ABSTRACT
We set out, at the beginning of the study, to try to make sense of the various influences that shape children’s science and career aspirations. We believe that our work has shed new light on this complex process, drawing out the tangled interweaving of identities and inequalities of gender, ethnicity and social class and how these shape the possibility and desirability of science within children’s lives – that is, the extent to which children will see it as being ‘for me’ (or not).
