GBP)
Funding ID ES/S01599X/1 
Organisation Economic and Social Research Council 
Sector Public
Country United Kingdom
Start 09/2019 
End 08/2022
 
Description 1st Workshop on High Energy Theory and Gender at CERN 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact This workshop is supported by the CERN-TH Department, University of Milano-Bicocca, ERC Consolidator Grant 772408 "Deconstructing the string landscape", the Cluster of Excellence PRISMA DFG no. EXC 1098, the COST Network CA16201 PARTICLEFACE "Unraveling new physics at the LHC through the precision frontier", and CERN Diversity Office. Research Associate Julie Moote presented the project findings on gender and physics at the event. Following the comments of Professor Alessandro Strumia at the event (who claimed men in physics are discriminated against), Julie was then quoted sharing project findings in the Washington Post, The Independent and others.
Year(s) Of Engagement Activity 2018
URL https://www.independent.co.uk/news/world/europe/cern-scientist-suspended-sexism-alessandro-stumia-la...
 
Description 2018 ASDC (Association for Science & Discovery Centres) National Conference 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Louise's talk: Science Capital: The latest evidence in engaging disadvantaged children
Year(s) Of Engagement Activity 2018
URL https://www.sciencecentres.org.uk/events/2018-asdc-national-conference/
 
Description ASE 2018 Conference: Triple Science Debate 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Schools
Results and Impact PI presented at the conference for the Association of Science Education
Year(s) Of Engagement Activity 2018
 
Description ASE Question Time: Triple Science: equitable or elitist? 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Schools
Results and Impact Event hosted by the Association of Science Education - PI was on panel. Teachers attended, and discussions were about the inequity of Triple Science (as found by the project research).
Year(s) Of Engagement Activity 2018
 
Description ASPIRES 2 Report Launch event 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Launch event for final report on our findings from ASPIRES 2 held at UCL Institute of Educaiton.
Year(s) Of Engagement Activity 2020
URL https://www.eventbrite.co.uk/e/aspires-2-report-launch-tickets-83161473205#
 
Description Annual Babcock Primary Science Conference 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Schools
Results and Impact PI spoke at school conference about science capital, organised by the National STEM Learning Centre.
Year(s) Of Engagement Activity 2018
URL https://www.stem.org.uk/cpd/423391/annual-primary-science-conference
 
Description Biased Science - BBC Radio 4's All in the Mind 
Form Of Engagement Activity A press release, press conference or response to a media enquiry/interview
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Public/other audiences
Results and Impact PI on a panel. Recorded for BBC Radio 4's All in the Mind.
Year(s) Of Engagement Activity 2018
URL http://www.rigb.org/whats-on/events-2017/march/public-biased-science
 
Description Breaking the Mould: Fostering Diversity in Innovation (NESTA) 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact #NestaBTM. Louise spoke at this event.
Year(s) Of Engagement Activity 2018
URL https://www.nesta.org.uk/event/breaking-mould-fostering-diversity-innovation/
 
Description Brenda Keogh Lecture at the Association for Science Education's 2019 Conference 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Professor Archer spoke at the Association for Science Education's 2019 Conference, giving the Brenda Keogh Lecture on the concept of 'Science Capital'. This was followed by presentations of three teachers who use science capital in their schools: David Church from Pickhurst Academy, Hajra Sath from Uphall Primary, East london and Tracey Ellicot from East Wemyss Primary in Fife.
Year(s) Of Engagement Activity 2019
URL http://www.ase.org.uk/annual-conference
 
Description British Science Festival 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Public/other audiences
Results and Impact PI presented at the British Science Association's 2018 festival in Hull. Louise is section President for 2018 for the BSA's Sociology and Social Sciences section.
Year(s) Of Engagement Activity 2018
URL https://www.britishsciencefestival.org/
 
Description Can Anyone be an Engineer? - Institute of Mechanical Engineering 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Professional Practitioners
Results and Impact Louise Archer was keynote speaker at this event for teachers.
Year(s) Of Engagement Activity 2019
 
Description Changes in engineering are required to help more women participate 
Form Of Engagement Activity Engagement focused website, blog or social media channel
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Media (as a channel to the public)
Results and Impact Blog written about publication
Year(s) Of Engagement Activity 2020
 
Description Danish delegation 
Form Of Engagement Activity A formal working group, expert panel or dialogue
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Third sector organisations
Results and Impact PI hosted a delegation of 20 professionals from Denmark, who are looking to recreate the ASPIRES study in Denmark.

Following this, in December 2018 the 'd'ASPIRES' call for funding in Denmark opened, following this meeting in May. From Louise - "The Villum Foundation and the Novo Nordisk Fund (hereinafter: the Funds) hereby invite Department of Natural Sciences Didactics to express an interest in relation to design and implementation of a national longitudinal study of children and adolescents science capital. The study should partly give an overview of the development in Danish children's and youth's science capital and the various factors that influence This, and partly, could be used for impact assessment of concrete initiatives. The survey is expected to run over the 10-year project period and has a budget framework up to 30 million. kr. In the attached note we have described the background, purpose and application process during the investigation. "

The award is for a £3.6m project (30m krone). The funders are the Villum Foundation and Novo Nordisk Fund.
Year(s) Of Engagement Activity 2018
 
Description EARLI 2019 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact Feeling the strain: Investigating changes in science attitudes and career aspirations from age 10-19 - Dr Julie Moote
Year(s) Of Engagement Activity 2019
URL https://earli.org/EARLI2019
 
Description Evidence session, APPG for Diversity and Inclusion in STEM (BSA) inquiry into Equity in STEM Education 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact Spoke at event hosted by British Science Association for UK Government
Year(s) Of Engagement Activity 2019
 
Description In Conversation with Angela Saini and Louise Archer 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Public/other audiences
Results and Impact PI in conversation with Angela Saini, following the publication of Saini's book 'Inferior: How Science Got Women Wrong' (Saini is a British science journalist, who presents science programmes on BBC Radio 4 and the World Service. Her writing has appeared in The Guardian, Observer, The Times, New Scientist, Wallpaper, Vogue, New Humanist and The Economist among others. She has won a number of national and international journalism awards. She has a Masters in Engineering from Oxford University. In 2012 she was a Knight Science Journalism Fellow at the Massachusetts Institute of Technology. Her latest book, Inferior: How Science Got Women Wrong - and the New Research That's Rewriting the Story, was recently published by Harper Collins and Beacon Press. Angela will be speaking about the themes the book explores and what they mean for women in science.)
Year(s) Of Engagement Activity 2018
URL http://www.youtube.com/watch?v=MnKUQbmxCFw
 
Description Inspiring the next generation panel 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Industry/Business
Results and Impact Keynote speaker at UK Space Conference 2019, on a panel with Tim Peake.
Year(s) Of Engagement Activity 2019
URL https://www.ukspace2019.co.uk/ehome/200183909/speakers/
 
Description Internal Training at the OECD 
Form Of Engagement Activity A formal working group, expert panel or dialogue
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Policymakers/politicians
Results and Impact PI presented findings to the OECD, following an invitation by Anthony Mann (Head of OECD vocational education & training and adult learning).
Year(s) Of Engagement Activity 2018
URL https://twitter.com/AnthonyMannOECD/status/1045307838749450241
 
Description Invitation to speak on London Assembly's Education Panel by Greater London Authority (GLA) 
Form Of Engagement Activity A formal working group, expert panel or dialogue
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Policymakers/politicians
Results and Impact Invited to speak on Gender Inequality in Science, Technology, Engineering and Maths at the London Assembly's Education Panel which was broadcast live.
Year(s) Of Engagement Activity 2020
 
Description Invited keynote held at the Villum Foundation, Copenhagen, Denmark 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Policymakers/politicians
Results and Impact Keynote speaker at the event - talk title 'How can science capital support better and more equitable student engagement with science?'
Year(s) Of Engagement Activity 2020
 
Description Invited presentation to the Scottish Learned Societies, Edinburgh 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Third sector organisations
Results and Impact Spoke on an 'Overview of findings from the ASPIRES 2 research' at this event held at the Royal Society of Edinburgh.
Year(s) Of Engagement Activity 2020
 
Description Invited talk and workshop at Hertingfordbury Cowper Primary school. 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Professional Practitioners
Results and Impact Professional development teacher for teachers and Head teacher of a school
Year(s) Of Engagement Activity 2020
 
Description Invited to speak at Promoting diversity in STEM event 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Dr Julie Moote invited to speak at conference event for In2scienceUK on the topic of diversifying STEM.
Year(s) Of Engagement Activity 2020
URL https://www.eventbrite.co.uk/e/promoting-diversity-in-stem-tickets-93090854251#
 
Description Maltese Directorate for Science Curriculum 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact PI invited to Malta for the 'Raising the Bar: Shaping Students Science & Career Aspirations' conference, to train teachers on science capital. Organised by the Maltese directorate for science curriculum - funded under their Scientix funding, took place in St Nicholas College Dingli Secondary School, Malta.
Year(s) Of Engagement Activity 2018
 
Description Memeber of Wellcome Science Tracker panel 
Form Of Engagement Activity A formal working group, expert panel or dialogue
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Third sector organisations
Results and Impact Profession Louise Archer and Dr Julie Moote participated in Wellcome Science Tracker panel. This panel assembled advisors to feedback on findings and advise on maximising policy impact and uptake.
Year(s) Of Engagement Activity 2019,2020
 
Description NARST 2019 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact ST16:AS-Viewing Collective Activism Through the Lenses of Critical Science Education Research
ST6:RP-New frameworks for studying equity in informal STEM settings: Cross-cultural perspectives - Exploring what underserved youth in two UK cities derive from participation in informal STEM learning settings
Year(s) Of Engagement Activity 2019
URL https://narst.org/conferences/2019-annual-conference
 
Description Policy LunchBox 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Policymakers/politicians
Results and Impact PI presented findings on the topic of science capital. Policy Lunchbox is a joint initiative between the Biochemical Society, the British Ecological Society, the Royal Society of Biology, Society for Applied Microbiology, Society of Experimental Biology and the Microbiology Society.
Year(s) Of Engagement Activity 2018
URL https://blog.rsb.org.uk/engaging-young-people-with-science-a-science-capital-approach/
 
Description Presentation to Cyprus delegation 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Policymakers/politicians
Results and Impact Event organised by UCL Knowledge Lab. Interested from Cyprian delegates about the use of science capital in schools.
Year(s) Of Engagement Activity 2018
 
Description Primary Science Quality Mark Hub Leaders Conference 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Schools
Results and Impact Professor Archer presented at this conference. The PSQM (Primary Science Quality Mark) now includes science capital as a marker on their scheme: 'L3 There is a commitment to developing all children's science capital'.
Year(s) Of Engagement Activity 2018
URL http://www.psqm.org.uk/
 
Description Professional development workshop for the Greater London Authority (GLA) 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Professional Practitioners
Results and Impact Opening keynote (Engaging students with science), delivered at the event held at the Institute of Physics.
Year(s) Of Engagement Activity 2020
 
Description Royal Society ACME Mathematics Education Policy Conference 2018 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact PI presented at Royal Society ACME Mathematics Education Policy Conference 2018, sharing project findings relating to maths education. Attendees reported that this is a lack of research into maths attitudes and aspirations, and greatly welcomed this research.
Year(s) Of Engagement Activity 2018
URL https://royalsociety.org/science-events-and-lectures/2018/07/acme-conference-2018/
 
Description Science Capital and Subject Capital: Informing Outreach Evaluation (NERUPI) 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact PI gave a keynote 'Science Capital and Patterns in Science Participation' at this event for widening participation professionals for universities, whose framework is based on science capital. #NERUPIsciencecapital
Year(s) Of Engagement Activity 2018
URL http://nerupi.co.uk/events/science-capital-and-stem-outreach
 
Description TeachFirst trainee secondary science teachers talk 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Postgraduate students
Results and Impact Talk given to trainee secondary science teachers about our research by Dr Julie Moote.
Year(s) Of Engagement Activity 2020
 
Description This is Engineering Engagement 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Louise spoke about the project's findings on gender and engineering at this event, jointly organised by the Royal Academy of Engineering, I'm an Engineer and the Engineer Magazine. #EngEngagement.
Year(s) Of Engagement Activity 2018
URL https://www.raeng.org.uk/events/events-programme/2018/november/this-is-engineering-engagement?invID=...