No Cover Image

Journal article 616 views 91 downloads

Reaching out to the hard-to-reach: mixed methods reflections of a pilot Welsh STEM engagement project

Rachel Bryan, Mary Gagen Orcid Logo, William Bryan Orcid Logo, Gwendoline Wilson, Elizabeth Gagen

SN Social Sciences, Volume: 2, Issue: 2

Swansea University Authors: Rachel Bryan, Mary Gagen Orcid Logo, William Bryan Orcid Logo, Gwendoline Wilson

  • 59146.pdf

    PDF | Version of Record

    © The Author(s) 2022. This article is licensed under a Creative Commons Attribution 4.0 International License

    Download (1.13MB)

Check full text

DOI (Published version): 10.1007/s43545-021-00311-6

Abstract

Despite years of targeted interventions, young people experiencing socio-economic deprivation are still under-represented in those studying STEM (science, technology, engineering, and mathematics) subjects post-16 and in higher education STEM pathways. We surveyed 61 young people who had participate...

Full description

Published in: SN Social Sciences
ISSN: 2662-9283
Published: Springer Science and Business Media LLC 2022
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa59146
Tags: Add Tag
No Tags, Be the first to tag this record!
first_indexed 2022-01-17T13:53:26Z
last_indexed 2022-05-28T03:33:51Z
id cronfa59146
recordtype SURis
fullrecord <?xml version="1.0"?><rfc1807><datestamp>2022-05-27T10:52:45.1923014</datestamp><bib-version>v2</bib-version><id>59146</id><entry>2022-01-10</entry><title>Reaching out to the hard-to-reach: mixed methods reflections of a pilot Welsh STEM engagement project</title><swanseaauthors><author><sid>7dd77aca51e3e861bc4d4db44f02d38e</sid><firstname>Rachel</firstname><surname>Bryan</surname><name>Rachel Bryan</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>e677a6d0777aed90ac1eca8937e43d2b</sid><ORCID>0000-0002-6820-6457</ORCID><firstname>Mary</firstname><surname>Gagen</surname><name>Mary Gagen</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>8765729ae362887eb6653857658f2342</sid><ORCID>0000-0002-2278-055X</ORCID><firstname>William</firstname><surname>Bryan</surname><name>William Bryan</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>bf5d740727a57ba84d415afb4627da04</sid><firstname>Gwendoline</firstname><surname>Wilson</surname><name>Gwendoline Wilson</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2022-01-10</date><deptcode>SGE</deptcode><abstract>Despite years of targeted interventions, young people experiencing socio-economic deprivation are still under-represented in those studying STEM (science, technology, engineering, and mathematics) subjects post-16 and in higher education STEM pathways. We surveyed 61 young people who had participated in the S4 programme in South Wales, UK, and interviewed three of their teachers. Using the theoretical lens of science capital, we asked them about the S4 programme, and their views of science and education in terms of aspirations, attainment, and social obstacles. Whilst widely outdated, a &#x2018;deficit model&#x2019; of aspiration raising still guides STEM outreach policy in Wales and we consider the answers to our survey in light of this. Broadly, our participants are enthusiastic and ambitious, and confident in their abilities in both science and wider skill areas. However, we found certain aspects of ambition were linked to socio-economic status. For example, whilst most young people we surveyed aspire to go university, those who do not cite different reasons depending on their socio-economic status. Despite high aspirations around science and education, teachers cited low literacy and numeracy, household poverty, entrenched generational unemployment, rural isolation, disabilities, caring responsibilities, and teenage pregnancy as barriers to higher education for their pupils. Importantly, S4's intervention had the greatest impact with those in the extremes of socio-economic deprivation, particularly in terms of bolstering existing science and education aspirations and increasing the &#x2018;thinkability&#x2019; of attending university. Our findings contradict accepted thinking on science and education aspirations in that rather than participation in higher education being motivated by a lack of science and education aspiration or the discourse of family habitus ("people like us"), young people seem to be starkly aware of the very real socio-economic obstacles. We found no poverty of science and education aspiration in the participants we surveyed, and encourage a policy move away from the deficit model of raising science and education aspirations that will take a more nuanced view of widening access to STEM education and higher education in general in Wales.</abstract><type>Journal Article</type><journal>SN Social Sciences</journal><volume>2</volume><journalNumber>2</journalNumber><paginationStart/><paginationEnd/><publisher>Springer Science and Business Media LLC</publisher><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic>2662-9283</issnElectronic><keywords>Science and education aspirations; Attainment; Social inclusion; STEM outreach; Science outreach; Widening participation; Widening access; Science capital; Hard-to-reach; Wales</keywords><publishedDay>21</publishedDay><publishedMonth>1</publishedMonth><publishedYear>2022</publishedYear><publishedDate>2022-01-21</publishedDate><doi>10.1007/s43545-021-00311-6</doi><url/><notes/><college>COLLEGE NANME</college><department>Geography</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>SGE</DepartmentCode><institution>Swansea University</institution><apcterm>SU Library paid the OA fee (TA Institutional Deal)</apcterm><funders>Funding was provided by Welsh Government National Science Academy awards 2012, 2013 and 2015 including NSA projects 44 and 46, Welsh Government and European Social Fund Trio Sci Cymru 81327, and the Landmark Trust Landmark Futures Scheme.</funders><lastEdited>2022-05-27T10:52:45.1923014</lastEdited><Created>2022-01-10T16:59:40.6899374</Created><path><level id="1">Faculty of Science and Engineering</level><level id="2">School of Biosciences, Geography and Physics - Geography</level></path><authors><author><firstname>Rachel</firstname><surname>Bryan</surname><order>1</order></author><author><firstname>Mary</firstname><surname>Gagen</surname><orcid>0000-0002-6820-6457</orcid><order>2</order></author><author><firstname>William</firstname><surname>Bryan</surname><orcid>0000-0002-2278-055X</orcid><order>3</order></author><author><firstname>Gwendoline</firstname><surname>Wilson</surname><order>4</order></author><author><firstname>Elizabeth</firstname><surname>Gagen</surname><order>5</order></author></authors><documents><document><filename>59146__22575__4b7bfdd587f74c068d00da7a405fcf69.pdf</filename><originalFilename>59146.pdf</originalFilename><uploaded>2022-03-11T15:21:17.6624275</uploaded><type>Output</type><contentLength>1182768</contentLength><contentType>application/pdf</contentType><version>Version of Record</version><cronfaStatus>true</cronfaStatus><documentNotes>&#xA9; The Author(s) 2022. This article is licensed under a Creative Commons Attribution 4.0 International License</documentNotes><copyrightCorrect>true</copyrightCorrect><language>eng</language><licence>http://creativecommons.org/licenses/by/4.0/</licence></document></documents><OutputDurs/></rfc1807>
spelling 2022-05-27T10:52:45.1923014 v2 59146 2022-01-10 Reaching out to the hard-to-reach: mixed methods reflections of a pilot Welsh STEM engagement project 7dd77aca51e3e861bc4d4db44f02d38e Rachel Bryan Rachel Bryan true false e677a6d0777aed90ac1eca8937e43d2b 0000-0002-6820-6457 Mary Gagen Mary Gagen true false 8765729ae362887eb6653857658f2342 0000-0002-2278-055X William Bryan William Bryan true false bf5d740727a57ba84d415afb4627da04 Gwendoline Wilson Gwendoline Wilson true false 2022-01-10 SGE Despite years of targeted interventions, young people experiencing socio-economic deprivation are still under-represented in those studying STEM (science, technology, engineering, and mathematics) subjects post-16 and in higher education STEM pathways. We surveyed 61 young people who had participated in the S4 programme in South Wales, UK, and interviewed three of their teachers. Using the theoretical lens of science capital, we asked them about the S4 programme, and their views of science and education in terms of aspirations, attainment, and social obstacles. Whilst widely outdated, a ‘deficit model’ of aspiration raising still guides STEM outreach policy in Wales and we consider the answers to our survey in light of this. Broadly, our participants are enthusiastic and ambitious, and confident in their abilities in both science and wider skill areas. However, we found certain aspects of ambition were linked to socio-economic status. For example, whilst most young people we surveyed aspire to go university, those who do not cite different reasons depending on their socio-economic status. Despite high aspirations around science and education, teachers cited low literacy and numeracy, household poverty, entrenched generational unemployment, rural isolation, disabilities, caring responsibilities, and teenage pregnancy as barriers to higher education for their pupils. Importantly, S4's intervention had the greatest impact with those in the extremes of socio-economic deprivation, particularly in terms of bolstering existing science and education aspirations and increasing the ‘thinkability’ of attending university. Our findings contradict accepted thinking on science and education aspirations in that rather than participation in higher education being motivated by a lack of science and education aspiration or the discourse of family habitus ("people like us"), young people seem to be starkly aware of the very real socio-economic obstacles. We found no poverty of science and education aspiration in the participants we surveyed, and encourage a policy move away from the deficit model of raising science and education aspirations that will take a more nuanced view of widening access to STEM education and higher education in general in Wales. Journal Article SN Social Sciences 2 2 Springer Science and Business Media LLC 2662-9283 Science and education aspirations; Attainment; Social inclusion; STEM outreach; Science outreach; Widening participation; Widening access; Science capital; Hard-to-reach; Wales 21 1 2022 2022-01-21 10.1007/s43545-021-00311-6 COLLEGE NANME Geography COLLEGE CODE SGE Swansea University SU Library paid the OA fee (TA Institutional Deal) Funding was provided by Welsh Government National Science Academy awards 2012, 2013 and 2015 including NSA projects 44 and 46, Welsh Government and European Social Fund Trio Sci Cymru 81327, and the Landmark Trust Landmark Futures Scheme. 2022-05-27T10:52:45.1923014 2022-01-10T16:59:40.6899374 Faculty of Science and Engineering School of Biosciences, Geography and Physics - Geography Rachel Bryan 1 Mary Gagen 0000-0002-6820-6457 2 William Bryan 0000-0002-2278-055X 3 Gwendoline Wilson 4 Elizabeth Gagen 5 59146__22575__4b7bfdd587f74c068d00da7a405fcf69.pdf 59146.pdf 2022-03-11T15:21:17.6624275 Output 1182768 application/pdf Version of Record true © The Author(s) 2022. This article is licensed under a Creative Commons Attribution 4.0 International License true eng http://creativecommons.org/licenses/by/4.0/
title Reaching out to the hard-to-reach: mixed methods reflections of a pilot Welsh STEM engagement project
spellingShingle Reaching out to the hard-to-reach: mixed methods reflections of a pilot Welsh STEM engagement project
Rachel Bryan
Mary Gagen
William Bryan
Gwendoline Wilson
title_short Reaching out to the hard-to-reach: mixed methods reflections of a pilot Welsh STEM engagement project
title_full Reaching out to the hard-to-reach: mixed methods reflections of a pilot Welsh STEM engagement project
title_fullStr Reaching out to the hard-to-reach: mixed methods reflections of a pilot Welsh STEM engagement project
title_full_unstemmed Reaching out to the hard-to-reach: mixed methods reflections of a pilot Welsh STEM engagement project
title_sort Reaching out to the hard-to-reach: mixed methods reflections of a pilot Welsh STEM engagement project
author_id_str_mv 7dd77aca51e3e861bc4d4db44f02d38e
e677a6d0777aed90ac1eca8937e43d2b
8765729ae362887eb6653857658f2342
bf5d740727a57ba84d415afb4627da04
author_id_fullname_str_mv 7dd77aca51e3e861bc4d4db44f02d38e_***_Rachel Bryan
e677a6d0777aed90ac1eca8937e43d2b_***_Mary Gagen
8765729ae362887eb6653857658f2342_***_William Bryan
bf5d740727a57ba84d415afb4627da04_***_Gwendoline Wilson
author Rachel Bryan
Mary Gagen
William Bryan
Gwendoline Wilson
author2 Rachel Bryan
Mary Gagen
William Bryan
Gwendoline Wilson
Elizabeth Gagen
format Journal article
container_title SN Social Sciences
container_volume 2
container_issue 2
publishDate 2022
institution Swansea University
issn 2662-9283
doi_str_mv 10.1007/s43545-021-00311-6
publisher Springer Science and Business Media LLC
college_str Faculty of Science and Engineering
hierarchytype
hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Biosciences, Geography and Physics - Geography{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Biosciences, Geography and Physics - Geography
document_store_str 1
active_str 0
description Despite years of targeted interventions, young people experiencing socio-economic deprivation are still under-represented in those studying STEM (science, technology, engineering, and mathematics) subjects post-16 and in higher education STEM pathways. We surveyed 61 young people who had participated in the S4 programme in South Wales, UK, and interviewed three of their teachers. Using the theoretical lens of science capital, we asked them about the S4 programme, and their views of science and education in terms of aspirations, attainment, and social obstacles. Whilst widely outdated, a ‘deficit model’ of aspiration raising still guides STEM outreach policy in Wales and we consider the answers to our survey in light of this. Broadly, our participants are enthusiastic and ambitious, and confident in their abilities in both science and wider skill areas. However, we found certain aspects of ambition were linked to socio-economic status. For example, whilst most young people we surveyed aspire to go university, those who do not cite different reasons depending on their socio-economic status. Despite high aspirations around science and education, teachers cited low literacy and numeracy, household poverty, entrenched generational unemployment, rural isolation, disabilities, caring responsibilities, and teenage pregnancy as barriers to higher education for their pupils. Importantly, S4's intervention had the greatest impact with those in the extremes of socio-economic deprivation, particularly in terms of bolstering existing science and education aspirations and increasing the ‘thinkability’ of attending university. Our findings contradict accepted thinking on science and education aspirations in that rather than participation in higher education being motivated by a lack of science and education aspiration or the discourse of family habitus ("people like us"), young people seem to be starkly aware of the very real socio-economic obstacles. We found no poverty of science and education aspiration in the participants we surveyed, and encourage a policy move away from the deficit model of raising science and education aspirations that will take a more nuanced view of widening access to STEM education and higher education in general in Wales.
published_date 2022-01-21T04:16:13Z
_version_ 1763754087638106112
score 11.035634

Similar Items