Short answer

Design interventions and educational materials to actively cultivate 'science capital' by providing diverse science-related experiences, role models, and social connections, especially for students from underrepresented backgrounds.

Field: Innovation & Design
Source: Journal of Research in Science Teaching (2015)
Method: Quantitative survey research with conceptual and methodological development.
Sample: 3658 secondary school students
Evidence: Strong effect

The concept of 'science capital' (science-related cultural and social capital) significantly influences students' aspirations and participation in STEM, with uneven distribution across demographics. This innovation & design research insight is drawn from a 2015 study published in Journal of Research in Science Teaching. Using Quantitative survey research with conceptual and methodological development. with 3658 secondary school students, researchers explored how this design variable affects real-world outcomes. The key design takeaway: Design interventions and educational materials to actively cultivate 'science capital' by providing diverse science-related experiences, role models, and social connections, especially for students from underrepresented backgrounds.

Study

Innovation & DesignHigh ImpactStrong effect

Understanding 'Science Capital' increases equitable access to STEM careers for diverse student populations.

The concept of 'science capital' (science-related cultural and social capital) significantly influences students' aspirations and participation in STEM, with uneven distribution across demographics.

Journal of Research in Science Teaching · 2015

Key Findings

01Science capital is unevenly distributed across the student population (5% high, 27% low).
02Levels of science capital are patterned by cultural capital, gender, ethnicity, and academic 'set' (track) in science.
03Students with different levels of science capital exhibit varying post-16 plans regarding studying or working in science.
04Science capital correlates with students' self-efficacy in science and their perception of being seen as a 'science person' by others.

Application

Design takeaway

How to apply

When designing a new educational app for science, incorporate features that connect students to real-world science applications, introduce diverse scientists, and encourage family engagement in science activities, targeting students identified as having low 'science capital'.

Project actions

01When designing an educational product, consider how it can help build 'science capital' for its users.
02Think about the target audience's existing 'science capital' and design features to address gaps or enhance it.
03Interview potential users to understand their science-related experiences and social networks.

Method & Evidence

AimTo theoretically, methodologically, and empirically advance the concept of 'science capital' and translate it into a survey tool to explain differential patterns of aspiration and educational participation in science among young people.

MethodQuantitative survey research with conceptual and methodological development.

ProcedureDeveloped a theoretical framework for 'science capital' based on Bourdieusian notions of capital, designed a survey tool to measure it, and administered the survey to a large sample of secondary school students.

Sample3658 secondary school students

ContextSecondary schools in England, focusing on students aged 11–15 years.

Variables

IVLevels of 'science capital' (high, medium, low), cultural capital, gender, ethnicity, academic 'set' in science.

DVPost-16 plans (studying/working in science), self-efficacy in science, feeling seen as a 'science person'.

CVAge range (11-15 years), country (England), secondary school students.

Strengths & Limitations

Strengths

+Large sample size (3658 students) provides robust quantitative data.
+Introduces and empirically tests a novel and impactful concept ('science capital').
+Provides a new methodological tool (survey) for measuring 'science capital'.

Limitations

The study was done in England, so the findings might not be exactly the same for students in other countries or cultures. Also, 'science capital' is a complex idea, and measuring it perfectly is hard.

Reliability & validity

The study used a large sample, which increases the reliability of the findings. The development of a specific survey tool for 'science capital' aimed to improve the validity of measuring this complex construct, though further validation in diverse contexts would strengthen it.

Think critically

How might a design for a new science learning app inadvertently reinforce existing 'science capital' inequalities if not carefully considered? What specific features could be implemented to actively counteract this?

Design Principles

"Inclusive STEM Design: Design educational products and experiences that acknowledge and actively build 'science capital' to promote equitable participation and aspiration in science and technology."

Designers often create products and systems for education or career development. Understanding 'science capital' helps identify barriers to STEM engagement, informing inclusive design strategies for educational tools, outreach programs, and career pathways, aligning with the design focus on stakeholders and innovation strategies.

What This Means for Your Design

How much a student knows about science, their experiences with it, and who they know in science (their 'science capital') really affects if they want to study or work in science later. This 'science capital' isn't spread evenly, with some groups having much less.

How to use in your project

1.When defining your target user, discuss their potential 'science capital' and how your design addresses it.
2.In your design specification, include criteria related to fostering engagement and building 'science capital' for specific user groups.
3.Justify design choices by explaining how they aim to increase 'science capital' or reduce barriers to STEM participation.

Add to My Project

Quick Cite

Paragraph starter

This research highlights the concept of 'science capital,' defined as science-related forms of cultural and social capital, which significantly influences young people's aspirations and participation in STEM fields. Findings indicate that 'science capital' is unevenly distributed across student populations, patterned by factors such as cultural background, gender, and ethnicity. This suggests that designers of educational technologies and STEM-related products must consider the varying 'science capital' of their target users to create inclusive and effective solutions that actively build engagement and foster a sense of belonging in science, thereby addressing potential barriers to equitable participation (Archer et al., 2015).

Source

Journal of Research in Science Teaching

“Science capital”: A conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts

journal · 2015

View source

Questions About This Research

What does the research say about understanding 'science capital' increases equitable access to stem careers for diverse student populations?: Design interventions and educational materials to actively cultivate 'science capital' by providing diverse science-related experiences, role models, and social connections, especially for students from underrepresented backgrounds. Evidence: Journal of Research in Science Teaching (2015).
Why does "Understanding 'Science Capital' increases equitable access to STEM careers for diverse student populations." matter for design?: Designers often create products and systems for education or career development. Understanding 'science capital' helps identify barriers to STEM engagement, informing inclusive design strategies for educational tools, outreach programs, and career pathways, aligning with the IB DT focus on stakeholders and innovation strategies.
How can designers apply this research?: Design interventions and educational materials to actively cultivate 'science capital' by providing diverse science-related experiences, role models, and social connections, especially for students from underrepresented backgrounds.
What were the main findings?: Science capital is unevenly distributed across the student population (5% high, 27% low).. Levels of science capital are patterned by cultural capital, gender, ethnicity, and academic 'set' (track) in science.. Students with different levels of science capital exhibit varying post-16 plans regarding studying or working in science.. Science capital correlates with students' self-efficacy in science and their perception of being seen as a 'science person' by others.
What research method was used?: Quantitative survey research with conceptual and methodological development. with 3658 secondary school students.
How strong is the evidence?: Evidence strength is rated Strong effect, based on a 2015 journal from Journal of Research in Science Teaching.
What should I do differently in my next project?: When designing a new educational app for science, incorporate features that connect students to real-world science applications, introduce diverse scientists, and encourage family engagement in science activities, targeting students identified as having low 'science capital'.
What are the limitations?: The study is specific to secondary school students in England; cultural and educational contexts may vary. The 'science capital' concept is still evolving and requires further validation across different populations and age groups.