Young People's Science and Career Aspirations and Outcomes age 20-23 ('Aspires3')
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 global economy with jobs in science, technology and engineering predicted to grow at double the rate relative to other careers. Yet there is a widespread consensus that there is a substantial - and growing - STEM skills gap, with insufficient numbers of suitably STEM-qualified workers to meet demand. It has also been argued that STEM skills are beneficial for a wide range of careers and can promote social mobility. Relatedly, there are serious concerns about the lack of STEM-qualified graduates entering teaching and the potential impact of this shortfall not just on schools currently, but also for the future STEM skills gap. Alongside the need to increase STEM participation, important arguments have been made for the imperative to widen participation in STEM and ensure high levels of scientific, mathematical, technical and digital literacy across the population. Specifically, there is a need to broaden the gender, ethnic and social class profile of those who study STEM post-16, particularly in the physical sciences and engineering, where women, some minority ethnic and working-class communities are starkly under-represented. Yet initiatives aimed at increasing and/or widening the profile of STEM graduates appear to have had little lasting impact on the higher education participation rates. Understanding the factors shaping STEM participation is, therefore, a key priority area for governments and a wide range of stakeholders both nationally and internationally.
The proposed three year study seeks to understand the processes through which young people develop their science and career choices and trajectories from age 20-23. Specifically, the proposed study will extend the unique dataset developed by the first and second longitudinal ASPIRES and ASPIRES2 studies, which tracked the development of young people's science and career aspirations from age 10-19 (surveying over 39,000 young people at five time points between the ages of 10 and 18 and longitudinal, repeat interviews with 61 young people and their parents over the same age period). ASPIRES3 will continue tracking this cohort via a representative national survey with c.7-10,000 young people at age 20/21, sampled from those who have previously conducted ASPIRES/ASPIRES2 surveys and boosted via online (social media) recruitment, as a media that is particularly successful for recruiting this age group. The project will also conduct interviews with c.60 students who have been longitudinally tracked from age 10 and their c.60 parents. The project will also undertake secondary analysis of previous ASPIRES & ASPIRES2 survey data from over 16,000 students, matched to large national data bases to examine whether/which attitudinal and social factors at age 10/11 relate to later attainment and life outcomes at age 20/21.
The knowledge generated by the research will inform inter/national STEM education policy and practice, particularly how to better increase and widen post-compulsory participation in Science, Technology, Engineering and Mathematics. The project will become the only longitudinal project to track young people's aspirations (in and out of science) from primary school, through compulsory, post-compulsory and higher education into work.
In line with our commitment to achieving impactful research, the study will involve three impact collaborations with the Royal Society of Chemistry, Engineering UK and the Institute of Physics. Findings and recommendations will be disseminated via a wide range of academic journal articles and bespoke summaries, publications, events and social media for stakeholders.
The proposed three year study seeks to understand the processes through which young people develop their science and career choices and trajectories from age 20-23. Specifically, the proposed study will extend the unique dataset developed by the first and second longitudinal ASPIRES and ASPIRES2 studies, which tracked the development of young people's science and career aspirations from age 10-19 (surveying over 39,000 young people at five time points between the ages of 10 and 18 and longitudinal, repeat interviews with 61 young people and their parents over the same age period). ASPIRES3 will continue tracking this cohort via a representative national survey with c.7-10,000 young people at age 20/21, sampled from those who have previously conducted ASPIRES/ASPIRES2 surveys and boosted via online (social media) recruitment, as a media that is particularly successful for recruiting this age group. The project will also conduct interviews with c.60 students who have been longitudinally tracked from age 10 and their c.60 parents. The project will also undertake secondary analysis of previous ASPIRES & ASPIRES2 survey data from over 16,000 students, matched to large national data bases to examine whether/which attitudinal and social factors at age 10/11 relate to later attainment and life outcomes at age 20/21.
The knowledge generated by the research will inform inter/national STEM education policy and practice, particularly how to better increase and widen post-compulsory participation in Science, Technology, Engineering and Mathematics. The project will become the only longitudinal project to track young people's aspirations (in and out of science) from primary school, through compulsory, post-compulsory and higher education into work.
In line with our commitment to achieving impactful research, the study will involve three impact collaborations with the Royal Society of Chemistry, Engineering UK and the Institute of Physics. Findings and recommendations will be disseminated via a wide range of academic journal articles and bespoke summaries, publications, events and social media for stakeholders.
Planned Impact
The ASPIRES3 study aims to provide new knowledge and datasets that will be of wide benefit to organisations that are concerned with young people's educational engagement, transitions, STEM participation and education to work skills and participation. Building on and extending insights from the first two phases, ASPIRES3 will provide new understandings of the factors influencing and driving young people's choices and outcomes (from age 10-23) that will provide organisations with high quality, robust and evidenced understandings and recommendations to inform their policy and practice.
We anticipate that findings will be of particular use and benefit to the following four key stakeholder groups:
(i) Government education departments, government work life/skills departments (e.g. DfE, BEIS) and international education policy organisations (e.g. OECD), particularly in relation to understanding work transitions, aspirations, patterns of educational and occupational participation and informing STEM participation policies;
(ii) Educational organisations (including schools, universities, FE, vocational and youth bodies, such as Princes Trust, UUK, HEIs) - particularly in relation to supporting young people's aspirations and transitions, and supporting STEM participation;
(iii) STEM education professional bodies and organisations (e.g. Professional societies and associations, STEM education and delivery organisations, industry and funders,) - particularly in relation to informing policy and practice in support of STEM participation;
(iv) Informal STEM education sector and public engagement bodies (e.g. ASDC, science museums/centres, STEM public engagement and outreach organisations) - particularly in relation to supporting more diverse STEM participation.
ASPIRES3 will also engage in three impact collaborations, designed to provide additional focused, highly targeted pathways to impact:
- Impact Collaboration 1, with the Royal Society of Chemistry. This collaboration will focus on understanding young people's attitudes to chemistry and their reasons for (not) pursuing chemistry pathways;
- Impact Collaboration 2, with the Royal Society. This collaboration will [wording TBC];
- Impact Collaboration 3, with the Institution of Mechanican Engineers will focus on [wording TBC].
We anticipate that findings will be of particular use and benefit to the following four key stakeholder groups:
(i) Government education departments, government work life/skills departments (e.g. DfE, BEIS) and international education policy organisations (e.g. OECD), particularly in relation to understanding work transitions, aspirations, patterns of educational and occupational participation and informing STEM participation policies;
(ii) Educational organisations (including schools, universities, FE, vocational and youth bodies, such as Princes Trust, UUK, HEIs) - particularly in relation to supporting young people's aspirations and transitions, and supporting STEM participation;
(iii) STEM education professional bodies and organisations (e.g. Professional societies and associations, STEM education and delivery organisations, industry and funders,) - particularly in relation to informing policy and practice in support of STEM participation;
(iv) Informal STEM education sector and public engagement bodies (e.g. ASDC, science museums/centres, STEM public engagement and outreach organisations) - particularly in relation to supporting more diverse STEM participation.
ASPIRES3 will also engage in three impact collaborations, designed to provide additional focused, highly targeted pathways to impact:
- Impact Collaboration 1, with the Royal Society of Chemistry. This collaboration will focus on understanding young people's attitudes to chemistry and their reasons for (not) pursuing chemistry pathways;
- Impact Collaboration 2, with the Royal Society. This collaboration will [wording TBC];
- Impact Collaboration 3, with the Institution of Mechanican Engineers will focus on [wording TBC].
Organisations
- University College London (Lead Research Organisation)
- The Royal Society (Collaboration)
- Royal Society of Chemistry (Collaboration, Project Partner)
- Institute of Mechanical Engineers (Collaboration)
- Institution of Mechanical Engineers (Project Partner)
- Royal Society (Project Partner)
- Institute of Physics (Project Partner)
Publications
Archer L
(2022)
Reasons for not/choosing chemistry: Why advanced level chemistry students in England do/not pursue chemistry undergraduate degrees
in Journal of Research in Science Teaching
Archer L
(2022)
Science Identities - Theory, method and research
Archer L
(2023)
Misfits or misrecognition? Exploring STEMM degree students' concerns about non-completion
in Science Education
Archer L
(2023)
Get lucky? Luck and educational mobility in working-class young people's lives from age 10-21
in British Journal of Sociology of Education
Archer, L.
(2020)
The impact of COVID-19 lockdown on 20/21 post-millennials in England
Francis B
(2023)
An exploration of the impact of science stratification in the English school curriculum: the relationship between 'Double' and 'Triple' Science pathways and pupils' further study of science
in Research Papers in Education
Godec S
(2024)
A Missing Piece of the Puzzle? Exploring Whether Science Capital and STEM Identity are Associated with STEM Study at University
in International Journal of Science and Mathematics Education
Holmegaard, H.T.
(2024)
Feeling the weight of the water: A longitudinal study of how capital and identity shape young people's computer science trajectories over time, age 10-21.
in Computer Science Education
Description | To date, the ASPIRES research across the three phases has produced: 9 reports, 47 academic publications, a range of public engagement resources, has been awarded three prizes for its impact work, has been part of two REF impact case studies and has been disseminated nationally and internationally via 100+ talks and keynotes. Overall, the project found that three main factors shaped young people's trajectories into/ away from STEM, notably: identity, capital and field. - Identity: The extent to which a young person's identity aligned, or not, with a STEM discipline varied over time and by gender, race/ethnicity and social class, and strongly shaped their STEM trajectory. - Capital: The 'right sort' of STEM capital supports STEM identity development and progression within a given field. - Field: Practices in STEM education can undermine young people's identification with, and progression in, STEM. Specifically in this ASPIRES3 funded phase of the project, ASPIRES3 has produced a set of five reports summarising the key findings (a final report and four subject-specific reports, covering findings in relation to chemistry, computing, engineering and mathematics) that were launched in December 2023. These complement the two previously published ASPIRES3 project reports on the impact of the Covid-19 lockdowns on young people's experiences, and young people's visions for science education in England. Seven journal papers have been published/ accepted for publication on topics including: the factors shaping young people's trajectories into/away from chemistry (published in Journal of Research in Science Teaching), quantitative modelling of the factors relating to STEM degree participation (published in International Journal of Science and Mathematics Education), the relationship between taking double/triple science at GCSE and participation in science at A level and degree level (published in Research Papers in Education), the role of 'luck' in enabling social mobility among young people from age 10-22 (published in British Journal of Sociology of Education and via an invited blog for WonkHE), STEM degree students concerns about non-completion (published in Science Education), the relationship between school experiences of careers education and wider life outcomes at age 21 (in press, Research Papers in Education), and the factors shaping computer science trajectories (in press, Computer Science Education) and a book chapter on Black British working-class young women's science trajectories (published in the edited collection, Science Identities, Springer). Further papers are also currently under review, awaiting outcome. The ASPIRES3 team have worked closely with policy and practice partners to ensure that findings inform the strategy and delivery of key stakeholder organisations. These include the Royal Society of Chemistry, the Royal Society, the Institution of Mechanical Engineers and the Institute of Physics. We have also collaborated with Google around the factors shaping computer science trajectories. The project has also produced a poster and leaflet for university STEM departments to raise the issue of peer sexism, that the project found to be widespread across STEM departments and reported by significantly more women on STEM degrees than on non-STEM degrees. These resources are freely available and aim to encourage students to become anti-sexism allies. The project identifies six main recommendations for policymakers and practitioners who want to support increased and more diverse participation in STEM: 1. Support and value young people's STEM identities over time and across contexts. 2. Challenge ideas of STEM competence (but particularly in mathematical areas) as being based on 'natural talent'. 3. Address the impact of Double/Triple science GCSE qualification routes on STEM progression. 4. Challenge peer sexism on STEM degrees. 5. Support more equitable experiences and retention on STEM degrees, particularly among students from underrepresented communities. 6. Facilitate greater access to key forms of STEM-related social and cultural capital for young people from underrepresented communities, to support social mobility in STEM and beyond. |
Exploitation Route | Our impact partners (Royal Society, Royal Society of Chemistry, Institution of Mechanical Engineering, Institute of Physics) are already using and embedding the findings within their policy and practice. The wider impact of the ASPIRES project was also recognised in 2022 by the Royal Society Athena Award. E.g. further information and short film about our prize here: https://royalsociety.org/medals-and-prizes/athena-prize/ |
Sectors | Communities and Social Services/Policy Education Government Democracy and Justice Other |
URL | https://www.ucl.ac.uk/ioe/departments-and-centres/departments/education-practice-and-society/aspires-research |
Description | Our findings have been informing the policy and practice work of our ASPIRES Impact Partners, including the Royal Society of Chemistry's revised education strategy, the Royal Society's ongoing work around the future of maths; practical science; and broad and balanced curriculum, and the Royal Society and Google's work around supporting computer science trajectories. Our project impact supporting equity and diversity in STEM participation was recognised through being awarded the 2022 Royal Society Athena Prize (https://royalsociety.org/medals-and-prizes/athena-prize/) and through inclusion in two REF impact case studies (at UCL and KCL). The project team produced a policy report on the impact of the pandemic (https://discovery.ucl.ac.uk/id/eprint/10109716/13/ASPIRES3_ProjectSpotlight1_COVID-19-updated.pdf). The report was read by policy makers and media outlets. Professor Louise Archer gave verbal evidence for an APPG into the economic impact on youth due to the pandemic. She was interviewed by journalists at the Guardian and UCL Minds Coronavirus: The Whole Story podcast. |
First Year Of Impact | 2020 |
Sector | Education |
Impact Types | Societal Policy & public services |
Description | Careers guidance in schools, colleges and universities (England) - House of Commons |
Geographic Reach | National |
Policy Influence Type | Citation in other policy documents |
URL | https://researchbriefings.files.parliament.uk/documents/CBP-7236/CBP-7236.pdf |
Description | Influence on new Curriculum for Wales |
Geographic Reach | National |
Policy Influence Type | Contribution to new or Improved professional practice |
Impact | The new curriculum aims to give all students in wales equal opportunities to participate in post-compulsory science education |
URL | https://hwb.gov.wales/curriculum-for-wales/introduction/ |
Description | Influenced/ inspired three projects at Education Scotland |
Geographic Reach | National |
Policy Influence Type | Contribution to new or Improved professional practice |
Impact | Education Scotland changed their approach to funded STEM inclusion and education initiatives influencing schools and teacher training in Scotland. |
URL | https://education.gov.scot/improvement/learning-resources/a-summary-of-stem-resources/ |
Description | Research review series - Ofsted |
Geographic Reach | National |
Policy Influence Type | Citation in other policy documents |
URL | https://www.gov.uk/government/publications/research-review-series-science/research-review-series-sci... |
Description | The Report - The Hamilton Commission |
Geographic Reach | National |
Policy Influence Type | Citation in other policy documents |
URL | https://static1.squarespace.com/static/5f29736c8982c82f61df71e0/t/60edd33a6f118478735acbbc/162619885... |
Description | Youth Affairs APPG's Economic Impact Inquiry Opens Call for Evidence |
Geographic Reach | National |
Policy Influence Type | Contribution to a national consultation/review |
URL | http://www.youthappg.org.uk/youth-affairs-appgs-economic-impact-inquiry-opens-call-for-evidence/?una... |
Description | Impact Collaborators |
Organisation | Institute of Mechanical Engineers |
Country | United Kingdom |
Sector | Charity/Non Profit |
PI Contribution | We are investigating particular areas based on the strategic priorities of each organisation. These include specific analyses around views on maths, chemistry and engineering at specific funnel points on young peoples' trajectories. As well as retrospective views on school science, including practical's, and STEM career educations, specifically around technical and non-HE routes. |
Collaborator Contribution | The partners are helping to disseminate our findings to policy makers and scientists and using them to inform their strategy, therefore furthering dissemination. |
Impact | Royal Society have shared research findings with policy makers to inform policy decisions. Royal Society of Chemistry are using findings to steer their strategic policies. Further collaboration with Royal Society looking into Computing and technology career trajectories. |
Start Year | 2020 |
Description | Impact Collaborators |
Organisation | Royal Society of Chemistry |
Country | United Kingdom |
Sector | Charity/Non Profit |
PI Contribution | We are investigating particular areas based on the strategic priorities of each organisation. These include specific analyses around views on maths, chemistry and engineering at specific funnel points on young peoples' trajectories. As well as retrospective views on school science, including practical's, and STEM career educations, specifically around technical and non-HE routes. |
Collaborator Contribution | The partners are helping to disseminate our findings to policy makers and scientists and using them to inform their strategy, therefore furthering dissemination. |
Impact | Royal Society have shared research findings with policy makers to inform policy decisions. Royal Society of Chemistry are using findings to steer their strategic policies. Further collaboration with Royal Society looking into Computing and technology career trajectories. |
Start Year | 2020 |
Description | Impact Collaborators |
Organisation | The Royal Society |
Country | United Kingdom |
Sector | Charity/Non Profit |
PI Contribution | We are investigating particular areas based on the strategic priorities of each organisation. These include specific analyses around views on maths, chemistry and engineering at specific funnel points on young peoples' trajectories. As well as retrospective views on school science, including practical's, and STEM career educations, specifically around technical and non-HE routes. |
Collaborator Contribution | The partners are helping to disseminate our findings to policy makers and scientists and using them to inform their strategy, therefore furthering dissemination. |
Impact | Royal Society have shared research findings with policy makers to inform policy decisions. Royal Society of Chemistry are using findings to steer their strategic policies. Further collaboration with Royal Society looking into Computing and technology career trajectories. |
Start Year | 2020 |
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 | ASPIRES 2: Young People's science and career aspirations age 10-19 |
Form Of Engagement Activity | A formal working group, expert panel or dialogue |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Professional Practitioners |
Results and Impact | Invited to present study findings to the Education Committee at the Royal Society. The group were really engaged and receptive to the ideas discussed. |
Year(s) Of Engagement Activity | 2020 |
Description | Big Bang Conference 2021 |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Professor Archer was invited to give the keynote speech at Big Bang Conference organised by the University of Copenhagen, for science education academics and practitioners in Denmark |
Year(s) Of Engagement Activity | 2021 |
Description | British Science Association Council |
Form Of Engagement Activity | A formal working group, expert panel or dialogue |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Professional Practitioners |
Results and Impact | Spoke to the British Science Association Council about preliminary findings and previous findings from ASPIRES and ASPIRES 2. |
Year(s) Of Engagement Activity | 2020 |
Description | CGY Conversations with Louise Archer |
Form Of Engagement Activity | Engagement focused website, blog or social media channel |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Other audiences |
Results and Impact | Louise Archer was interviewed by the Centre for Global Youth at UCL for a youtube video. |
Year(s) Of Engagement Activity | 2020 |
URL | http://youtube.com/watch?v=7cjtPVSc_2I&feature=youtu.be |
Description | Equitable practice in public engagement with STEM - invited speaker |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Professional Practitioners |
Results and Impact | Invited to speak with Public Engagement team at Imperial College London about best practice for inclusive engagement with STEM. |
Year(s) Of Engagement Activity | 2021 |
Description | Fun moments or consequential experiences |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Schools |
Results and Impact | Contributed to an online series of education webinars organised by the Royal Academy of Engineers. |
Year(s) Of Engagement Activity | 2020 |
Description | Hertfordshire 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 | spoke about inclusive STEM teaching at primary age during teaching conference |
Year(s) Of Engagement Activity | 2020 |
Description | How can we all help schools and school children during the pandemic? |
Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Public/other audiences |
Results and Impact | Interviewed for UCL Coronavirus podcast - represented the educational framework element of the podcast with two other speakers - presented by Vivienne Parry |
Year(s) Of Engagement Activity | 2020 |
URL | https://soundcloud.com/uclsound/coronavirus-the-whole-story-how-can-we-all-help-schools-and-school-c... |
Description | IOE impact fellowship programme |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Local |
Primary Audience | Professional Practitioners |
Results and Impact | Invited to speak to a cohort of early career researchers at our home institute, IOE, about recording impact and designing research for impact. |
Year(s) Of Engagement Activity | 2021,2022 |
Description | Independent Assessment Commission evidence |
Form Of Engagement Activity | A formal working group, expert panel or dialogue |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Policymakers/politicians |
Results and Impact | PI was invited to give evidence to A New Era's Independent Assessment Commission session. They included our research findings in their report and are working to reshape assessment in the UK. |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.neweraassessment.org.uk/about |
Description | International Symposium of Science Museums (ISSM) |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Invited to Keynote at Korean International Science Museum Conference. Presented online at the conference which has a specific Science Capital strand inspired by our research. |
Year(s) Of Engagement Activity | 2021 |
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 speaker for Royal Society of Entomology |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Professional Practitioners |
Results and Impact | Lead researcher, Dr Julie Moote, Spoke to Royal Society of Entomology's Outreach special interest group about science capital. The talk was recorded and resulted in an attendee reaching out for more information. |
Year(s) Of Engagement Activity | 2021 |
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 | Liminal Space - Sector leaders workshop |
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 was invited to participate in a panel discussion around inclusive informal science education with science centres and museums. |
Year(s) Of Engagement Activity | 2021 |
Description | London Vet Show |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Professional Practitioners |
Results and Impact | PI invited to speak at national Veterinary conference at ExCel London. After the conference we were told that this talk and related work from our group has influenced veterinary colleges to reflect on course entry requirements and how these limit marginalized young people from accessing the courses. Talk title: Engaging meaningfully with issues of diversity and inclusion - moving beyond the question of why boys don't choose veterinary science |
Year(s) Of Engagement Activity | 2021 |
URL | https://london.vetshow.com/conference-programme-2020/tbc-session-7?&filters.LOCATION=43578%2C41463%2... |
Description | Museum seminar - Norwegian Museums |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Shared research on science capital with museums in Norway. |
Year(s) Of Engagement Activity | 2021 |
Description | NARST 2022 international conference |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Contributing to Cultural, Social, and Gender Issues strand, Symposium-Analytic Approaches to Studying Identity Work Longitudinally, of NARST 2022. |
Year(s) Of Engagement Activity | 2022 |
URL | https://narst.org/sites/default/files/2022-02/Program_Draft_v3.pdf |
Description | OECD - Widening access and attracting students to fields with high labour market demand |
Form Of Engagement Activity | A formal working group, expert panel or dialogue |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Invited to contribute to OECD session on STEM labour market reaching participants form 21 countries. Talk title: Innovative science didactics and effective ways to provide labour market and study information to learners to raise their interest in STEM subjects |
Year(s) Of Engagement Activity | 2022 |
URL | https://www.wpz-research.com/lmro-partnership-initiative/ |
Description | Open Schooling, IIR, and Participatory Science - teacher webinars |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Invited to talk to teachers in Barcelona about research findings relating to STEM education. |
Year(s) Of Engagement Activity | 2021 |
Description | Open Science Schooling Network - invited speaker |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Spoke to European Network of Children's Universities about science capital and research relating to in/formal science learning. Our research has influence science engagement practice at the Vienna University Children's Office and other organisations in the network. |
Year(s) Of Engagement Activity | 2021 |
Description | Panel discussion: A widening gap: Supporting learning in a Covid-19 world at all stages |
Form Of Engagement Activity | A formal working group, expert panel or dialogue |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | As part of the launch of the Royal Society of Chemistry's Chemisty for All report, they organised public panel events about inclusive STME partcipation. |
Year(s) Of Engagement Activity | 2020 |
Description | Press release from BSA picked up by Nature - Diversity in science workforce an 'economic imperative' |
Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Nature picked up British Science Associations press release regarding their APPG on diversity in the STEM workforce. Archer provided a quote for the press release which was included in the article |
Year(s) Of Engagement Activity | 2022 |
URL | https://www.nature.com/articles/d41586-021-02399-5 |
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 of Biology Connect conference |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Professional Practitioners |
Results and Impact | Invited to speak at the Royal Society of Biology's conference for public engagement professionals and those involved in public engagement with biology. Talk title: How to support inclusive and equitable engagement using our understanding of science capital |
Year(s) Of Engagement Activity | 2021 |
URL | https://connect2021.rsb.org.uk/programme.html |
Description | Science Capital & Equity compass: Supporting inclusive, equitable engagement |
Form Of Engagement Activity | A magazine, newsletter or online publication |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Professional Practitioners |
Results and Impact | Contributed an article to Roots journal for botanic gardens - a publication aimed at those working in and running botanic gardens. We were approached and asked to write an article on practices to be adopted by the sector for more equitable engagement and programmes based on our research findings |
Year(s) Of Engagement Activity | 2021 |
URL | https://drive.google.com/file/d/1DCfVHNMLzYAy8YZRrlv_a5tyPakm8O1m/view |
Description | Science Capital: Exploring Potentials and Challenges for Science Museums to Foster Equity and Justice |
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 | Speakers included: Beth Hawkins and Karen from the Science museum group (who said something like "science capital is the oil that makes all the cogs of the organisation work") Sigfrid Falla (Columbia, Maloka museum) - mentioned two programmes, one of which builds science capital and has reached 10,000 girls in colombia (chicas e ciencia?) - reframing of way science museum engages, also an online programme during COVID. Jakob Thorek Jensen (Danish Museum of Science and Technology) talking about changes in the museum - now trying to be more relevant for more diverse citizens - Science Capital is the framework and inspiration for their transformation. Trying this out through experimental practice and programmes - testing ideas out, trying to get "beyond institutional frames". e.g. pop up museum in the airport, plus an educational programme with vocational students from under-represented communities. rethinking what exhibitions are and how they work and questioning how inclusive they are - focus on changing their practice (in line with Science Capital work and finsings) Monique Horth (Ingenium, Canada: ingenium comprises 3 canadian museums) - thanks us for our important and pivotal research. Using a framework inspired by science capital , in partnership with diverse community stakeholders. foregrounding issues of equity and social justice. Strong message on changing practice and being participatory (lots of focus on working with indigenous communities) Says the term 'STEM equity' resonates more with their audiences than 'stem capital' so they are using this language now although they see as the same thing. Discussion - a question from colleagues in Brazil about whether the tools have been applied to disability - interest in some case studies etc. (one for making spaces to work on with adaptive design in the next years) |
Year(s) Of Engagement Activity | 2022 |
Description | Science capital and young people's aspirations - INAF (National Institute for Astrophysics) |
Form Of Engagement Activity | A magazine, newsletter or online publication |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | PI was interviewed by (Italian) INAF (National Institute for Astrophysics) covering the findigns and outputs of ASPIRES for Italian speaking audiences. |
Year(s) Of Engagement Activity | 2022 |
URL | https://edu.inaf.it/in-english/universe-world/louise-archer-science-capital-young-peoples/ |
Description | Science capital per percorsi STEAM personalizzati e inclusivi |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Invited to give a keynote at international event (Fondazione Golinelli & Confindustria Emilia Area Centro) in Bologna. Spoke about how Science Capital can be applied to educational experiences. |
Year(s) Of Engagement Activity | 2022 |
Description | Setting the Stage for a National Vision for STEAM Education in Jamaica |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Policymakers/politicians |
Results and Impact | Conference organised by British Council and National STEAM Forum. Invited to speak on science capital to educators and policy makers in Jamaica. |
Year(s) Of Engagement Activity | 2021 |
URL | https://us02web.zoom.us/webinar/register/WN_dDtkp31RTymX9fPn9OBzFA |
Description | Social Justice And Inequalities In STEM Education: How Can We Support More Inclusive And Engaging STEM Education? |
Form Of Engagement Activity | A magazine, newsletter or online publication |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | PI was interviewed for an online article for Phereclos covering (and lining to) the ASPIRES 2 end of project report. |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.phereclos.eu/2021/10/27/social-justice-and-inequalities-in-stem-education-how-can-we-sup... |
Description | Supporting Equity and Inclusion in HE STEM for Episteme-9 Conference |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Talk given online during a conference based in Mumbai organised by HBCSE. |
Year(s) Of Engagement Activity | 2022 |
Description | Talk for IOE impact fellowship programme |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | Local |
Primary Audience | Professional Practitioners |
Results and Impact | Annual workshop for Early Career Researchers at home institution on creating and recording research impact |
Year(s) Of Engagement Activity | 2022 |
Description | Talk titled Supporting Equity and Inclusion in Physics for Physics for all conference |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Professional Practitioners |
Results and Impact | Talk given as part of Physics for All conference held in Birmingham in June 2022. |
Year(s) Of Engagement Activity | 2022 |
Description | Teaching for the MA programme (Foundation of Science Education) |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Local |
Primary Audience | Professional Practitioners |
Results and Impact | Invited to share ASPIRES research findings with IOE postgraduate students. Majority of cohort are school teachers and have changed practice as a result of the lecture. |
Year(s) Of Engagement Activity | 2021 |
Description | The future of STEM Education in a COVID-19 tolerating future |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | As part of the STEM education special interest group strand of the Australian Association for Research in Education (AARE) conference. |
Year(s) Of Engagement Activity | 2020 |
Description | Understanding and supporting engagement in science: a science capital approach |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Schools |
Results and Impact | Invited to speak to Welsh primary and secondary school teachers about inclusive teaching practices |
Year(s) Of Engagement Activity | 2020 |
Description | Understanding participation: a focus on supporting equity and inclusion in physics for PhD students at Imperial |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Local |
Primary Audience | Postgraduate students |
Results and Impact | Julie Moote gave a talk at Imperial College London for a group of PhD students for BUSSTEPP (British University Summer School for Theoretical Elementary Particle Physics) 2022 about equity in physics education. The group were really interested in the research and asked for more talks. |
Year(s) Of Engagement Activity | 2022 |
Description | What shapes young people's STEM trajectories - and how can schools and HE better support these? - talk for KTH in Sweden |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Invited to speak at KTH in Sweden about ASPIRES findings |
Year(s) Of Engagement Activity | 2023 |
Description | Women in STEM talk for Ofsted |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Policymakers/politicians |
Results and Impact | Talk in honour of International women and girls in science day 2023. Louise Archer spoke at a closed event for Ofsted. |
Year(s) Of Engagement Activity | 2023 |