Science Aspirations and Career Choice:Age 10-14
Lead Research Organisation:
King's College London
Department Name: Education,Communication & Society
Abstract
Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.
Publications
Archer L
(2015)
Is Science for Us? Black Students' and Parents' Views of Science and Science Careers.
in Science education
Archer L
(2013)
ASPIRES Final Report
Archer L
(2013)
Spheres of influence: what shapes young people's aspirations at age 12/13 and what are the implications for education policy?
in Journal of Education Policy
Archer L
(2012)
"Balancing acts'': Elementary school girls' negotiations of femininity, achievement, and science
in Science Education
Archer L
(2010)
"Doing" science versus "being" a scientist: Examining 10/11-year-old schoolchildren's constructions of science through the lens of identity
in Science Education
Archer L
(2013)
'Not girly, not sexy, not glamorous': primary school girls' and parents' constructions of science aspirations 1
in Pedagogy, Culture & Society
Archer L
(2012)
Science Aspirations, Capital, and Family Habitus How Families Shape Children's Engagement and Identification With Science
in American Educational Research Journal
Archer L
(2014)
'It didn't really change my opinion': exploring what works, what doesn't and why in a school science, technology, engineering and mathematics careers intervention
in Research in Science & Technological Education
Archer L
(2014)
Adolescent boys' science aspirations: Masculinity, capital, and power ADOLESCENT BOYS' SCIENCE ASPIRATIONS
in Journal of Research in Science Teaching
| Description | 1. Most young people have high aspirations - just not for science The ASPIRES research found that, on the whole, most young people aged 10-14 hold relatively high aspirations for professional, managerial and technical careers. We did not find evidence of a 'poverty of aspirations' among students or parents - almost all students reported that their parents value education and want them to do well. Yet very few young people (approximately 15 per cent) aspire to become a scientist. This aspiration |
| Exploitation Route | We anticipate achieving impact in the following ways: 1. To change the approaches and practices of STEM enrichment organisations. We hope that our findings will be used by STEM educational and delivery organisations to influence the nature of their offer - for instance, to focus on primary-aged students rather than just secondary; to promote messages around the transferability of science and careers from science (rather than just promoting messages about STEM careers per se); to build science c |
| Sectors | Education |
| URL | http://www.kcl.ac.uk/sspp/departments/education/research/aspires/index.aspx |
| Description | There are two main ways in which ASPIRES findings have achieved impact beyond academia: (1) ASPIRES findings have changed the nature of education policy debate around STEM participation in England, and (2) ASPIRES findings have changed the nature of STEM education enrichment delivery in practice. These are discussed in turn. 1. ASPIRES has shifted the STEM education policy debate in England ASPIRES findings have significantly informed STEM education policy making in England. Our findings (particularly: the new concept of 'science capital' and how it links with aspirations; that 'interest is not enough' to promote STEM participation; that children's views of science as 'not for me' are formed early; the role of families in relation to children's science aspirations; patterns of youth aspirations; the general lack of public awareness about the transferability of science aspirations; and the role of gender and identity on aspirations) have shifted the parameters of science education policy debate. Our various findings and recommendations are widely cited, including in all major STEM participation government policy reports (e.g. 22/3/13, Parliamentary Office for Science and Technology (POST) Briefing ; 4/6/14, Women's Business Council report; 10/2013, Cabinet Office Review of Interventions for 16-24 Year Olds; BIS Review of Engineering Skills, conducted by the Chief Scientific Advisor Professor John Perkins). Findings have also informed specific policy documents, such as section 1.1.12 (providing STEM careers education from primary upwards) in the Liberal Democrats manifesto (9/ 2014) 'Expanding Opportunity, Unlocking potential'. A specific example of ASPIRES impact on national policy is: • Shaping the government's Your Life campaign. Evidence provided by Rebecca Rylatt (Science Team Leader, DfE, email: 20/11/2014) shows that: "Findings from ASPIRES have directly influenced the government's recent STEM policies. They have been a key driver to the DfE launching a cross government campaign to raise participation in maths and science. The Your Life campaign aims to raise awareness of the routes maths and science can lead to and to dispel myths/ change perceptions about science. The following ASPIRES findings underpin the rationale for the campaign: • 60% of young people agreeing that they would like a career in business v 15% in science; • Families exert a considerable influence on students' aspirations; and • Most young people and parents are not aware that science can lead to diverse post-16 routes. Professor Archer also directly helped shape the focus of the campaign (using the ASPIRES project as a basis). In particular, she used the research findings to influence the early messaging and prototype materials that were produced: • The early materials were quite gendered and the research suggested this was likely to reinforce stereotypes and potentially put people off, particularly girls. The initial posters were changed and the messaging is now designed to be aspirational in a gender neutral way. • The research suggests that the campaign should address the wide range of options that STEM skills and subjects can lead to rather than focusing on engineering or traditional science careers - therefore this has become key to the campaign - it's now "Your Life, infinite possibilities". • Louise highlighted the value in showcasing successful business people rather than celebrities, this is illustrated by the Your Life ambassadors and the Chair, all of whom are highly successful people, many running businesses and who are aspirational because of what they do rather because of their status.' ASPIRES findings have also significantly informed and impacted on the policy of STEM professional societies and third sector organisations. Specific examples include: • At the British Council, Tim Slingsby (Advisor, Public Engagement in Science), describes the 'notable influence' of ASPIRES findings on his role. He regularly promotes the findings to policy-makers and education professionals from many different countries. The findings have allowed British Council-mediated policy dialogues to advance towards consideration of possible interventions and solutions, including a shift in the pedagogical approach to STEM subjects and incorporation of enrichment activities from the informal STEM education sector • At the Institute of Physics, ASPIRES work has been described as a 'game changer' (Charles Tracy, Head of Education, email 25/1/14) impacting many areas of IOP work and practice, including shaping the content of the IOP's delivery work e.g. 'Its different for girls' workshop held at the Big Bang Fair 2012 and the IOP's suite of Girls and Physics delivery projects (including: Improving Gender Balance; that trials three different interventions across a group of 20 partner schools; the Drayson Girls in Physics Pilot Project and the Opening Doors project, a year-long project running from 2014 to 2015, working with two regional networks of schools to develop a code of practice on gender equity for schools). • The Royal Institution's new ExpeRimental project (online resources aimed at promoting family engagement with science) is directly influenced and shaped by ASPIRES findings around the role of the family (Olympia Brown, Science Learning Manager, email 26 November 2014). • The Royal Academy of Engineering reports that Aspires findings have played a very significant part in developing the thinking of the Royal Academy of Engineering towards promoting science education (Rhys Morgan, Director of Engineering & Education, 8/12/2014) including shaping the development of a major new re-branding and marketing campaign that the Academy is currently developing with major industry companies. In particular, the campaign is organised around the ASPIRES key messages of building science capital among parents and influencers and developing STEM careers awareness within school students. The implementation of the recommendations from the review has built on ASPIRES recommendations around the development of industry CPD programmes for teachers, to give STEM teachers greater insight into the role of science and engineering across a wide range of careers in a wide range of sectors, and foregrounds the ASPIRES message that STEM subjects need to open up career options rather than narrow them to specific destinations. • The Royal Society of Chemistry explains that "The ASPIRES project has become the reference work for anyone engaging different audiences with the sciences in the UK. In particular, "Science capital" is now a key concept which informs any discussion around this area" (Dominic McDonald, 4/12/2014). • The Science Council's activities have been impacted in various ways by ASPIRES research findings, including: informing the strategy review for the Science Council's Careers from Science project and influenced the content of the Science Council's careers information for young people, teachers, parents and careers advisers including promotion of ASPIRES findings to teachers and careers advisers in order to encourage them to see the importance of careers awareness. ASPIRES findings also influenced the design of the Science Council's careers event (organised for the City of London for c.400 London school children) particularly in persuading them that the focus should be to showcase a wide range of careers rather than a 'science is fun' message. Science Council Director of Policy & Development, Nicola Hannam, confirms that ASPIRES research will continue to shape their current and forthcoming activities regarding promoting vocational routes in science and pathways to becoming a technician. • The 2015 SCORE position paper on KS4 science is directly informed and shaped by the ASPIRES evidence and arguments around the problematic impact of multiple routes in KS4 science on widening participation in post-16 STEM. • At Techniquest, Cardiff the SMT proposed a new strategy based on science capital and Aspires findings, which was agreed by the trustees, 12/11/2014. • The Wellcome Trust report how they often use evidence from ASPIRES to inform their advocacy discussions with policy makers and when responding to consultations. For example, Wellcome have used evidence from ASPIRES to evidence the argument that students can start to make up their minds about science at primary school. ASPIRES findings have also shaped the content of Wellcome's online resource, Questions for Governors (www.questionsforgovernors.co.uk), and have shaped Wellcome's understanding of students' enjoyment of science, the impact of 'science capital' and data on student attitudes towards science at transition from key stage 2 to key stage 3, which have shaped Wellcome's work in primary science, including developing and evaluating an intensive programme of continuing professional development (CPD) for primary teachers who have weak science subject knowledge and low confidence in teaching science. Various other organisations also report that ASPIRES findings have informed their policy work, including the Chartered Institute of Personnel and Development (CIPD) policy work around encouraging employer engagement with schools and young people (2/2013); ASPIRES evidence informed the direction of Pearson UK's strategic approach to investigating and implementing science-related work experience (17/9/ 2012); British Gas Brazil/UK STEM Education Exchange programme (11/10/2012). Evidence of the reach of ASPIRES findings and impact on policy debate can also be seen in the fact that ASPIRES research is widely cited in third sector policy reports and position papers, including: the Science Council's 2012 consultation responses submitted to: DfE: Consultation on careers guidance for schools, sixth form colleges and further education institutions; House of Commons Education Committee: Careers Guidance for Young People Inquiry'; the IOP report 'It's Different for Girls - The influence of schools'; the Royal Society of Chemistry piece ('RSC says chemistry is not just for boys!' 9/5/2013); an IPPR report Women in Engineering: fixing the talent pipeline, 25/9/2014; ScienceGrrl's 'Through Both Eyes' report (31/3/2014); WiSE/ Network Rail report "Not for people like me? Under-represented groups in science, technology and engineering (11/2014); Nuffield Foundation, Science in the workplace review; WiSET report and presentation to BG to inform them about their diversity and CSR strategy (2013); WiSET review and recommendations to inform Equate Scotland (formerly Scottish Resource Centre for Women in SET) strategy on tackling occupational gender segregation within careers in STEM (2013) for Scottish Government. 2. ASPIRES findings have impacted on practice among STEM education enrichment organisations A wide range of STEM education organisations are now doing new activities and/or have changed their existing activities to do them differently as a result of ASPIRES findings. Specific examples include: • The Centre for Life, Newcastle: Andy Lloyd (Director of Special Projects) explains (10/12/2014) how ASPIRES findings - about the key influence that parents have on aspirations and engagement with science and that aspirations in science begin forming early - have strongly influenced the redesign of their exhibitions, which have moved from being primarily content-delivery vehicles to facilities designed to act upon the factors that influence interest and participation in science, as identified by ASPIRES. For instance, the Centre's Curiosity Zone opened in 2013 and was informed by ASPIRES findings. It seeks to promote curiosity and exploratory behaviour through open-ended, social activities to boost the family science capital of participants, and to increase individuals' own self-confidence around science. The Experiment Zone, due to open March 2015, will explore if visitors' sense of identification with science can be influenced by presenting an opportunity to "try out" the role of a lab scientist. Finally a new Brain-themed gallery, due to open 2016, will combine content-led exhibits with live research experiments and space for visiting researchers. This project will present a different type of scientist to the stereotype (drawing on key ASPIRES messages) and will focus on building science capital, individual self-confidence and identification with science rather than on teaching specific information (ie. marking a significant change in practice). Andy Lloyd also describes how "ASPIRES has given us an improved vocabulary" for explaining and understanding their work and says "we quote ASPIRES as one of our strongest influences in professional presentations of our work". • The Science faculty at City & Islington FE College are changing their professional practice in response to ASPIRES findings and devoted a whole day staff CPD to engaging with findings from the ASPIRES project and the formulation of forward strategy for change (email David Swinscoe, Strategic Director for Science, 13/11/14). • EDT (the Engineering Development Trust), the largest provider of STEM (science, technology, engineering and mathematics) enrichment activities for UK youth, has changed their activities, targeting new demographic groups, and has accelerated the growth of particular programmes as a result of ASPIRES findings about the importance of: (i) 'science capital', (ii) the age at which science aspirations are formed and (iii) the important role of families in fostering and developing children's science aspirations. These changes now impact over 3,000 students per year. In particular, EDT now targets primary schools within their First Edition programme (previously working only with ages 11+), following the ASPIRES finding that science aspirations (and the notion that 'science is not for me') are formed earlier than previously thought. EDT also added a new target group for their First Edition programme, based on ASPIRES' findings around social class (e.g. Archer et al 2012) and the role played by 'science capital and has accelerated the growth of their STEM Family Challenges (SFC) programme (activities aimed at family groups, rather than just individual students) on the basis of ASPIRES findings. They have also targeted primary schools and families with their Great Bumblebee Discovery citizen science project, drawing again on ASPIRES research (as evidenced by direct ASPIRES quotes in their original project pitch). • The Education and Employers Taskforce have used ASPIRES findings to shape their Inspiring the Future national campaign and their Primary Futures national campaign (email, 13/11/2014 from Nick Chambers, Director, Education & Employers Taskforce). • The Education programme at the Francis Crick Institute has been heavily influenced by ASPIRES findings (Clare Davy, Education Officer, 9/12/ 2014). Their new programme reflects some key ASPIRES findings including: beginning interventions early (with primary aged children); reinforcing young people's belief in their potential future in science, providing a range of science-themed activities yearly throughout their school-lives; a strong focus of FCI activities will be show-casing the range of careers available with science qualifications, and promoting both highly academic and more vocational routes into work. The Education programme will be complemented by Public Engagement and Community programmes that will provide science capital to the families of the young people. FCI have chosen to initially pilot their work across the London borough of Camden, and particularly with the minority groups identified by ASPIRES. They are seeking to evaluate their programmes to test whether intervention leads to increased science capital. • The Nuffield Foundation have developed new materials that draw on ASPIRES findings. Nuffield's Practical work for learning project devoted one of its three strands to science in the workspace ,which integrates practical activities with a careers element within science lessons. ASPIRES work also directly informs two of the key recommendations cited by a Nuffield Foundation research review of science in the workplace, namely that intervention needs to happen early (i.e. KS3 and earlier) and needs to involve parents/guardians. • The Royal Society of Chemistry has used the ASPIRES findings to inform the development of various programmes of work, such as the "Chemistry for All" research project into Widening Participation programmes. The RSC has also used ASPIRES work as a jumping off point for a project in collaboration with the Science Museum Group which will explore methodologies to engage adults with low socio-economic status. ASPIRES constitutes one of the core pieces of evidence which the RSC have used to justify the recent extension of their intervention work into Primary age groups. • The Science Opens Doors project, conducted by the Worshipful Company of Horners: This project, directly inspired by ASPIRES findings, is being conducted in London schools and focuses on building family science capital and providing information about careers from science (foregrounding the ASPIRES message that science keeps options open). • TeachFirst: The ASPIRES '10 science facts and fictions' report was added to the TeachFirst Summer Institute curriculum (2012) and is required reading for c.1000 TeachFirst teachers each summer. • The Wellcome Trust Monitor survey is now using the ASPIRES concept of 'science capital' to inform the next wave of the Monitor which will focus on adult respondents. • WiSET (Women in Science, Engineering and Technology) reports being significantly impacted by ASPIRES since its start (Pat Morton, Director, WiSET, 10/12/2014), including the development of its STEM Careers online module (aimed at careers professionals and STEM subject teachers), which includes references to ASPIRES research; and their STEM equality and diversity toolkit , a resource for careers professionals and STEM Teachers , which also draws on the work of ASPIRES, particularly findings around increasing access to science for girls. They have also drawn on ASPIRES work to shape a series of workshops for existing and new University Technical Colleges (2014) aimed at widening access for girls (funded by RAEng and Baker Dearing) in collaboration with the WISE Campaign. The workshop includes coverage of the ASPIRES findings and recommendations to help governors, tutors and employers take action in marketing, recruitment and delivery. The impact of ASPIRES on public debate around STEM participation can also be evidenced by media coverage of the project findings: 11/1/2012, The Scotsman ('Children feel science careers 'are limited'); 12/1/2012, BBC Radio Kent; 27/1/2012; New Scientist ('Let's give science a bad name in schools'); 20/1/2012; Yahoo News ('Careers in Science Don't Appeal to Teens, Say Researchers'); 30/1/2012, TES. ('Science- testing times ahead'); 21/6/2012 SecEd ('Students' science aspirations'); 26/6/2012, Bloomfield Science Museum Jerusalem website (ASPIRES report translated into Hebrew and uploaded); 7/2012, Australian Career Practitioner ('Why do so few children aspires to science careers?'); 16/8/2012, Futurity ('Teens skip science and go for the money'); 2/1/ 2013 The Times ('A science job? You've got to be Einstein, say children'); 9/1/2013 BBC Radio Ulster ('Talkback'); 19/3/2013 Daily Telegraph ('Why don't more girls study physics?'); 16/5/2013, Evening Standard, p.44 ('The art versus science debate'); 4/6/2013, Euroscientist.com ('Do science girls have an image problem?); 15/1/2014, BBC Radio Gloucestershire; 3/2/14 'After School Snack' US website ('Girly girls like science just fine'); 22/7/2014, Huffington Post ('Inspiring the next generation of scientists through citizen science'); 2/10/14, New Statesman ('Britain needs to stop discouraging women from choosing engineering careers'); 29/10/2014, AQA ('Liking science is not enough'). The ASPIRES project findings and impact have been continued through the ASPIRES 2 project - please see award for ASPIRES 2. |
| First Year Of Impact | 2009 |
| Sector | Education,Government, Democracy and Justice,Culture, Heritage, Museums and Collections |
| Impact Types | Cultural,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 | 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 | Young People's Science and Career Aspirations age 14-19 ('ASPIRES2') |
| Amount | £842,092 (GBP) |
| Funding ID | ES/L002841/1 |
| Organisation | Economic and Social Research Council |
| Sector | Public |
| Country | United Kingdom |
| Start | 02/2014 |
| End | 02/2017 |
| Description | 'I like science but I don't want to be a scientist': Messages from a study of children's science career aspirations |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Keynote address at the Science for Careers Conference, National STEM Centre, York Section not completed |
| Year(s) Of Engagement Activity | 2011 |
| Description | 'Science is not for me?' exploring children's and families' engagement with science through the lens of identity |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Type Of Presentation | Paper presentation |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Paper presented at BERA 2010 Section not completed |
| Year(s) Of Engagement Activity | 2010 |
| 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 | 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 | 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 | 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 Library - TalkScience- Science in schools: what are the options? |
| 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 on - What is secondary school science education for, and how should it be taught? |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.bl.uk/events/talkscience-science-in-schools-what-are-the-options |
| 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 | Central London School for Girls |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | PI spoke to teachers and pupils at Central London School for Girls on 'Why liking science is not enough: Young people's science and career aspirations'. |
| Year(s) Of Engagement Activity | 2015 |
| Description | Copernicus Science Centre Presentation |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Third sector organisations |
| Results and Impact | PI presented 'Science Capital: How do science centres and museums influence society?' at the Copernicus Science Centre in Warsaw, Poland. |
| Year(s) Of Engagement Activity | 2015 |
| 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 | Engaging with Scottish schools to promote STEM |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Schools |
| Results and Impact | RA Julie Moote presented a talk entitled 'ASPIRES 2: Young People's science and career aspirations age 10-14' at teh Engaging with Scottish schools to promote STEM event, organised by Education Scotland, Scotish Science Advisory Council, SSERC & SUPA held at Deans Community High School, Livingston. After the event we received the following communication from Education Scotland: Email from Ian Menzies at Education Scotland 13.09.16: "The Aspires Report has been a very useful source of information and reference point in many of our discussions relating to STEM within Education Scotland and with Scottish Government colleagues. Julie did a presentation for us over a year and a half ago and many people still refer to it - it certainly struck home with many of the schools participating in our National STEM Project and they have pursued a number of interventions to engage parents and build STEM capital as a result." Ian also referred to the research in an article in the Scottish edition of TES. |
| Year(s) Of Engagement Activity | 2015 |
| 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 | 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 | GLA STEM Roundtable 2016 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Schools |
| Results and Impact | Professor Archer spoke at this Greater London Authority (GLA) STEM Roundtable in 2016. Following this, the GLA have claimed that the project research has impacted their science education initiatives, including the Mayor of London's London Scientist programme, which aims to boost numbers of young people undertaking science projects in London - particularly those from underrepresented backgrounds. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.london.gov.uk/sites/default/files/london_stem_roundtable_-_event_report.pdf |
| Description | Gender and Science Aspirations: evidence from the ASPIRES Project |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Presentation given at a Science Council seminar Section not completed |
| Year(s) Of Engagement Activity | 2012 |
| 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 | 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 | 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 | 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 | 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 | 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 Conference on Employer Engagement in Education and Training |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Third sector organisations |
| Results and Impact | RA Julie Moote presented 'Who is getting advice? Year 11 students' views on careers education and work experience in English secondary schools' at this conference hosted by Education and Employers. This event prompted many future collaborations with Education and Employers, including a book chapter written for a book edited by their research team, and front-page acknowledgements in a report into primary careers provision launched at the 2019 World Economic Forum in Davos. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.educationandemployers.org/research/london-conference-on-employer-engagement-in-education... |
| 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 | 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 | 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 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 | 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 | Opening Doors |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Third sector organisations |
| Results and Impact | PI presented 'A sociological perspective on gender and science participation' at this Institute of Physics conference. The IOP have gone on to use this research to inform many of their initiatives aimed at increasing the number of women in physics; The Head of Education at the IOP has said "it is no exaggeration to say that ASPIRES has led to a major shift in the way we think about our widening participation activities we moved from trying to persuade the girls into physics, as if it were their fault that they did not choose the subject, to addressing the societal and psychological barriers that they face as well as engaging them directly in overcoming those barriers." Examples of this impact are: - The IOP's 'Improving Gender Balance' project's 'improving girls' confidence and resilience' strand (with one group of schools achieving a threefold increase in the number of girls choosing physics at 16) and IOP Stimulating Physics Network Gender Balance Officers are now trained to support young women to address the barriers they face in physics, rather than trying to persuade them into physics, resulting in network schools recording double the national rate of girls' participation in post-16 physics. - Improving Gender Balance Projects. In 2014, the IOP embarked on a pilot project in England to improve gender balance in physics. This was after many years of campaigns and ideas-based interventions from our own and other organisations that had little effect. The new intervention had three strands: working with physics teachers, working with 13 year-old girls and working across the whole school (with all the staff). There were a number of aspects to each strand. However, running through the planning and implementation were the ideas of developing science capital and helping girls to build an identity of themselves that included science. The work included activities with the girls in and outside school (including a visit to their own primary schools as ambassadors), helping their physics teachers to use approaches that built their science capital and working with whole school staff to ensure that there were no unconscious messages reaching any student in the school about who was (and who was not) likely to be good at or have a future in physics. One group of pilot schools saw a threefold increase in the number of girls choosing physics at 16, and this project is now being rolled out across the UK. - Improving Gender Balance (Scotland) was an extension of the English pilot. It is a partnership between Education Scotland (a government department), Skills Development Scotland and the Institute of Physics. In this case, we worked with primary school students as well as secondary. The project was implemented by two project offices. And, as part of their induction, they were trained on the findings of ASPIRES. As one of them remarked: - "ASPIRES is a great piece of work, and we refer to it often when speaking to teachers wanting to look at gender and STEM. The fact that there is a long running piece of research going on in this area is really valuable, and I know I'm grateful for it! We currently work with teachers all over Scotland, careers information and guidance staff, inspectorate teams, and many other education professionals and are looking to expand the reach of the project further." This pilot project was funded for three years and has now been adopted by Education Scotland (the Scottish education department) in its education strategy and is being rolled out across all schools. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.iop.org/news/15/oct/page_66449.html |
| Description | Oral evidence presented at Select Committee |
| 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 | Following written evidence submitted to the Science Communication Inquiry, PI Prof Archer gave oral evidence to the Science Communication Inquiry of the Science and Technology Committee, held at the Natural History Museum. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://data.parliament.uk/writtenevidence/committeeevidence.svc/evidencedocument/science-and-technol... |
| Description | Oral evidence presented at Select Committee |
| 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 | Following written evidence submitted to the Inquiry on Economy Careers education, information, advice and guidance, PI Prof Archer presented oral evidence to the Business, Innovation and Skills and Education Committees Sub-Committee on Education, Skills and the Economy Careers education, information, advice and guidance. Following this evidence the research went to on influence, and be quoted in, the DfE's 2016 Careers Strategy. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://publications.parliament.uk/pa/cm201617/cmselect/cmese/205/205.pdf |
| 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 | 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 | 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 | RI Unconference |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | RA Julie Moote spoke at this 'Unconference' held by the Royal Institution targeted at 16-18 year olds attending as part of a school group. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.rigb.org/whats-on/events-2015/october/education-2015-unconference |
| Description | Reading Agency gives STEM-themes book bags to low-income families |
| 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 | Science capital is a key concept included in a new science literacy campaign. The project launch was covered by The Bookseller and cited our work. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://www.thebookseller.com/news/reading-agency-launches-stem-themed-book-bags-low-income-families... |
| Description | Reversing the 'drift' from science: What factors encourage/ discourage young people from aspiring to science careers? |
| 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 | 'Beyond STEM' TISME Conference |
| Year(s) Of Engagement Activity | 2014 |
| 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 | 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 Alliance Cymru |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Third sector organisations |
| Results and Impact | RA Julie Moote spoke at this event, held at Techniquest Centre, Cardiff, Wales. In 2018 the Techniquest Centre announced that they have received funding for a new £5 million exhibition extension, which will be called 'The Science Capital', after the concept coined by this project. |
| Year(s) Of Engagement Activity | 2015 |
| 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 Teacher Training |
| 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 | Given multiple talks to STEM practitioners, both in school education and informal science learning, about changing daily practices to include more equitable approaches to STEM participation. These sessions use findings from ASPIRES 2 and continue to lead to new partnerships and wider dissemination of the ASPIRES research. Impact ranges from workshops for UK practitioners to internationally, in delivering workshops online/ in person and creating hub and spoke model dissemination networks. |
| Year(s) Of Engagement Activity | 2019,2020 |
| 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 | 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 Council Event at King's College London |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Talk titled 'Gender and Science Aspirations: evidence from the ASPIRES Project' |
| Year(s) Of Engagement Activity | 2012 |
| 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 | 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 | TEDx Talk |
| 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 | PI gave talk at KCL TEDx event entitled 'Should we stop trying to make science more 'fun'?'. As of 2019 submission period, this has over 3,000 view on YouTube. |
| Year(s) Of Engagement Activity | 2015 |
| URL | https://www.youtube.com/watch?v=g8D3fr-0aJ0 |
| 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 | 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=... |
| Description | Video with Education and Employers |
| 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 | Schools |
| Results and Impact | PI Prof Archer gave key findings of the ASPIRES 2 Project Spotlight on careers education provision. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.educationandemployers.org/research/what-13000-year-11-students-think-about-careers-educa... |
| Description | Welsh government/ National Science Academy STEM enrichment stakeholder workshop |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | PI presented on 'Gender, science aspirations and career choice: insights from ASPIRES/ ASPIRES2' at this event hosted by the Welsh government. A later outcome was the use of science capital throughout all schools in Wales. |
| Year(s) Of Engagement Activity | 2015 |
| Description | What do Year 6 students think about science? |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | Findings from the first phase of the Science Aspirations and Career Choice project Section not completed |
| Year(s) Of Engagement Activity | 2011 |