Louise Archer|Emily Dawson|Jennifer DeWitt|Amy Seakins|Billy Wong
“Science capital”: A conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts
King's College School|King's College London|University College London|King's College School|King's College London|King's College School|King's College London|University of Roehampton
abstract paper sets argument approach moving beyond primarily artsbased conceptualization cultural capital tendency within bourdieusian approaches date advance notion contemporary society scientific forms cultural social capital command high symbolic exchange value previous research archer et al 2014 journal research science teaching 51 130 proposed concept science capital sciencerelated forms cultural social capital theoretical lens explaining differential patterns aspiration educational participation among young people attempt theoretically methodologically empirically advance discussion might conceptualize science capital might translated survey tool use students report findings survey conducted 3658 secondary school students aged 1115 years england analysis found science capital unevenly spread across student population 5 classified high science capital 27 low science capital analysis shows levels science capital high medium low clearly patterned cultural capital gender ethnicity set track science students high medium low levels science capital also seem different post16 plans regarding studying working science different levels selfefficacy science also vary dramatically terms whether feel others see science person paper concludes discussion conceptual methodological issues implications practice 2015 authors journal research science teaching published wiley periodicals inc j res sci teach 52 922948 2015