‘Being Sciencey’: Science Identity, Inherent Inclination and Social Influence

Salehjee, S. and Watts, M. (2016) ‘Being Sciencey’: Science Identity, Inherent Inclination and Social Influence. 47th Australasian Science Education Research Association Annual Conference (ASERA 2016), Canberra, Australia, 27 Jun - 01 Jul 2016.

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An analysis of 123 online questionnaire responses with Brunel university-based STEM and non-STEM students, illustrating their education and career choices after the age of compulsory STEM education in schools. The research argument and analysis is undertaken in the light of previous literature on inherent ‘personal proclivities’ towards studying science and students’ ‘science identity’. We have adopted a descriptive data analysis to find out noticeable categories and further utilized narrative approach to compare and contrast the 12 purposively selected stories of STEM and non-STEM university students. Discussion of the results stress on three main categories which includes smooth transition into and out of science, wavering or fluid transition and transformative transition. This case study concludes that inherent inclinations and the self-perceptions of career choices relating to post-secondary subject choices plays a much powerful role in shaping individual science or non-science identity as compared to social influences like parents, peers or teachers.

Item Type:Conference or Workshop Item
Keywords:Science education, social influence.
Glasgow Author(s) Enlighten ID:Salehjee, Dr Saima
Authors: Salehjee, S., and Watts, M.
College/School:College of Social Sciences > School of Social & Environmental Sustainability
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