Space Ambassador – TOP TIPS!! https://www.dropbox.com/scl/fi/4u6p273pld45huw?r=AAIGQVnd3vUdazTcTrNZZ2dTyLMCsiPimLxrReVwqAN7QC-WDTPGpjvmQDh8HTxRFkKh47M6FLCugLXwA2CYd_3ZNGvauhorXF1hAraAvqjPoV29VWm7wnO1tPhMgNBOj-Cv7EXADARMa2sfk7Oe8OSr_26o6H1kBzRX2OTabwK9QaRwFJoxAJ8G8jUwuQa_5wA&sm=1 Space Ambassador – TOP TIPS!! Clare Warren c.warren4@herts.ac.uk

There’s a problem! 40,000 annual shortfall of STEM skilled workers BME men are 28% less likely to work in STEM than white men. 9% of those in non-medical STEM careers are women Improving Diversity in STEM: A report by the Campaign for Science and Engineering (CaSE) (2014)

There’s a problem! “A more diverse science, technology, engineering and mathematics (STEM) workforce is not simply desirable in terms of equality, but necessary if we are to maximise individual opportunity and meet economic need.” Improving Diversity in STEM: A report by the Campaign for Science and Engineering (CaSE) (2014)

Children enjoy science But they don’t aspire to become scientists ASPIRES: Young people’s science and careers aspirations, age 10-14 King’s College London

Children enjoy science But they don’t aspire to become scientists ASPIRES: Young people’s science and careers aspirations, age 10-14 King’s College London

Science Capital “ a key factor affecting the likelihood of a student aspiring to a science-related career by the age of 14 is the amount of ‘science capital’ a family has. Science capital refers to science-related qualifications, understanding, knowledge (about science and ‘how it works’), interest and social contacts (e.g. knowing someone who works in a science-related job).” ASPIRES: Young people’s science and careers aspirations, age 10-14 King’s College London

Science Capital Science capital is unevenly spread across societal groups. Those with higher levels of science capital tend to be middle-class – although this is not always the case Students from families with medium or high science capital are more likely to aspire to science and STEM-related careers and are more likely to plan to study science post-16. Longitudinal tracking showed that students with low science capital who do not express STEM related aspirations at age 10 are unlikely to develop STEM aspirations by the age of 14. ASPIRES: Young people’s science and careers aspirations, age 10-14 King’s College London

Most and least likely! A student is most likely to express science aspirations if he is male, Asian, has high/very high levels of cultural capital, is in the top set for science and has a family member who works in science or a STEM-related job. least likely to see science as ‘for me’ if she is female, White, has low/very low levels of cultural capital, is in the bottom set and does not have any family members who use science in their jobs Girls who define themselves as ‘girly’ are particularly unlikely to aspire to a career in science ASPIRES: Young people’s science and careers aspirations, age 10-14 King’s College London

Messages for policy and practice! Shift policy discourse from ‘increasing interest’ to ‘building science capital’ Earlier intervention – from primary school Break the ‘science = scientist link’ Embed STEM careers awareness in science lessons Tackle multiple inequalities Target resources at disadvantaged students Challenge unwitting biases Bust the ‘brainy’ image of science/science careers Broaden post-16 science options Build science capital with students and families ASPIRES: Young people’s science and careers aspirations, age 10-14 King’s College London

Unconscious bias Go to www.menti.com and use the code 98 44 79 Tests for unconscious bias https://implicit.harvard.edu/implicit/takeatest.html

Unconscious bias http://thinkphysics.org/wp/wp-content/uploads/2016/06/Unconscious-Bias-in-the-Primary-Classroom.pdf?8da291

Unconscious bias http://thinkphysics.org/wp/wp-content/uploads/2016/06/Unconscious-Bias-in-the-Primary-Classroom.pdf?8da291

Messages for policy and practice! Senior gender champion Training Gender awareness and unconscious bias Sexist language Use of progression data Initiatives eg role models Subject equity Teachers refrain from making remarks about how difficult particular subject are Careers guidance Student ownership Personal, social, health and economic education Opening Doors: A guide to good practice in countering gender stereotyping in schools Institute of Physics (2015) Opening Doors: A guide to good practice in countering gender stereotyping in schools Institute of Physics (2015)

Think Physics Approach http://thinkphysics.org/wp/wp-content/uploads/2016/06/Think-Physics-Science-Capital-1.pdf?8da291&8da291

What can Space Ambassadors do?

Any questions? Clare Warren c.warren4@herts.ac.uk https://www.dropbox.com/scl/fi/4u6p273pld45huw?r=AAIGQVnd3vUdazTcTrNZZ2dTyLMCsiPimLxrReVwqAN7QC-WDTPGpjvmQDh8HTxRFkKh47M6FLCugLXwA2CYd_3ZNGvauhorXF1hAraAvqjPoV29VWm7wnO1tPhMgNBOj-Cv7EXADARMa2sfk7Oe8OSr_26o6H1kBzRX2OTabwK9QaRwFJoxAJ8G8jUwuQa_5wA&sm=1 Any questions? Clare Warren c.warren4@herts.ac.uk