Stratifying Science: A Bourdieusian Analysis of Student Views and Experiences of School Selective Practices in Relation to "Triple Science" at KS4 in England

Autor/inn/en	Archer, Louise; Moote, Julie; Francis, Becky; DeWitt, Jennifer; Yeomans, Lucy
Titel	Stratifying Science: A Bourdieusian Analysis of Student Views and Experiences of School Selective Practices in Relation to "Triple Science" at KS4 in England
Quelle	In: Research Papers in Education, 32 (2017) 3, S.296-315 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2016.1219382
Schlagwörter	Foreign Countries; Science Instruction; Secondary School Science; Secondary School Students; Interviews; Longitudinal Studies; Course Selection (Students); Graduation Requirements; High Achievement; Student Attitudes; Online Surveys; Academic Aspiration; Occupational Aspiration; Student Surveys; Cultural Capital; Influences; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler; Interviewing; Interviewtechnik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Course selection; Student; Students; Kurswahl; Abschlussordnung; Schülerverhalten; Berufsneigung; Berufsziel; Schülerbefragung; Influence; Einfluss; Einflussfaktor
Abstract	Currently, science in England is distinctive at General Certificate of Secondary Education (GCSE) in comparison to most other subjects, in that there is a notable stratification of award routes. The most prestigious of these, "Triple Science" (the route for entry for three separate science GCSEs), is championed by English government and industry, but has received scant critical academic attention to date. Drawing on data collected via a national survey of over 13,000 Year 11 students aged 15/16 years and in-depth longitudinal interviews conducted with 70 students from this cohort (from age 10 to 16), we discuss how most students have little if any choice over which science "option" they take at GCSE. Drawing on Bourdieu's concept of pedagogic action, we unpick how students are "channelled" into making the "right" choices and come to accept their allocation as legitimate. We explore how selective practices around Triple Science create and perpetuate social inequalities, producing different patterns of student identity, aspiration and attainment. In particular, we discuss the identification of Triple Science as "for the clever" and problematise its relationship with the science "pipeline." We conclude by suggesting potentially more equitable ways forward for science education, reflecting on implications for post-16 participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01