Identifying with science?

January 1st, 2013 | RESEARCH

This paper presents a case study of two currently high-achieving 13-year-old British Asian schoolgirls: One appears keen to pursue advanced science learning, whilst the other seems more likely to reject such a path. Wong’s discussion offers insight into how young people develop an identity with science—or not. His analysis adds to the literature on why students rapidly lose interest in science on reaching adolescence and secondary school.


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Team Members

Heather King, Author, King's College London
Caroline Osborne, Author

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Access and Inclusion: Asian Communities | Ethnic | Racial
Audience: Educators | Teachers | Middle School Children (11-13) | Museum | ISE Professionals
Discipline: Education and learning science | General STEM
Resource Type: Research Brief | Research Products
Environment Type: Informal | Formal Connections | K-12 Programs | Public Programs