ABSTRACT
As we argue throughout this book, aspirations are closely linked with identity and how individuals perceive themselves and are perceived by others. With regard to aspirations in science in particular, students’ aspirations and educational choices are influenced by the extent to which they are able to develop and maintain a ‘science identity’. That is, when students perceive themselves as scientific and ‘good at science’ and, importantly, are recognised as such by others, they are better equipped to maintain interests and aspirations in science (cf. Carlone and Johnson, 2007), leading to increased possibilities for future participation and engagement in science – whether in future study or in engagement with issues as a scientifically literate adult. In this chapter we explore the relationships between science identities and students’ experiences of school science.
