Minority ethnic students and science participation: a qualitative mapping of achievement, aspiration, interest and capital

In the UK, the ‘leaky pipeline’ metaphor has been used to describe the relationship between ethnicity and science participation. Fewer minority ethnic students continue with science in post-compulsory education, and little is known about the ways in which they participate and identify with science, particularly in the secondary school context. Drawing on an exploratory study of 46 interviews and 22 h of classroom observations with British students (aged 11–14) from Black Caribbean, Bangladeshi, Pakistani, Indian and Chinese ethnic backgrounds, this paper identified five ‘types’ of science participation among minority ethnic students. The five types of science participation emerged from an analysis of students’ science achievement, science aspiration, science interest and science capital. The characteristics of the five types are as follows: Science adverse students have no aspirations towards science and lacked interest, achievement and capital in science. Science intrinsic students have high science aspirations, interest and capital but low science attainment. Students who are science intermediate have some aspirations, interest and capital in science, with average science grades. Science extrinsic students achieve highly in science, have some science capital but lacked science aspirations and/or interest. Science prominent students are high science achievers with science aspirations, high levels of interest and capital in science. The findings highlight that minority ethnic students participate in science in diverse ways. Policy implications are suggested for each type as this paper provides empirical evidence to counter against public (and even some academic) discourses of minority ethnic students as a homogeneous group

Improvement of local cassava germ plasm in Uganda

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Maize seed selection by East African smallholder farmers and resistance to Maize streak virus

Interviews identified that most small-scale maize farmers in central Uganda and in the Southern Highlands of Tanzania plant home-saved seed of landraces or seed derived from various open-pollinated and hybrid varieties. Some farmers also bought a portion of their seed, either certified seed, locally traded seed or even maize sold for consumption. Selection for home-saved seed was generally among harvested cobs. Big cobs with many, regularly arranged, large, white, flint kernels were preferred. A maize cob may bear several hundred seeds, so a farmer needs to save <1% of cobs for seed. A form of resistance in which plants show only moderate symptoms and suffer only a small reduction in yield when infected has been incorporated in some released varieties. Because not all plants in most crops are infected and because plants uninfected with Maize streak virus (MSV) tend to produce bigger cobs than infected resistant plants, the few cobs selected by a farmer for seed may all be from the uninfected ‘escapes’, with no preferential selection of resistant types. On-station simulation of the farmers’ selection process in a crop of the MSV-resistant maize variety, Longe 1, confirmed this. An alternative very strong form of MSV resistance was identified

The economic impact of investments in cassava research in Uganda

Cassava plays a major role in both household and national food security in Uganda. However, cassava production in Uganda has been threatened by cassava mosaic disease. The government has made concerted efforts to evaluate, multiply and distribute new cassava planting materials in most districts. The new varieties outperformed the local varieties and quickly replaced them. An economic assessment of this programme using the benefit-cost approach revealed that the internal rate of return for this investment was 167%. This high rate of return can be partially explained by lack of data on some costs incurred by other development partners. The success of this investment was due to the joint contribution of complementary organizations. The biggest lesson learned is that it is important to strengthen the linkages between the research programme and other government institutions especially training, marketing, infrastructure development and political institutions