Lighting the fuse: Cultivating the masculine physics habitus – a case study of Victor aged 10-18

This chapter presents a longitudinal case study analysis of Victor, a young man who was interviewed from the ages of 10–19, together with his mother, Sam, and who went on to study for a degree in astrophysics. We apply a Bourdieusian conceptual lens to the data, to explore how interactions of capital, habitus and field combine to possibilise Victor and his trajectory to being/becoming a physicist. We also identify specific alignments of his habitus and capital with dominant notions of masculinity and ‘cleverness’ that are demanded and normalised within physics and which, we argue, are key to the reproduction of the elite nature of physics

Going, Going, Gone: A Feminist Bourdieusian Analysis of Young Women's Trajectories in, Through and Out of Physics, Age 10–19

This chapter draws on longitudinal interview data collected from seven young woman in England who were tracked from age 10–19 and who had all expressed an aspiration at age 16 to study Advanced level (A level) physics. Applying a feminist Bourdieusian conceptual lens, we explore their trajectories in, through and out of physics: from Danielle, who is denied entry to A level physics; to Victoria and Thalia, who are debarred from the course before completion; to Davina, Kate and Mienie, who complete the A level but who choose not to pursue the subject further; and finally Hannah, who goes on to study physics at university. Attention is drawn to the pedagogic work conducted by the field of physics, notably the cultivation of habitus and hexis through the bodies, minds and identities of the young women, and its stringent gate-keeping practices, which ensure the reproduction of the elite status of the field and the simultaneous disadvantaging of women

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

Disorientating, fun or meaningful? Disadvantaged families' experiences of a science museum visit

It is widely agreed that there is a need to increase and widen science partici- pation. Informal science learning environments (ISLEs), such as science museums, may provide valuable spaces within which to engage visitors—yet the visitor profile of science museums remains narrow. This paper seeks to understand the experiences of socially disadvantaged families within such spaces. Using a Bourdieusian analytic lens, we analyse qualitative data from a small study conducted with ten parents and ten children from an urban school who visited a large science museum. Data includes pre- and post-interviews, audio recordings and visit fieldnotes. We characterised families’ experiences as falling into three discourses, as ‘disorientating’, ‘fun’ or ‘meaningful’ visits. Analysis identifies how the families’ experiences, and the likelihood of deriving science learning from the visit, were shaped through interactions of habitus and capital. Implications for improving equity and inclusion within ISLEs are discussed