Participation in informal science learning experiences: the rich get richer?

Abstract

ABSTRACTInformal science learning (ISL) experiences have been found to provide valuable opportunities to engage with and learn about science and, as such, form a key part of the STEM learning ecosystem. However, concerns remain around issues of equity and access. The Enterprising Science study builds upon previous research in this area and uses the construct of ‘science capital’ to understand and support science engagement among young people, particularly those historically marginalised from science. Drawing on survey data from nearly 6000 children ages 11–16 in England, we investigate who participates in particular areas of informal STEM learning outside of the science classroom. Survey findings are illustrated by interview data from the same project. Analyses suggest that overall participation in different types of informal science learning experiences (‘informal’ learning experiences, ‘everyday’ learning experiences, and school-led enrichment) varies. Generally, students from more privileged social backgrounds participate more, but with further ethnic and gender patterns between different ISL activity types. These differential patterns of participation highlight how some areas of the ecosystem (e.g. ‘everyday’ learning experiences) are more accessible, while others (e.g. in designed spaces and school-led enrichment) could do more to address inequities in participation.