How Choosing Science depends on Students' Individual Fit to ‘Science Culture’

By Ruurd Taconis, Ursula Kessels. 2009

129 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/734b938937ceb634e8b96390139ec44ded9fc060

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Science-related Aspirations Across the Primary–Secondary Divide: Evidence from two surveys in England (2014, background): “This suggests that as they progress through school students may have increasing difficulty conceiving of themselves as scientists, a finding in line with previous research (Lyons & Quinn, 2010b; Taconis & Kessels, 2009).”
Sources of Inspiration: The role of significant persons in young people's choice of science in higher education (2012, background): “The pupils in the research of Taconis and Kessels (2009) considered the typical peer who favoured science as someone less attractive, less popular, and less socially intelligent than pupils favouring the humanities.”
Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles (2011, background): “Subject cultures affect students’ interests while corresponding with their self-image (Taconis and Kessels 2009).”
Young Children's Aspirations in Science: The unequivocal, the uncertain and the unthinkable (2013, background): “Another factor that has been posited to shape aspirations is the extent to which individuals can imagine themselves in a particular occupation or field (Gilmartin et al, 2006 ; Lyons & Quinn, 2010 ; Taconis & Kessels, 2009 ).”
Who Aspires to a Science Career? A comparison of survey responses from primary and secondary school students (2015, background): “…and developed —or not—by the extent to which students can imagine themselves in certain science-related roles and can perceive science careers as possible and achievable (Aschbacher et al., 2010; Boe, Henriksen, Lyons, & Schreiner, 2011; Cleaves, 2005; Lyons & Quinn, 2010; Taconis & Kessels, 2009).”
Bridging the Gap by Enhancing the Fit: How Stereotypes about STEM Clash with Stereotypes about Girls (2015, result): “Several other studies have also shown that the subjectively perceived fit between students’ self and the subject prototype predicted whether students would like and choose the respective subject as a major (e.g. Hannover & Kessels, 2004; Kessels & Taconis, 2012; Taconis & Kessels, 2009).”
Expectancy-Value Models for the STEM Persistence Plans of Ninth-Grade, High-Ability Students: A Comparison Between Black, Hispanic, and White Students (2014, background): “Stereotypes that are associated with STEM are likely to conflict with components of students’ gender, ethnic, or racial identities and prevent the integration of science into their identities (Archer et al., 2007, 2010; Taconis & Kessels, 2009).”