Knowing Someone Who Does Science Matters: A National Study of Science Capital

• In Event: Examining Factors in the Development of Science Capital and Identity

Abstract

This study examined the degree to which individual differences in students’ (N=1,015) access to science capital and family science habitus are explained by factors such as a student’s gender identity, racial/ethnic identity, location (urban, rural, suburban), access to science-related tools at home, and access to an adult who works in a science job, does science hobbies, or talks about science. A multiple linear regression indicated students’ access to an adult who works in a science job, an adult who does science hobbies, access to conversations about science with adults or family, and access to science-related tools significantly added to the prediction model. Results provide insight into effective family programming strategies to build science capital and science habitus.

Authors

• M. Gail Jones, North Carolina State University

• Katherine Chesnutt, Appalachian State University

• Megan Ennes, University of Florida

• Emily Cayton, Campbell University