Adolescent Boys' Science Aspirations: Masculinity, Capital, and Power

Autor/inn/en	Archer, Louise; DeWitt, Jennifer; Willis, Beatrice
Titel	Adolescent Boys' Science Aspirations: Masculinity, Capital, and Power
Quelle	In: Journal of Research in Science Teaching, 51 (2014) 1, S.1-30 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21122
Schlagwörter	Foreign Countries; Adolescents; Preadolescents; Males; Masculinity; Power Structure; Human Capital; Science Interests; Science Careers; Disproportionate Representation; Longitudinal Studies; Sex Role; Student Surveys; Interviews; Middle Class; Working Class; Elementary School Students; Secondary School Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Pre-adolescence; Präadoleszenz; Male; Männliches Geschlecht; Männlichkeit; Humankapital; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Geschlechterrolle; Schülerbefragung; Interviewing; Interviewtechnik; Mittelschicht; Arbeiterklasse; Sekundarschüler
Abstract	There is widespread international concern about post-16 participation rates in science, with women's under-representation constituting a particular issue. This paper contributes to these debates through a novel, critical examination of the role of masculinity within boys' negotiations of science aspirations. Drawing on a UK longitudinal study of children's science and career aspirations from age 10 to 14 (including a survey of over 9,000 (Year 6, age 10/11) and 5,600 (Year 8, age 12/13) pupils in England and repeat individual interviews with 92 children (at age 10/11) and 85 (age 12/13), the paper focuses in-depth on repeat interviews with 37 boys. We identify five discursive performances of masculinity, which are related to the boys' (science) aspirations: two are associated with science/related aspirations (termed "young professors" and "cool/footballer scientists") and three characterize boys who aspire otherwise ("behaving/achieving" boys; "popular masculinity" boys and "laddish" boys). Classed patterns across these five discourses are then explored through two cross-cutting phenomena, (1) popular constructions of science as "brainy"/"smart" and (2) the uneven social distribution of "science capital," explaining how each of these are implicated facilitating middle-class boys' identifications from/with science and dissuading working-class boys' aspirations. We argue that these analyses illuminate an "orthodoxy" of science careers which maps closely on to current patterns of participation in post-16 science and which impacts powerfully on who can/not conceive of a career in science as being "for me." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10