How Do Rural Australian Students' Ethnogeographies Related to People and Place Influence Their STEM Career Aspirations?

Autor/inn/en	Mills, Reece; Scholes, Laura; Stahl, Garth; McDonald, Sarah; Comber, Barbara; Brownlee, Jo Lunn
Titel	How Do Rural Australian Students' Ethnogeographies Related to People and Place Influence Their STEM Career Aspirations?
Quelle	In: International Journal of Science Education, 43 (2021) 14, S.2333-2350 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mills, Reece) ORCID (Scholes, Laura) ORCID (Stahl, Garth) ORCID (McDonald, Sarah) ORCID (Comber, Barbara) ORCID (Brownlee, Jo Lunn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1961326
Schlagwörter	Rural Schools; Foreign Countries; Ethnography; Career Choice; STEM Education; Occupational Aspiration; Student Attitudes; Place Based Education; Agricultural Occupations; Middle School Students; Science Careers; Teaching Methods; Science Education; Australia + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Ethnografie; STEM; Berufsneigung; Berufsziel; Schülerverhalten; Agriculture; Occupation; Landwirtschaft; Beruf; Landwirtschaftlicher Beruf; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; Australien
Abstract	Few studies in science education have examined how place-based experiences influence students' STEM career aspirations. Rural school students' lived experiences of place and non-traditional STEM career aspirations such as farming are scarcely considered in dominant narratives around science aspirations and career pathways. Adopting a critical relational perspective that considers place as a lived experience we ask "How do rural Australian students' ethnogeographies related to people and place influence their STEM career aspirations?" Drawing on a broader study (n = 45) of science aspirations, we focus on semi-structured interviews with six middle school students (13-14 years of age) in rural Australia who aspire to be farmers. Thematic analysis of the data demonstrates students' intended careers as farmers relate to their "connections to people" and "belonging to place." This article works through rural-urban binaries to present a counternarrative that legitimises farming as an important STEM career for young people and challenges dominant narratives around post-compulsory participation in senior secondary school and tertiary science as the ideal or only career pathway. Finally, implications of our findings for designing place-conscious school science education are discussed. This includes place-attentive strategies related to policy, pathways, and practice that appreciate the complex realities, strengths, and inequities in rural communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01