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Research in Post-Compulsory Education Volume 13, 2008 - Issue 2: Participation in Learning: Diverse Perspectives
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Articles

Is science a middle‐class phenomenon? The SES determinants of 16–19 participation

Stephen Gorard University of Birmingham, Birmingham, UKCorrespondence[email protected]
&
Beng Huat See University of Birmingham, Birmingham, UK
Pages 217-226 | Published online: 01 Jul 2008

Citations (15)

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Read on this site (6)

Stephen Gorard, Nadia Siddiqui & Beng Huat See. (2023) Lessons for addressing educational disadvantage from a range of studies. Cogent Education 10:2.
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Karen L. Jones & Jessica M. M. Hamer. (2022) Examining the relationship between parent/carer’s attitudes, beliefs and their child’s future participation in physics. International Journal of Science Education 44:2, pages 201-222.
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Joanna Sikora & Artur Pokropek. (2012) Intergenerational Transfers of Preferences for Science Careers in Comparative Perspective. International Journal of Science Education 34:16, pages 2501-2527.
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Robert Ellis & Tim Gabriel. (2010) Context‐based learning for beginners: CBL and non‐traditional students. Research in Post-Compulsory Education 15:2, pages 129-140.
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Stephen Gorard. (2010) Education Can Compensate for Society – a Bit. British Journal of Educational Studies 58:1, pages 47-65.
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Stephen Gorard & Emma Smith. (2008) (Mis)Understanding underachievement: a response to Connolly. British Journal of Sociology of Education 29:6, pages 705-714.
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Articles from other publishers (9)

Louise Archer, Becky Francis, Julie Moote, Emma Watson, Morag Henderson, Henriette Holmegaard & Emily MacLeod. (2022) Reasons for not/choosing chemistry: Why advanced level chemistry students in England do/not pursue chemistry undergraduate degrees. Journal of Research in Science Teaching 60:5, pages 978-1013.
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Hung-Lin Tao & Hui-Pei Cheng. (2022) Parental and sibling influence on study field choice: Gender-stereotypical or field preference transmission. Journal of Asian Economics 82, pages 101509.
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Salma M. S. Al Arefi. (2022) Rethinking Women in Engineering Marginalisation: Beyond Interest Ignition. Rethinking Women in Engineering Marginalisation: Beyond Interest Ignition.
Karina Judd & Merryn McKinnon. (2021) A Systematic Map of Inclusion, Equity and Diversity in Science Communication Research: Do We Practice what We Preach?. Frontiers in Communication 6.
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Hyun Kyoung Ro, Frank Fernandez & Benjamin Alcott. (2018) Social Class, Human Capital, and Enrollment in STEM Subjects at Prestigious Universities: The Case of England. Educational Policy 35:3, pages 422-449.
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Catherine Dilnot. (2016) How does the choice of A-level subjects vary with students' socio-economic status in English state schools?. British Educational Research Journal 42:6, pages 1081-1106.
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Güner Tural. (2013) Amazing physics: learning about work, energy and projectile motion in a historical context. Physics Education 48:3, pages 336-343.
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Joanna Kidman, Chiung-Fen Yen & Eleanor Abrams. (2012) INDIGENOUS STUDENTS’ EXPERIENCES OF THE HIDDEN CURRICULUM IN SCIENCE EDUCATION: A CROSS-NATIONAL STUDY IN NEW ZEALAND AND TAIWAN. International Journal of Science and Mathematics Education 11:1, pages 43-64.
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ALEX D SINGLETON. (2012) The geodemographics of access and participation in Geography. The Geographical Journal 178:3, pages 216-229.
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