Science related careers: aspirations and outcomes in two British cohort studies

Abstract

Purpose

Understanding the factors and processes facilitating entry into science related occupations is a first step in developing effective interventions aiming to increase a skilled science base. This paper intends to address individual as well as family and school related influences on uptake of science, engineering, technology and health related careers.

Design/methodology/approach

Drawing on data collected for two British birth cohorts: the 1958 National Child Development Study and the 1970 British Cohort Study, a developmental‐contextual model of career development is tested, comparing the experiences of over 17,000 men and women during the transition from school to work.

Findings

The findings suggest that there is a persisting gender imbalance both in terms of aspirations and occupational attainment. Interest and attachment to a science related career are formed early in life, often by the end of primary education. School experiences, in particular, are crucial in attracting young people to a career in science.

Research limitations/implications

Much remains to be done to improve intake in science related occupations, especially regarding recognition and access to science related courses at school, and rendering school experiences more relevant and engaging for young people.

Originality/value

Comparing career transitions in two longitudinal cohorts allows the study of careers over time, linking early influences to later outcomes, and enables the identification of stable and changing patterns in antecedents and outcomes.

Citation

Schoon, I., Ross, A. and Martin, P. (2007), "Science related careers: aspirations and outcomes in two British cohort studies", Equal Opportunities International, Vol. 26 No. 2, pp. 129-143. https://doi.org/10.1108/02610150710732203