“Science Is (not) My Thing”: the Construction of Differentiated Relationships to Science Amongst Working-class Children

Abstract : Possibility for young people to develop scientific aspirations is unequally socially distributed. Gender, class and ethnicity are sources of social inequalities that keep some children away from science. Education plays a role in these differences regarding access to science. Stereotyped representations conveyed by hidden curriculums, differentiated socializations and never explained gaps betweens some families dispositions and what the school form wants: all of this contributes to alienate a lot of students from science. Girls from all social backgrounds are concerned, and their disadvantages cumulate in the working-classes, but working-class boys are the most penalized throughout their education, especially in science. In order to fill these gaps et make scientific identification easier, models of science would have to be diversified, in order to change children’s and adults’ representations.
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https://halshs.archives-ouvertes.fr/halshs-01379948
Contributor : Clémence Perronnet <>
Submitted on : Wednesday, October 26, 2016 - 3:14:32 PM
Last modification on : Wednesday, October 31, 2018 - 12:24:14 PM

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Clémence Perronnet. “Science Is (not) My Thing”: the Construction of Differentiated Relationships to Science Amongst Working-class Children. Les 8èmes rencontres Jeunes & Sociétés en Europe et autour de la Méditerranée : « Genre et jeunesses », ENS de Lyon, Oct 2016, Lyon, France. ⟨halshs-01379948⟩

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