Participation in science and technology: Young people's achievement-related choices in late-modern societies

Studies in Science Education

Volumn 47, Issue 1, 2011, Pages 37-72

  Bøe, Maria Vetleseter ^a   Henriksen, Ellen Karoline ^a   Lyons, Terry ^b   Schreiner, Camilla ^c  

^a UNIVERSITY OF OSLO   (Norway)

^b UNIVERSITY OF NEW ENGLAND   (Australia)

^c Norges forskningsrad   (Norway)

Author keywords

Educational choice; Expectancy value model; Gender; Modernity; Participation; STEM

Indexed keywords

EID: 79952968881     PISSN: 03057267     EISSN: 19408412     Source Type: Journal    
DOI: 10.1080/03057267.2011.549621     Document Type: Article

References (186)

1. Aikenhead, G. (2006). Science education for everyday life: Evidence-based practice. New York: Teachers College Press.
2. Ainley, J., Kos, J., & Nicholas, M. (2008). Participation in science, mathematics and technology in Australian education. Camberwell, VIC: Australian Council of Educational Research.
3. Anderson, J.O., Chiu, M.-h., & Yore, L.D. (2010). First cycle of PISA (2000-2006) - International perspectives on successes and challenges: Research and policy directions. International Journal of Science and Mathematics Education, 8(3), 1573-1774.
4. Angell, C., Guttersrud, Ø., Henriksen, E.K., & Isnes, A. (2004). Physics: Frightful, but fun. Pupils' and teachers' views of physics and physics teaching. Science Education, 5(88), 683-706.
5. Archer, L., Dewitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2010). 'Doing' science versus 'being' a scientist: Examining 10/11-year-old schoolchildren's constructions of science through the lens of identity. Science Education, 94(4), 617-639.
6. Archer, L., Hollingworth, S., & Halsall, A. (2007). 'University is not for me - I'm a Nike person': Urban, working-class young people's negotiations of 'style', identity and educational engagement. Sociology, 41(2), 219-237.
7. Arnoux, P., Duverney, D., & Holton, D. (2009). The rise and fall of mathematical enrolments in the French educational system: A case study. International Journal of Mathematical Education in Science and Technology, 40(1), 43-57.
8. Aschbacher, P.R., Li, E., & Roth, E.J. (2010). Is science me? High school students' identities, participation and aspirations in science, engineering and medicine. Journal of Research in Science Teaching, 47(5), 564-582.
9. Ashcraft, M.H. (2002). Math anxiety: Personal, educational and cognitive consequenses. Current Directions of Psychological Science, 11(5), 181-185.
10. Atkinson, W. (2008). Not all that was solid has melted into air (or liquid): A critique of Bauman on individualization and class in liquid modernity. Sociological Review, 56(1), 1-17.
11. Baker, D., & Leary, R. (1995). Letting girls speak out about science. Journal of Research in Science Teaching, 32, 3-27.
12. Ball, S.J., Davies, J., David, M., & Reay, D. (2002). 'Classification' and 'judgement': Social class and the 'cognitive structures' of choice of higher education. British Journal of Sociology of Education, 23(1), 51-72.
13. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
14. Bandura, A., Barbaranelli, C., Caprara, G.V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child Development, 72(1), 187-206.
15. Barmby, P., Kind, P., & Jones, K. (2008). Examining changing attitudes in secondary school science. International Journal of Science Education, 30(8), 1075-1093.
16. Barnes, G., McInerney, D., & Marsh, H. (2005). Exploring sex differences in science enrolment intentions: An application of the general model of academic choice. Australian Educational Researcher, 32(2), 1-24.
17. Bauman, Z. (2001). The individualized society. Cambridge: Polity Press.
18. Bauman, Z. (2008). The art of life. Cambridge: Polity Press.
19. Beck, U. (1999). World risk society. Cambridge: Polity Press.
20. Beck, U., & Beck-Gernsheim, E. (2002). Individualization. London: Sage.
21. Beck, U., Giddens, A., & Lash, S. (1994). Reflexive modernization. politics, tradition and aesthetics in the modern social order. Cambridge: Polity Press.
22. Bennett, J., & Hogarth, S. (2009). Would you want to talk to a scientist at a party? High school students' attitudes to school science and to science. International Journal of Science Education, 31(14), 1975-1998.
23. Blickenstaff, J.C. (2005). Women and science careers: Leaky pipeline or gender filter? Gender and Education, 17(4), 369-386.
24. Blumhof, J., & Holmes, P. (2008). Mapping the environmental science landscape: An investigation into the state of the environmental science subject in higher education. London: Institution of Environmental Sciences, Committee of Heads of Environmental Sciences, Higher Education Academy Subject Centre for Geography, Earth and Environmental Sciences.
25. Boaler, J., William, D., & Zevenbergen, R. (2000, March). The construction of identity in secondary mathematics education. Paper presented at the International Mathematics Education and Society Conference, Montechoro, Portugal.
26. Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. London: Routledge & Kegan Paul.
27. Bourdieu, P. (1990). Reproduction in education, society and culture (theory, culture and society). London: Sage.
28. Bourdieu, P., & Passeron, J.-C. (1990). Reproduction in education, society and culture (R. Nice, Trans., 2nd ed.). London: Sage.
29. Braund, M., & Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of out-of-school learning. International Journal of Science Education, 28(12), 1373-1388.
30. Brickhouse, N. (2001). Embodying science: A feminist perspective on learning. Journal of Research in Science Teaching, 38(3), 282-295.
31. Brickhouse, N., Lowery, P., & Schultz, K. (2000). What kind of a girl does science? Journal of Research in Science Teaching, 35(5), 441-458.
32. Brickhouse, N., & Potter, J.T. (2001). Young women's scientific identity formation in an urban context. Journal of Research in Science Teaching, 38(8), 965-980.
33. Buck, G.A., Clark, V.L.P., Leslie-Pelecky, D., Lu, Y., & Cerda-Lizarraga, P. (2008). Examining the cognitive processes used by adolescent girls and women scientists in idenitfying science role models: A feminist approach. Science Education, 92(4), 688-707.
34. Bøe, M.V. (2009). Unpublished raw data (PhD-thesis, University of Oslo).
35. Bøe, M.V. (submitted). Science choice in Norwegian upper secondary school: What matters?
36. Carlone, H.B. (2003). Innovative science within and against a culture of 'achievement'. Science Education, 87, 307-328.
37. Carlone, H.B. (2004). The cultural production of science in reform-based physics: Girls' access, participation and resistance. Journal of Research in Science Teaching, 41(4), 392-414.
38. Carson, R.N. (2002). The epic narrative of intellectual culture as a framework for curricular coherence. Science & Education, 11, 231-246.
39. Cavallo, A.M.L., Rozman, M., & Potter, W.H. (2004). Gender differences in learning constructs, shifts in learning constructs and their relationship to course achievement in structured enquiry, yearlong college physics course for life science majors. School Science and Mathematics, 104(6), 288-300.
40. Ceci, S., Williams, W., & Barnett, S. (2009). Women's under-representation in science: Socio-cultural and biological considerations. Psychological Bulletin, 135(2), 218-261.
41. Cerini, B., Murray, I., & Reiss, M.J. (2003). Student review of the science curriculum. Major findings. London: Planet Science; Institute of Education, University of London; Science Museum.
42. Cleaves, A. (2005). The formation of science choices in secondary school. International Journal of Science Education, 27(4), 471-486.
43. Coe, R., Searle, J., Barmby, P., Jones, K., & Higgins, S. (2008). Relative difficulty of examinations in different subjects. Durham, UK: Centre for Educational Management.
44. Coleman, J.C., & Hendry, L.B. (1999). The nature of adolescence. London: Routledge.
45. Costa, P.T., McCrae, R.R., & Holland, J.L. (1984). Personality and vocational interests in an adult sample. Journal of Applied Psychology, 69(3), 390-400.
46. Côté, J.E. (1996). Sociological perspectives on identity formation: The culture-identity link and identity capital. Journal of Adolescence, 19, 417-428.
47. Dar-Nimrod, I., & Heine, S.J. (2006). Exposure to scientific theories affects women's math performance. Science, 314, 435.
48. Denissen, J.J.A., Zarrett, N.R., & Eccles, J. (2007). I like to do it, I'm able and I know I am: Longitudinal couplings between domain-specific achievement, self-concept and interest. Child Development, 78(2), 430-447.
49. Department of Education, Science and Training. (2006). Audit of science, engineering and technology skills: A summary report. Canberra: Department of Education, Science and Training.
50. Dobson, I.R. (2007). Sustaining science: University science in the twenty-first century. A study commissioned by the Australian Council of Deans of Science. Fairfield, VIC: Centre for Population and Urban Research and the Educational Policy Institute.
51. Eccles, J. (1994). Understanding women's educational and occupational choices. Psychology of Women Quarterly, 18, 585-609.
52. Eccles, J. (2007). Where are all the women? In S.J. Ceci & W.M. Williams (Eds.), Why aren't more women in science? (pp. 199-209). Washington DC: American Psychological Association.
53. Eccles, J. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78-89.
54. Eccles, J., Adler, T.F., Futterman, R., Goff, S.B., Kaczala, C.M., Meece, J.L., & Midgley, C. (1983). Expectancies, values and academic behaviours. In J.T. Spence (Ed.), Achievement and achievement motives: Psychological and sociological approaches (pp. 75-146). San Francisco: W.H. Friedman.
55. Eccles, J., Barber, B., & Jozefowicz, D. (1999). Linking gender to educational, occupational and recreational choices: Applying the Eccles et al. model of achievement-related choices. In W.B. Swan, Jr., J.H. Langlois, & L.A. Gilbert (Eds.), Sexism and stereotypes in modern society: The gender science of Janet Taylor Spence (pp. 153-192). Washington DC: American Psychological Association.
56. Eccles, J., Vida, M.N., & Barber, B. (2004). The relation of early adolescents' college plans and both academic ability and task-value beliefs to subsequent college enrollment. Journal of Early Adolescence, 24(1), 63-77.
57. Eccles, J., & Wigfield, A. (2002). Motivational beliefs, values and goals. Annual Review of Psychology, 47(8), 978-1003.
58. European Round Table of Industrialists. (2009). Societal changes: Mathematics, science and technology education report. Brussels: European Round Table of Industrialists.
59. European Union (EU). (2005). Europeans, science and technology: Eurobarometer 224. Brussels: The Directorate General Press and Communication of the European Commission.
60. EU (European Union). (2006). She figures: Women and science. Brussels: European Commision. Science and society.
61. EU (European Union). (2009). She figures 2009: Statistics and indicators on gender equity in science. Brussels: European Commision.
62. Fackler, M. (2008). High-tech Japan running out of engineers. New York Times. Retrieved May 17, 2008, from http://www.nytimes.com/2008/05/17/business/worldbusiness/17engineers.html
63. Fornäs, J. (1995). Cultural theory and late-modernity. London: Sage.
64. Fredricks, J.A., & Eccles, J.S. (2002). Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains. Developmental Psychology, 38(4), 519-533.
65. Frome, P.M., Alfeld, C.J., Eccles, J.S., & Barber, B.L. (2006). Why don't they want a male-dominated job? An investigation of young women who changed their occupational aspirations. Educational Research and Evaluation, 12(4), 359-372.
66. Frønes, I. (1998). De likeverdige: Om sosialisering og de jevnaldrendes betydning [On equal level. About socialisation and the significance of the age peers]. Oslo: Universitetsforlaget.
67. Frønes, I., & Brusdal, R. (2001). På sporet av den nye tid. Kulturelle varsler for en nær fremtid [On the track of the new era. Cultural signs of a near future]. Bergen: Fagbokforlaget Vigmostad & Bjørke AS.
68. Furlong, A., & Cartmel, F. (1997). Young people and social change: Individualization and risk in late-modernity. Buckingham, UK: Open University Press.
69. Furlong, A., & Cartmel, F. (2007). Young people and social change: New perspectives (2nd ed.). Berkshire, UK: Open University Press.
70. Giddens, A. (1991). Modernity and self-identity: Self and society in the late-modern age. Cambridge: Polity Press.
71. Giddens, A. (2001). Sociology (4th ed.). Cambridge: Polity Press.
72. Goffman, E. (1959). The presentation of self in everyday life. New York: Anchor Book.
73. Government of Canada. (2007). Mobilizing science and technology to Canada's advantage: Executive summary. Ottawa: Government of Canada. Retrieved July 2, 2010, from http://ic.gc.ca/epublications
74. Hannover, B., & Kessels, U. (2004). Self-to-prototype matching as a strategy for making academic choices: Why high school students do not like math and science. Learning and Instruction, 14, 51-67.
75. Hasse, C., Sinding, A.B., & Trentemøller, S. (Eds.). (2008). Draw the line! Universities as workplaces for male and female researchers in Europe. Tartu, Estonia: Tartu University Press.
76. Hazari, Z., Sadler, P.M., & Tai, R.H. (2008). Gender differences in the high school and affective experiences of introductory colelge physics students. Physics Teacher, 46(7), 423-427.
77. Hazari, Z., Sonnert, G., Sadler, P.M., & Shanahan, M.-C. (2010). Connecting high school physics experiences, outcome expectations, physics identity and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978-1003.
78. Head, J., & Ramsden, J. (1990). Gender, psychological type and science. International Journal of Science Education, 12(1), 115-121.
79. Heggen, K. (2004). Risiko og forhandlinger: Ungdomssosiologiske emner [Risk and negotiation: Youth-sociological topics]. Oslo: Abstrakt forlag.
80. Hembree, R. (1990). The nature, effects and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33-46.
81. Hidi, S., & Renninger, K.A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127.
82. Hipkins, R., & Bolstad, R. (2005a). Staying in science: Student participation in secondary education and on transition to tertiary studies. Wellington: New Zealand Council for Educational Research.
83. Hipkins, R., & Bolstad, R. (2005b). Staying in Science. Student participation in secondary education and on transition to tertiary studies (Background paper). Wellington: New Zealand Council for Educational Research.
84. Hipkins, R., & Bolstad, R. (2006). Staying in science: An investigation of factors that encourage students to choose science as a study and career focus. Wellington: New Zealand Council for Educational Research.
85. Hodapp, T., Hehn, J., & Hei, W. (2009). Preparing high-school physics teachers. Physics Today, 62(2), 40-45.
86. Holmegaard, H.T., Ulriksen, L., & Madsen, L.M. (2010). The process of choosing what to study. A longitudinal study of upper secondary students' identity work when choosing higher education. Manuscript submitted for publication.
87. Hutchinson, J., Stagg, P., & Bentley, K. (2009). STEM careers awareness timelines: Attitudes and ambitions towards science, technology, engineering and maths. Derby: International Centre for Guidance Studies, University of Derby.
88. Hyde, J.S., & Linn, M.C. (2006). DIVERSITY. Enhanced: Gender similarities in mathematics and science. Science, 314(5799), 599-600. doi: 10.1126/science.1132154
89. Häussler, P., & Hoffmann, L. (2000). A curricular frame for physics education: Development, comparison with students' interests, and impact on students' achievement and selfconcept. Science Education, 84(6), 689-705.
90. Illeris, K., Katznelson, N., Simonsen, B., & Ulriksen, L. (2002). Ungdom, identitet og uddannelse [Youth, identity and education]. Frederiksberg, Denmark: Roskilde Universitetsforlag.
91. Institute for International Education. (2010). Open doors 2010: Report on international educational exchange. Pennsylvania, PA: Institute for International Education.
92. Institution of Engineering and Technology (IET). (2008). Studying STEM: What are the barriers? A literature review of the choices student make. Stevenage, UK: The Institution of Engineering and Technology.
93. International Monetary Fund. (2010). World economic outlook: Recovery, risk and rebalancing. Washington, DC: International Monetary Fund.
94. Inglehart, R. (1997). Modernization and post-modernization: Cultural, economic and political change in 43 societies. Princeton, NJ: Princeton University Press.
95. Jenkins, E.W. (2006). Student opinion in England about science and technology. Research in Science & Technological Education, 24(1), 59-68.
96. Jenkins, E.W., & Nelson, N.W. (2005). Important but not for me: Students' attitudes towards secondary school science in England. Research in Science & Technology Education, 23(1), 41-57.
97. Jensen, F.A., & Henriksen, E.K. (2010). IRIS working document 5.1. Part II: The effect of initiatives to recruit young people to science, technology, engineering and mathematics education. Oslo: IRIS - Interest & Recruitment in Science.
98. Johnson, A.C. (2007). Unintended consequences: How science professors discourage women of color. Science Education, 91, 805-821.
99. Joint Council for Qualifications (JCQ). (2009). Entriesto A-level examinations in sciences and mathematics 1985-2008. Retrieved December 12, 2010, from http://www.iop.org/policy/statistics/education/page_43188.html
100. Joint Council for Qualifications (JCQ). (2010). GCE A-level trends: Appendix. Retrieved December 12, 2010, from http://www.jcq.org.uk/attachments/published/1303/02.%20Appendix%20-%20GCE%20Tables.pdf
101. Jones, M.G., Howe, A., & Rua, M.J. (2000). Gender differences in students' experiences, interests and attitudes toward science and scientists. Science Education, 84, 180-192.
102. Kaspura, A. (2010). The engineering profession: A statistical overview 2010. Berton, ACT: Engineers Australia.
103. Kenway, J., & Gough, A. (1998). Gender and science education in schools: A review 'with attitude'. Studies in Science Education, 31(1), 1-29.
104. Kilminster, S., Downes, J., Gough, B., Murdoch-Eaton, D., & Roberts, T. (2007). Women in medicine - is there a problem? A literature review of the changing gender composition, structures and occupational cultures in medicine. Medical Education, 41(1), 39-49.
105. Kjærnsli, M., Lie, S., Olsen, R.V., & Roe, A. (2007). Tid for tunge løft. Norske elevers kompetanse i naturfag, lesing og matematikk i PISA 2006. [Time for heavy lifting. Norwegian students' competence in science, reading, and mathematics in PISA 2006]. Oslo: Universitetsforlaget.
106. Kozoll, R.H., & Osborne, M.D. (2004). Finding meaning in science: Lifeworld, identity and self. Science Education, 88, 157-181.
107. Krange, O. (2004). Grenser for individualisering. Ungdom mellom ny og gammel modernitet. [Limits of individualisation. Youth between new and old modernity] (Doctoral thesis, University of Oslo).
108. Krapp, A. (2002). Structural and dynamic aspects of interest development: Theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12, 383-409.
109. Krapp, A. (2005). Basic needs and the development of interest and intrinsic motivational orientations. Learning and Instruction, 15, 381-395.
110. Köller, O., Baumert, J., & Schnabel, K. (2001). Does interest matter? The relationship between academic interest and achievement in mathematics. Journal for Research in Mathematics Education, 32(5), 448-470.
111. Labudde, P., Herzog, W., Neuenschwander, M.P., Violi, E., & Gerber, C. (2000). Girls and physics: Teaching and learning strategies tested by classroom interventions in grade 11. International Journal of Science Education, 22, 143-157.
112. Lapan, R.T., Shaughnessy, P., & Boggs, K. (1996). Efficacy expectations and vocational interests as mediators between sex and choice of math/science college majors: A longitudinal study. Journal of Vocational Behaviour, 49, 277-291.
113. Lie, S., Angell, C., & Rohatgi, A. (2010). Fysikk i fritt fall? TIMSS Advanced 2008 i videregående skole [Physics in free fall? TIMSS Advanced 2008 in upper secondary school]. Oslo: Unipub.
114. Lloyd, J.E.V., Walsh, J., & Yailagh, M.S. (2005). Sex differences in performance attribution, self-efficacy and achievement in mathematics: If I'm so smart, why don't I know it? Canadian Journal of Education, 28(3), 384-408.
115. Lowell, L., Salzman, H., Bernstein, H., & Henderson, E. (2009, November). Steady as she goes? Three generations of students through the sciences and engineering pipeline. Paper presented at the Annual Meetings of the Association for Public Policy, Analysis and Management, Washington, DC. Retrieved August 18, 2010, from http://www.heldrich.rutgers.edu/uploadedFiles/Publications/STEM_Paper_Final.pdf
116. Lyng, S.T. (2004). Være eller lære? Om elevroller, identitet og læring i ungdomsskolen [To be or to learn? On student roles, identity and learning in lower secondary school]. Oslo: Universitetsforlaget.
117. Lyons, T. (2006). Different countries, same science classes: Students' experiences of school science in their own words. International Journal of Science Education, 28(6), 591-613.
118. Lyons, T., & Quinn, F. (2010). Choosing science. Understanding the declines in senior high school science enrolments. Armidale, NSW: University of New England.
119. Manpower. (2009). Talent shortage survey results. Milwaukee, WI: Manpower Inc.
120. Markus, H., & Wurf, E. (1987). The dynamic self-concept: A social psychological perspective. Annual Reviews Psychology, 38, 299-337.
121. Maslow, A.H. (1968). Toward a psychology of being. New York: Van Nostrand Reinhold.
122. Masnick, A.M., Valenti, S.S., Cox, B.D., & Osman, C.J. (2010). A multidimensional scaling analysis of students' attitudes about science careers. International Journal of Science Education, 32(5), 653-667.
123. Meece, J.L., Wigfield, A., & Eccles, J.S. (1990). Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82(1), 60-70.
124. Miles, S. (2000). Youth lifestyles in a changing world. Buckingham, UK: Open University Press.
125. Miller, P.H., Blessing, J.S., & Schwartz, S. (2006). Gender differences in high-school students' views about science. International Journal of Science Education, 28(4), 363-381.
126. Nagy, G., Garrett, J., Trautwein, U., Cortina, K.S., Baumert, J., & Eccles, J. (2008). Gendered high school course selection as a precursor of gendered careers: The mediating role of self-concept and intrinsic value. In H.M.G. Watt & J. Eccles (Eds.), Gender and occupational outcomes (pp. 115-143). Washington, DC: American Psychological Association.
127. National Institutes of Health. (1999). Agenda for research on women's health for the 21st century. Bethesda, MD: National Institutes of Health.
128. National Science Foundation. (2006). Women, minorities and people with disabilities in science and engineering. Retrieved 29 September, 2009, from http://www.nsf.gov/statistics/wmpd/
129. Norwegian Universities and Colleges Admission Service. (2007). Søkertall 2007. [Application statistics 2007]. Retrieved December 3, 2010, from http://www.samordnaopptak.no/info/soekertall/soekertall_2007/
130. Norwegian Universities and Colleges Admission Service. (2010). Søkere per studium. [Applicants per study programmes]. Retrieved December 3, 2010, from http://www.samordnaopptak.no/tall/2010/hoved/tilbud_per_plass
131. NSB. (2010). Science and engineering indicators 2010. Arlington, VA: National Science Foundation (NSB 10-01).
132. OECD (Organization for Economic Co-operation and Development). (2007a). PISA 2006: Science competencies for tomorrow's world (Vol. 1). Paris: Author.
133. OECD (Organization for Economic Co-operation and Development). (2007b). PISA 2006: Volume 2 data. Retrieved August 10, 2008, from OECD http://www.oecd.org/document/2/0,3343,en_32252351_32236191_39718850_1_1_1_1,00.html
134. OECD (Organization for Economic Co-operation and Development). (2008). Encouraging student interest in science and technology studies. Paris: Global Science Forum.
135. OECD (Organization for Economic Co-operation and Development). (2010a). OECD employment outlook 2010: Moving beyond the jobs crisis. Paris: Author.
136. OECD (Organization for Economic Co-operation and Development). (2010b). OECD information technology outlook 2010: Highlights. Paris: Author.
137. Ogura, Y. (2005, June). Situation and problems of decrease of Japanese students in science and technology fields. Paper presented at the OECD/Japan Seminar, Tokyo. Retrieved December 3, 2010, from http://www.aspacnet.org/apec/research/_pdfs/OECDJapanSeminarOgura050624.pdf
138. Osborne, J. (2008). Engaging young people with science: Does science education need a new vision? School Science Review, 89(328), 67-74.
139. Osborne, J., & Collins, S. (2001). Pupils' views of the role and value of the science curriculum: A focus-group study. International Journal of Science Education, 23(5), 441-467.
140. Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. London: King's College.
141. Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.
142. Osborne, J., Simon, S., & Tytler, R. (2009, April). Attitudes towards science: An update. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, California.
143. Paton, G. (2010). Warning over university admission 'crisis'. The Telegraph. Retrieved 29 November, 2010, from http://www.telegraph.co.uk/education/educationnews/7045020/Warning-over-university-admissions-crisis.html
144. Preckel, F., Goetz, T., Pekrun, R., & Kleine, M. (2008). Gender differences in gifted and average-ability students: Comparing girls' and boys' achievement, self-concept, interest and motivation in mathematics. Gifted Child Quarterly, 52(2), 146-159.
145. Purcell, K., Elias, P., Ellison, R., Atfield, G., Adam, D., & Livanos, I. (2008). Applying for higher education: The diversity of career choices, plans and expectations. Findings from the First Futuretrack Survey of the 'Class of 2006' applicants for higher education. Coventry: IER, University of Warwick.
146. Quinn, D.M., & Spencer, S.J. (2001). The interference of stereotype threat with women's generation of mathematical problem-solving strategies. Journal of Social Issues, 57(1), 55-71.
147. Qurashi, M., Kazi, A., & Hussain, T. (2010). Science and technology policies for third world countries. Rabat: Islamic Educational, Scientific and Cultural Organization.
148. Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55(1), 68-78.
149. Scantlebury, K., & Baker, D. (2007). Gender issues in science education research: Remembering where the difference lies. In S.K. Abell & N.G. Lederman (Eds.), Handbook of research on science education (pp. 257-285). Mahwah, NJ: Lawrence Erlbaum.
150. Schiebinger, L. (Ed.). (2008). Gendered innovations in science and engineering. Palo Alto: Stanford University Press.
151. Schiefele, U. (1999). Interest and learning from text. Scientific Studies of Reading, 3(3), 257-279.
152. Schreiner, C. (2006). Exploring a ROSE-garden: Norwegian youth's orientation towards science - seen as signs of late-modern identities (Doctoral Thesis, University of Oslo).
153. Schreiner, C., Henriksen, E.K., Sjaastad, J., Jensen, F., & Løken, M. (2010). Vilje-con-valg: Valg og bortvalg av realfag i høyere utdanning. [Choosing - or not choosing - STEM higher education in Norway]. Oslo: Norwegian Centre for Science Education.
154. Schreiner, C., & Sjøberg, S. (2007). Science education and youth's identity construction: Two incompatible projects? In D. Corrigan, J. Dillon, & R. Gunstone (Eds.), The re-emergence of values in science education (pp. 231-247). Rotterdam: Sense Publishers.
155. Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34, 14-22.
156. Shapka, J.D., Domene, J.F., & Keating, D.P. (2008). Gender, mathematics achievement and the educational and occupational aspirations of Canadian youth. In H.M.G. Watt & J.S. Eccles (Eds.), Gender and occupational outcomes (pp. 27-54). Washington, DC: American Psychological Association.
157. Shernoff, D.J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E.S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158-176.
158. Simonsen, B., & Ulriksen, L. (1998). Universitetsstudier i krise. Fag, prosjekter og moderne studenter [University studies in crises. Subjects, projects and modern students] (Vol. 94/98). Frederiksberg, Denmark: Roskilde Universitetsforlag.
159. Simpkins, S., Davis-Kean, P., & Eccles, J. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42(1), 70-83.
160. Sjaastad, J. (2010, June). The influence of parents, teachers and celebrities in young people's choice of science in higher education. Paper presented at the XIV. IOSTE Symposium, Bled, Slovenia.
161. Sjøberg, S. (2000). Interesting all children in 'science for all'. In R. Millar, J. Leach, & J. Osborne (Eds.), Improving science education (pp. 165-186). Buckingham, UK & Philadelphia, PA: Open University Press.
162. Sjøberg, S. (2003). Science and technology education: Current challenges and possible solutions. In E.W. Jenkins (Ed.), Innovations in science and technology education (Vol. VIII, pp. 201-228). Paris: UNESCO.
163. Sjøberg, S., & Schreiner, C. (2010). The ROSE project: An overview and key findings. Oslo: University of Oslo.
164. Sjödin, U. (2001). Ungdomskultur ock naturvetenskap. Perspektiv från kulturvetenskaplig ungdomsforskning på NOT-projektets målsättning [Youth culture and science. Perspectives from social sciences and youth research on the aims of the NOT-project]. Stockholm: NOThäfte.
165. Spelke, E.S. (2005). Sex differences in intrinsic aptitude for mathematics and science? A critical review. American Psychologist, 60(9), 950-958.
166. Stadler, H., Duit, R., & Benke, G. (2000). Do boys and girls understand physics differently? Physics Education, 35, 417-422.
167. Stine, D.D., & Matthews, C.M. (2009). The US science and technology workforce. Washington DC: Congressional Research Service.
168. Stokking, K. (2000). Predicting the choice of physics in secondary education. International Journal of Science Education, 22, 1261-1283.
169. Sursock, A., & Smidt, H. (2010). Trends 2010: A decade of change in European higher education. Brussels: European University Association.
170. Sørensen, H. (2007). Gender inclusive science education? In D. Corrigan, J. Dillon, & R. Gunstone (Eds.), The re-emergence of values in science education (pp. 249-267). Rotterdam: Sense Publishers.
171. Taconis, R., & Kessels, U. (2009). How choosing science depends on students' individual fit to 'science culture'. International Journal of Science Education, 31(8), 1115-1132.
172. Turmo, A. (2003). Science education and international studies. Large international studies as a frame for research in science education: A discussion with examples on how data from PISA 2000 can enlighten facets of the construct scientific literacy (Doctoral thesis, University of Oslo).
173. Tytler, R. (2007). Re-imagining science education: Engaging students in science for Australia's future. Camberwell, VIC: Australian Council for Educational Research.
174. Tytler, R., Osborne, J., Williams, G., Tytler, K., & Clark, J.C. (2008). Opening up pathways: Engagement in STEM across the primary-secondary school transition. Canberra: Australian Department of Education, Employment and Workplace Relations.
175. Ulriksen, L. (2003). Børne-og ungdomskultur og naturfaglige uddannelser [Child- and youth culture and science education]. In H. Busch, S. Horst, & R. Troelsen (Eds.), Inspiration til fremtidens naturfaglige uddannelser [Inspiration for science education of the future], (pp. 285-317). Copenhagen: Undervisningsministeriets forlag.
176. United Nations Educational, Scientific, and Cultural Organization. (2010). Engineering: Issues, challenges and opportunities for development. Paris: Author.
177. US National Academies. (2007). Rising above the gathering storm. Energizing and employing America for a brighter economic future. Washington, DC: US National Academies.
178. Vaughan, K. (2005). The pathways framework meets consumer culture: Young people, careers, and commitment. Journal of Youth Studies, 8(2), 173-186.
179. Vincent, S. (2009). Growth in environmental studies and science programs. Association for Environmental Studies and Sciences, 2(2), 1-4.
180. Warrington, M., & Younger, M. (2000). The other side of the gender gap. Gender and education 12(4), 493-508.
181. Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573.
182. Wigfield, A., & Eccles, J. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81.
183. Wigfield, A., Eccles, J.S., Iver, D.M., Reuman, D.A., & Midgley, C. (1991). Transition during early adolescence: Changes in children's domain-specific self-perceptions and genderal self-esteem across the transition to junior high school. Developmental Psychology, 27(4), 552-565.
184. Zeldin, A., Britner, S., & Pajares, F. (2008). A comparative study of the self-efficacy beliefs of successful men and women in mathematics, science and technology careers. Journal of Research in Science Teaching, 45(9), 1036-1058.
185. Zeldin, A., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific and technological careers. American Educational Research Journal, 37, 215-246.
186. Ziehe, T., & Stubenrauch, H. (1993). Ny ungdom og usædvanlige læreprocesser: Kulturel frisættelse og subjektivitet. [New youth and unusual learning processes, cultural liberation, and subjectivity]. Copenhagen: Politisk Revy.