Young People's Science and Career Aspirations age 14-19 ('ASPIRES2')

14-19 岁年轻人的科学和职业抱负（“ASPIRES2”）

• 批准号: ES/L002841/2
• 负责人: Louise Archer
• 金额: $ 43.14万
• 依托单位: University College London
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2017
• 资助国家: 英国
• 起止时间: 2017 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FL002841%2F2
• 关键词: Young; People; Science; Career; Aspirations

In the UK, as in virtually every developed country, it is widely accepted that we need more people studying and working at all levels in Science, Technology, Engineering and Mathematics (STEM). STEM industries are vital elements of the UK economy and are predicted to expand relative to other fields. But there is a widespread consensus that there is a STEM skills gap and that this gap is growing with fears that the predicted lack of appropriately qualified STEM graduates and workers with STEM technical skills will impact negatively on the UK economy. There is also a widely accepted case for the need to broaden the gender, ethnic and social class profile of those who study STEM post-16, particularly in the physical sciences. It is therefore a matter of urgency for research to understand the factors affecting STEM participation and the reasons why many young people choose not to study these subjects post-16.This study ('ASPIRES2') will extend the unique dataset developed by the first ASPIRES study (RES-179-25-0008), which tracked the development of young people's science and career aspirations from age 10-14. ASPIRES1 surveyed over 9,000 children when they were in primary school (age 10/11) and then conducted further surveys when the cohort reached secondary school (surveying 5,600 students at age 12/13 and c.5000 at age 13/14). Alongside the surveys, researchers longitudinally tracked a group of children and their parents, conducting interviews with 92 young people and 78 parents in Year 6,following them up again in Year 8 and 9.The new study aims to understand how young people develop their science and career aspirations over the next important five years of their lives (from age 14-19). It will explore changing influences of the family, school, careers education and social identities and inequalities on these young people's science and career aspirations and, crucially, will relate these to their actual subject choices and attainment in national GCSE examinations and their post-16 choices. This tracking of young people's aspirations and educational outcomes comprises the vital 'final link' in our tracking of this cohort. To achieve this goal, the project will conduct two surveys with a nationally representative sample of c.7-10,000 students per sweep. The students will be drawn from the same age cohort as the previous ASPIRES survey, and will be conducted when students are in Year 11 (age 15/16) and Year 13 (age 17/18). This will provide us with an authoritative picture of the developing views of young people from age 10-19. Interviews will also be conducted in Year 11 and Year 13 with c.80 students and 60 of their parents, all of whom have been previously tracked by the researchers from Year 6. We will also statistically analyse national datasets for those who took part in the very first survey (Y6), to explore how early attitudes and/or factors may relate to later outcomes (e.g. GCSE attainment, post-16 choices).The project will collaborate with two science organisations (the Institute of Physics and the Science Council) to develop ways of engaging families and young people with key project messages around STEM careers. Collaboration 1 will focus on translating project messages for parent audiences, via social and popular media formats (e.g. through a series of articles placed in the popular print media such as supermarket magazines and by using Twitter and social networking sites). Collaboration 2 will develop an 'app' (computer application software) to develop an interactive quiz that can convey key project messages to young people in an engaging, interactive format. We also hope to enlist the help of schools and science teachers to promote the use of this app among students.ASPIRES2 addresses the urgent need for a deeper understanding of how student aspirations are shaped, offering a unique opportunity to extend existing knowledge from 10-19, through key points in students' educational careers.

在英国，就像几乎所有发达国家一样，人们普遍认为我们需要更多的人在科学，技术，工程和数学（STEM）的各个层面学习和工作。STEM行业是英国经济的重要组成部分，预计将相对于其他领域扩大。但人们普遍认为，STEM技能存在差距，而且这种差距正在扩大，因为人们担心，预计缺乏合格的STEM毕业生和具有STEM技术技能的工人将对英国经济产生负面影响。还有一个被广泛接受的案例是，需要扩大16岁后学习STEM的人的性别，种族和社会阶层形象，特别是在物理科学领域。因此，研究了解影响STEM参与的因素以及许多年轻人在16岁后选择不学习这些科目的原因是当务之急。这项研究（“ASPIRES 2”）将扩展第一项ASPIRES研究（RES-179-25-0008）开发的独特数据集，该研究跟踪了10-14岁年轻人的科学和职业抱负的发展。ASPIRES 1调查了9，000多名小学生（10/11岁），然后在这一群体上中学时进行了进一步调查（调查了5，600名12/13岁的学生和约5，000名13/14岁的学生）。除了这些调查，研究人员还纵向跟踪了一组儿童及其父母，在6年级对92名年轻人和78名父母进行了采访，并在8年级和9年级再次进行了随访。它将探讨家庭，学校，职业教育和社会身份和不平等对这些年轻人的科学和职业抱负的不断变化的影响，至关重要的是，将这些与他们的实际科目选择和国家普通中等教育证书考试的成绩和他们的16岁后的选择。这种对年轻人的愿望和教育成果的跟踪是我们跟踪这一群体的重要“最后一环”。为了实现这一目标，该项目将进行两次调查，每次调查的全国代表性样本约为7 - 10 000名学生。学生将从与上一次ASPIRES调查相同的年龄组中抽取，并将在学生11年级（15/16岁）和13年级（17/18岁）时进行。这将为我们提供10-19岁年轻人发展观点的权威图片。在11年级和13年级也将进行访谈，约有80名学生和60名家长，他们都是研究人员从6年级开始跟踪的。我们还将对参加第一次调查（Y 6）的人的国家数据集进行统计分析，以探索早期态度和/或因素与后来结果的关系（例如GCSE成绩，该项目将与两个科学组织合作，（物理研究所和科学理事会）制定方法，让家庭和年轻人参与围绕STEM职业的关键项目信息。协作1将侧重于通过社会和大众媒体形式（例如，通过在超市杂志等大众印刷媒体上发表一系列文章，以及使用Twitter和社交网站），为家长受众翻译项目信息。协作2将开发一个“应用程序”（计算机应用软件），以开发一个互动问答游戏，以吸引人的互动形式向年轻人传达项目的关键信息。我们还希望获得学校和科学教师的帮助，以促进学生使用这款应用程序。ASPIRES 2解决了更深入了解学生愿望如何形成的迫切需求，提供了一个独特的机会，通过学生教育生涯中的关键点，将现有知识从10-19扩展到10-19。

项目成果

Science Identities - Theory, method and research

科学特性——理论、方法和研究

• DOI: 10.1007/978-3-031-17642-5_2
• 发表时间: 2022
• 作者: Archer L

Reasons for not/choosing chemistry: Why advanced level chemistry students in England do/not pursue chemistry undergraduate degrees

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
• 发表时间: 2022
• 期刊: Journal of Research in Science Teaching
• 影响因子: 4.6
• 作者: Archer L

Essays on Employer Engagement in Education

关于雇主参与教育的论文

• DOI: 10.4324/9781315144115-4
• 发表时间: 2018
• 作者: Moote J

Who has high science capital? An exploration of emerging patterns of science capital among students aged 17/18 in England

谁拥有高科学资本？

• DOI: 10.1080/02671522.2019.1678062
• 发表时间: 2019
• 期刊: Research Papers in Education
• 影响因子: 2.7
• 作者: Moote J

The Construction of Physics as a Quintessentially Masculine Subject: Young People's Perceptions of Gender Issues in Access to Physics.

• DOI: 10.1007/s11199-016-0669-z
• 发表时间: 2017
• 期刊: Sex roles
• 影响因子: 3.8
• 作者: Francis B;Archer L;Moote J;DeWitt J;MacLeod E;Yeomans L
• 通讯作者: Yeomans L