Reasons for not/choosing chemistry: Why advanced level chemistry students in England do/not pursue chemistry undergraduate degrees
Reasons for not/choosing chemistry: Why advanced level chemistry students in England do/not pursue chemistry undergraduate degrees
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不/选择化学的原因：为什么英国高级化学学生不/不攻读化学本科学位
DOI：
10.1002/tea.21822
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发表时间：
2022
影响因子：
4.6
通讯作者：
Archer L
中科院分区：
文献类型：
--
作者：
Archer L
国际社会对化学学位入学率下降表示关切。本文旨在了解学生不/选择攻读化学学位的原因，利用（i）来自英格兰506名21-22岁的学生的开放式调查问卷，这些学生曾就读于高级水平（“A级”）化学在18岁（无论是一个完整的A级或半“AS”水平），并选择（n= 70）或不选择（n= 436）追求本科化学和（ii）185次访谈进行了18个年轻人谁已经纵向跟踪从10岁到22岁（与17个他们的父母）谁采取了先进的化学水平，然后要么做（n= 5），或没有（n= 13）继续学习化学学位的子样本。分析揭示了四个关键原因不/选择化学，目前在不同程度上在定量和定性数据（相对利益，连接和选项;化学A级的经验;感觉“不够/不够聪明”;和化学工作的看法）。四个额外的因素主要是发现在定性数据（化学与男性气质的协会;从一个重要的成年人的鼓励;高等教育的观点;和化学工作经验/推广）。应用社会学的透镜，我们认为，不/选择化学是一个关系的过程，通过惯习，资本和场域的相互作用产生的。我们确定概念和方法的影响，并推断化学学位入学人数可能下降的原因，为化学教育如何进一步支持参与提供建议。
There are international concerns about decreasing rates of chemistry degree enrolment. This article seeks to understand students' reasons for not/choosing to pursue a chemistry degree, drawing on (i) open‐ended survey responses from a sample of 506 students in England aged 21–22 who had studied advanced level (“A level”) chemistry at age 18 (as either a full A level or a half “AS” level) and had either chosen (n= 70) or not chosen (n= 436) to pursue undergraduate chemistry and (ii) 185 interviews conducted with a subsample of 18 young people who had been longitudinally tracked from age 10 to 22 (with 17 of their parents) who took advanced level chemistry and then either did (n= 5), or did not (n= 13) go on to study for a chemistry degree. Analysis revealed four key reasons for not/choosing chemistry that were present to varying extents in both the quantitative and qualitative data (relative interest,connection and options; experiences of chemistry A level; feeling “not/clever enough”; and views of chemistry jobs). Four additional factors were predominantly found in the qualitative data (associations of chemistry with masculinity; encouragement from a significant adult; views of higher education; and chemistry work experience/outreach). Applying a sociological lens, we suggest that not/choosing chemistry was a relational process, produced through interactions of habitus, capital, and field. We identify conceptual and methodological implications and extrapolate reasons why chemistry degree enrolments may be declining, offering suggestions for how chemistry education might further support participation.
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