'I'm Good at Science but I Don't Want to Be a Scientist': Australian Primary School Student Stereotypes of Science and Scientists

Autor/inn/en	Scholes, Laura; Stahl, Garth
Titel	'I'm Good at Science but I Don't Want to Be a Scientist': Australian Primary School Student Stereotypes of Science and Scientists
Quelle	In: International Journal of Inclusive Education, 26 (2022) 9, S.927-942 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scholes, Laura) ORCID (Stahl, Garth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1751316
Schlagwörter	Stereotypes; Scientists; Scientific Attitudes; Elementary School Students; Foreign Countries; Science Careers; Occupational Aspiration; Grade 4; Student Attitudes; Gender Differences; Australia + Suchen Sie Ihr Suchwort? Klischee; Scientist; Wissenschaftler; Ausland; Berufsneigung; Berufsziel; School year 04; 4. Schuljahr; Schuljahr 04; Schülerverhalten; Geschlechterkonflikt; Australien
Abstract	Low participation rates of students studying science at the secondary level are of international concern. One of the under-researched factors influencing low participation rates in the sciences in Australia is primary school student stereotypes concerning science and scientists. We explore how Year 4 (9-10-year-olds) students perceive science, scientists, and a career in science. Data sources included 45 students (m = 29; f = 16) attending six primary schools in diverse contexts in Queensland, Australia. Analysis indicated that when prompted to consider a career in the sciences 13 students aspired to a career in science, 6 students were unsure, and 25 students indicated no aspirations toward an occupation in the sciences. Findings indicated there were no significant differences regarding aspirations towards a science career based on the location of schools with socio-economic status not a salient influence. Categories and sub-categories identified included (i) Stereotypical views of scientists (non-gendered; paraphernalia), and, (ii) Non-Aspirations (difficulties and pressure; science work as physically dangerous). Outcomes provocate research into tensions between the non-gendered language used by students to describe who can be a scientist, on the one hand, and their reluctance to become a scientist due to the masculine nature and dangers of such work, on the other hand. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01