Young People's Science and Career Aspirations and Outcomes age 20-23 ('Aspires3')

20-23 岁年轻人的科学和职业抱负和成果（“Aspires3”）

• 批准号: ES/S01599X/1
• 负责人: Louise Archer
• 金额: $ 107.52万
• 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: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FS01599X%2F1
• 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 global economy with jobs in science, technology and engineering predicted to grow at double the rate relative to other careers. Yet there is a widespread consensus that there is a substantial - and growing - STEM skills gap, with insufficient numbers of suitably STEM-qualified workers to meet demand. It has also been argued that STEM skills are beneficial for a wide range of careers and can promote social mobility. Relatedly, there are serious concerns about the lack of STEM-qualified graduates entering teaching and the potential impact of this shortfall not just on schools currently, but also for the future STEM skills gap. Alongside the need to increase STEM participation, important arguments have been made for the imperative to widen participation in STEM and ensure high levels of scientific, mathematical, technical and digital literacy across the population. Specifically, there is a need to broaden the gender, ethnic and social class profile of those who study STEM post-16, particularly in the physical sciences and engineering, where women, some minority ethnic and working-class communities are starkly under-represented. Yet initiatives aimed at increasing and/or widening the profile of STEM graduates appear to have had little lasting impact on the higher education participation rates. Understanding the factors shaping STEM participation is, therefore, a key priority area for governments and a wide range of stakeholders both nationally and internationally.The proposed three year study seeks to understand the processes through which young people develop their science and career choices and trajectories from age 20-23. Specifically, the proposed study will extend the unique dataset developed by the first and second longitudinal ASPIRES and ASPIRES2 studies, which tracked the development of young people's science and career aspirations from age 10-19 (surveying over 39,000 young people at five time points between the ages of 10 and 18 and longitudinal, repeat interviews with 61 young people and their parents over the same age period). ASPIRES3 will continue tracking this cohort via a representative national survey with c.7-10,000 young people at age 20/21, sampled from those who have previously conducted ASPIRES/ASPIRES2 surveys and boosted via online (social media) recruitment, as a media that is particularly successful for recruiting this age group. The project will also conduct interviews with c.60 students who have been longitudinally tracked from age 10 and their c.60 parents. The project will also undertake secondary analysis of previous ASPIRES & ASPIRES2 survey data from over 16,000 students, matched to large national data bases to examine whether/which attitudinal and social factors at age 10/11 relate to later attainment and life outcomes at age 20/21.The knowledge generated by the research will inform inter/national STEM education policy and practice, particularly how to better increase and widen post-compulsory participation in Science, Technology, Engineering and Mathematics. The project will become the only longitudinal project to track young people's aspirations (in and out of science) from primary school, through compulsory, post-compulsory and higher education into work. In line with our commitment to achieving impactful research, the study will involve three impact collaborations with the Royal Society of Chemistry, Engineering UK and the Institute of Physics. Findings and recommendations will be disseminated via a wide range of academic journal articles and bespoke summaries, publications, events and social media for stakeholders.

在英国，就像在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行业是全球经济的重要组成部分，预计科学、技术和工程行业的就业增长速度将是其他行业的两倍。然而，人们普遍认为，STEM技能缺口很大，而且还在不断扩大，符合STEM标准的工人数量不足，无法满足需求。也有人认为，STEM技能对各行各业都有好处，并可以促进社会流动性。与此相关的是，人们严重关切缺乏符合STEM标准的毕业生进入教师队伍，这种短缺不仅对目前的学校，而且对未来STEM技能差距的潜在影响。在需要增加STEM参与度的同时，还提出了必须扩大STEM参与度并确保全民具有高水平的科学、数学、技术和数字素养的重要论点。具体地说，有必要扩大16岁后STEM毕业生的性别、族裔和社会阶层，特别是在物理科学和工程领域，在这些领域，妇女、一些少数族裔和工人阶级社区的代表性明显不足。然而，旨在增加和/或扩大STEM毕业生形象的举措似乎对高等教育参与率几乎没有产生持久的影响。因此，了解影响STEM参与的因素是各国政府和国内和国际上广泛的利益攸关方的一个关键优先领域。拟议的三年研究旨在了解年轻人从20-23岁开始发展他们的科学和职业选择和轨迹的过程。具体地说，拟议的研究将扩展第一次和第二次纵向Asires和ASPIRES2研究开发的独特数据集，这些研究跟踪了年轻人从10岁到19岁的科学和职业抱负的发展(在5个时间点调查了39,000多名10岁至18岁的年轻人，并在同一年龄段重复采访了61名年轻人及其父母)。ASPIRES3将通过一项具有代表性的全国调查继续跟踪这一群体，调查对象为C.7-10,000名20/21岁的年轻人，从以前进行过ASIPRES/ASPIRES2调查并通过在线(社交媒体)招聘的人中抽样调查，作为一种特别成功地招募这一年龄段的媒体。该项目还将对从10岁起就被纵向跟踪的C.60名学生及其父母进行采访。该项目还将对以前的ASIREES和ASPIRES2调查数据进行二级分析，这些数据来自16,000多名学生，并与大型国家数据库相匹配，以考察10/11岁时的态度和社会因素是否/哪些与20/21岁时的后来成就和生活结果有关。研究产生的知识将为国际/国家STEM教育政策和实践提供信息，特别是如何更好地增加和扩大义务教育后对科学、技术、工程和数学的参与。该项目将成为跟踪年轻人从小学到义务教育、义务教育后和高等教育到工作的唯一纵向项目。为了与我们实现有效研究的承诺保持一致，这项研究将涉及与皇家化学学会、英国工程学和物理研究所的三项IMPACT合作。调查结果和建议将通过广泛的学术期刊文章和为利益攸关方定制的摘要、出版物、活动和社交媒体传播。

项目成果

Misfits or misrecognition? Exploring STEMM degree students' concerns about non-completion

不适应还是误认？

• DOI: 10.1002/sce.21794
• 发表时间: 2023
• 期刊: Science Education
• 影响因子: 4.3
• 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

Get lucky? Luck and educational mobility in working-class young people's lives from age 10-21

幸运？

• DOI: 10.1080/01425692.2023.2211234
• 发表时间: 2023
• 期刊: British Journal of Sociology of Education
• 影响因子: 2.1
• 作者: Archer L

The impact of COVID-19 lockdown on 20/21 post-millennials in England

COVID-19 封锁对英格兰 20/21 后千禧一代的影响

• 发表时间: 2020
• 作者: Archer, L.

A Missing Piece of the Puzzle? Exploring Whether Science Capital and STEM Identity are Associated with STEM Study at University

拼图中缺失的一块？

• DOI: 10.1007/s10763-023-10438-y
• 发表时间: 2024
• 期刊: International Journal of Science and Mathematics Education
• 影响因子: 2.2
• 作者: Godec S