X Close

ASPIRES research: project blog

Home

Studying the science and career aspirations of 10-23 year olds.

Menu

Archive for the 'Education Research' Category

Changes in engineering are required to help more women participate

EmmaWatson3 April 2020

A re-post from the IOE blog from February 2020.

Efforts should be made to transform the culture and practices of engineering to help more women participate.

The findings, which form part of our ASPIRES project, draw on survey data from more than 20,000 English pupils. We explore and compare the effects of gender, ethnicity, and cultural capital on science and engineering aspirations.

Gender was identified as the main background factor related to engineering aspirations. Students who identified as male reported significantly higher engineering aspirations than students identifying as female. In contrast, we found that science aspirations are influenced by a broader range of factors than just gender, including ethnicity and cultural capital.

The research reveals that efforts aimed at improving participation in engineering might more usefully focus on challenging the current culture and practices as this could influence student perceptions. We suggest changing this may be more useful than focusing on changing student aspirations directly.

Our team also found that school-level factors become more important for engineering aspirations compared to science aspirations. This could be because most students do not encounter engineering as a school subject. Only 1 in 7 students age 15-16 said they talked about engineering at school and the majority said they did not know what engineers do in their work.

The lack of exposure to engineering potentially makes the choice of an engineering degree or career more difficult for students compared to other STEM disciplines.

Our recommendations are:

  • Promoting a broader image of science and engineering to reflect the variety of careers available and to ensure that young people see science as ‘for me’;
  • Valuing the knowledge and lived experience of students and use this to broaden young people’s engagement with STEM;
  • Integrating engineering into the UK primary and secondary school curriculums to provide more opportunities for students;
  • Encouraging better career support, especially for women and girls considering engineering;
  • Broadening entry criteria for post-16 engineering routes.

Dr Julie Moote, Research Associate on the ASPIRES research projects and lead author of the paper, said: “Women, along with minority ethnic and low‐income communities remain underrepresented in engineering, despite a 30‐year history of research and equality legislation. While existing research gives insights into factors shaping retention and progression among university engineering students, comparatively less is known with respect to primary and secondary school students’ engineering aspirations and perceptions.

“Increasing and widening participation in engineering will require action on several fronts – not only increasing awareness of engineering careers but also reducing entry barriers and addressing inequalities within engineering itself.”

Read the full paper: ‘Comparing students’ engineering and science aspirations from age 10 to 16: Investigating the role of gender, ethnicity, cultural capital, and attitudinal factors

5 takeaways for research impact from our project

EmilyMacleod2 August 2019

A re-post from the IOE blog (available here) written by Tatiana Souteiro Dias and Emily MacLeod.

Collaboration with individuals and organisations beyond academia for the benefit of society is an increasingly important part of research teams’ activities. But how can academics achieve this when there are so many competing priorities? For Professor Louise Archer, Principal Investigator of the ASPIRES/ASPIRES 2 project – who received the 2019 ESRC Celebrating Impact Prize Panel’s Choice Award this week – investing time and effort in building long-term relationships based on trust and respect is one of the answers.

The multiple award winning team of ASPIRES, a longitudinal research project studying young people’s science and career ambitions from age 10 to 19, shared their successful impact strategies as part of the first IOE Impact Meet-up, a new series of workshops bringing together experts, doctoral students and early career researchers from the IOE to discuss how to make authentic impact a key consideration in research projects from their inception.

Professor Archer also advocates the idea of ‘co-serving’ as part of a successful impact strategy; she explained that she is always working with and learning from stakeholders through a wide range of formats, including advisory groups, sitting on committees, being a Trustee and close partnership work, such as co-designing teaching approaches with teachers.

Professor Archer and project officer Emily Macleod described the way their project has influenced science education policy and informed change in organisations as varied as the Science Museum Group, the Greater London Authority and Education Scotland – and how this was achieved.

Here are five takeaways from the talk:

1- Research impact is for the long run – It may take years for researchers, policymakers and members of organisations outside academia to gain the mutual trust and understanding required for the research impact to fully develop. Therefore, remember to consistently record the dissemination of your work and its impact from the beginning of the project, as you never know where it will lead, advises the team. Research projects may end, but the impact will continue.

To this effect, Emily Macleod recommends a simple spreadsheet to record what impact has occurred, who the impact has influenced, and how it was achieved, as well as the following categories:

  • Date of impact
  • Source/Output of impact
  • Author/Actor of impact, and the type of author (e.g. teacher, charity, government department)
  • Whether the impact is UK-based or International
  • Audience Reached by the impact
  • Key finding(s) from the research which influenced the impact
  • Evidence of the impact

2- Learn how to work in new registers and speak the stakeholders’ language.Organisations may have a different culture and work in very different ways than researchers are used to. Although it is not always easy to achieve, Professor Louise Archer highlighted the importance of always considering and working to understand others’ points of view as well as their needs and interests when working collaboratively.

3- Institutional memory can be easily lost. Key employees, internal communications officers and, to a lesser extent, civil servants the team built relationships with moved on – and with them went the prior knowledge of the project. Continuous engagement then is required. Often, the team needed to start again from scratch. Policy changes due to emerging government priorities might also become a barrier to achieving impact, and a degree of flexibility and serendipity comes into play.

4- Be open and responsive. Having a communications officer as part of the research project team proved to be a valuable addition, as the researchers were alerted about useful developments within the world of policy that they might otherwise have missed. For instance, the communications officer who worked on the ASPIRES 2 project in 2018 found out about a newly created All Party Parliamentary Group on Diversity and Inclusion in STEM – the British Science Association APPG. This led to an opportunity for Archer to make a strong case for reviewing the effectiveness and desirability of the current GCSE Triple Science system (for more information see Aspires Triple Science Policy Briefing).

5- Partner with professional services staff. Large national research projects such as ASPIRES often have the budget and ability to incorporate a project officer to help plan and record their public engagement and impact activities in a timely, consistent and organised manner. As such, the expertise of professional services staff is highly valuable and saves academics crucial time. The researchers also benefited from a regular newsletter summarising key policy developments for an academic audience issued by the Public Affairs and Policy team.

Winners of the Panel’s Choice award at the 2019 ESRC Celebrating Impact Prize

EmilyMacleod11 July 2019

We are delighted to announce that the ASPIRES2 project has won the Panel’s Choice award at the 2019 ESRC Celebrating Impact Prize, and was finalist in the award’s Outstanding Societal Impact category.

Watch a video about our project impact here:

More information about the ESRC’s Celebrating Impact Prize 2019 here.

The Physics Problem

EmilyMacleod21 November 2018

By Dr Julie Moote

ASPIRES 2 Research Associate Dr Julie Moote recently spoke at the first workshop on high energy theory and gender at CERN. Threaded through the theoretical physics presentations by scientists were a series of gender talks by academics working across the field. This blog is a summary of Dr Moote’s presentation of findings from the ASPIRES 2 project; ‘Understanding Young Women’s STEM Aspirations: Exploring aspirations and attitudes between the ages of 10 and 19 in England’.

Background

Participation in post-compulsory physics remains low and unchanged, with the proportion of students studying physics at A level in the UK noticeably lower than those studying other sciences. Not only do a minority of students tend to see physics as ‘for me’, but the field of physics itself also shapes and normalises its elite status.

Beyond issues of the STEM skills gap, physics especially suffers from under-representation of women and minority groups. The Institute of Physics recently found that boys were four times more likely to progress to A-level having done triple science over additional science, a disparity that is reflected to a slightly lesser extent across the STEM disciplines. This imbalance carries through to physics-based employment; for example although the number of women in engineering in the UK is growing, women still only make up 11% of the UK engineering workforce.

Who is studying physics? The ASPIRES 2 Findings

The ASPIRES 2 project found that gender was the biggest difference between students taking physics A Level and those taking other sciences at A level. Physics students were also more likely to have high levels of cultural capital, be in the top set for science, have taken Triple Science and have family members working in science.

Students’ interest, enjoyment and aptitude is not enough to pursue physics post-16

The ‘gender problem’ in physics is a long-standing issue with women remaining under-represented despite decades of interventions. Therefore, physics remains a challenging education and career option for women. In fact, girls’ choices not to pursue post-16 physics are rational and strategic, especially as gender inequality within physics renders their success harder. Physics is highly effective at maintaining its elite status by discouraging ‘non traditional’ students and by ensuring that those students who do gain entry accept the status quo;

  • Firstly, the popular and prevalent, gendered notion of the ‘effortlessly clever physicist’ (e.g. see Carlone’s 2003 study) means that many young women think they are not ‘naturally’ clever enough to study physics further. In turn, this maintains physics’ status as the ‘hardest’ science. The fantasy of the ‘effortlessly clever physicist’ deters even highly able, interested young women from aspiring to post-18 physics education and careers. If the most highly attaining young women don’t see themselves as ‘clever enough’, who is?
  • Gatekeeping practices by schools work to block potential students from studying Physics and leads other students to self-exclude.
  • The separation of ‘real’ and school Physics gives the impression that ‘real’ Physics is only for the privileged few with the endurance to attain it (paper under review).
  • Young women with very high Science Capital are more likely to continue with Physics.

Recommendations

Significant change is needed and will only be achieved by transforming the field of Physics itself, rather than focusing on just changing the students (e.g. changing their aspirations and attitudes).

We strongly encourage those who work within the field of Physics to understand and challenge the existing (often taken-for-granted, everyday) ways that the subject reproduces inequality in participation. We see a real value in opening up the current excessively tight gatekeeping practices around entry to Physics A level. In particular, there is a need to disband notions of the ‘effortlessly clever’ physicist, and the notion that physics is ‘harder’ than other subjects – otherwise it will remain the preserve of just a small number of ‘exceptional’ students.

We propose changes to the way school science – and Physics in particular – is taught and experienced:

  • Differences in marking and grade severity across and between subjects should be eliminated.
  • Science and particularly physics should be taught in ways which better link to diverse students’ interests and lives. The Science Capital Teaching Approach has been shown to be helpful in this respect for increasing student engagement and participation in school science.
  • Physics (and indeed all) teachers should be better supported to understand the complex and sometimes hidden ways in which gendered, classed and racialized inequalities are reproduced through teaching.

For more information about the conference please visit CERN’s website. Following the event, CERN published a statement; CERN stands for diversity (which can be found here). For Dr Moote’s response to events at the conference please see here.

Further reading

We also recommend the following reading from the ASPIRES 2 project on the topic of physics and gender:

Additional papers under review. Sign up to receive project updates and publication news here.

Photo by Ramón Salinero on Unsplash.

It’s time to ‘open up physics’ if we want to bring in more girls and shift the subject’s declining uptake

RebekahHayes5 September 2018

Physics building entrance sign at UCL

Despite numerous campaigns over many years, getting more students to study physics after GCSE remains a huge challenge. The proportion of students in the UK taking physics at A level is noticeably lower than those studying other sciences. This low uptake of physics, particularly by girls, has implications not only for the national economy, but for equity, especially as it can be a valuable route to prestigious, well-paid careers.

The latest research from ASPIRES 2 explores why students do or do not continue with physics by focusing on students who could have chosen physics, but opted for other sciences instead.

ASPIRES 2 is a 10-year longitudinal study, tracking children’s science and career aspirations from ages 10–19. This briefing focuses on data collected when students were in Year 11 (ages 15/16), a key year for students in England as they make decisions about their next steps, including which subjects to pursue at A level. Over 13,445 Year 11 students were surveyed and we also carried out interviews with a smaller number of students and parents, all previously tracked through ASPIRES.

Students were then classified into those who were planning to study A level physics and those who were intending to study biology and chemistry but not physics.

Who Chooses Physics?

The profiles of the science students who did and did not plan to take physics were very similar, especially in terms of ethnicity, cultural capital, family science background and attainment.

Overall, both groups were more likely to be Asian or Middle Eastern and have higher levels of cultural capital, compared with those not planning to study science. They were also likely to be in the top set for science and have family members working in science.

The biggest difference between the groups was gender. Of the students surveyed who were intending to study A levels, 42% were male and 58% were female. However, among physics students, 65% were male and 35% were female. Put differently, 36% of boys were planning to study A level Physics but only 14% of girls were planning to do so, a highly significant difference.

Reasons for A Level Choices

In both the survey and interviews, students were asked about their reasons for their A level choices.

All A level science students chose usefulness, enjoyment and ‘to help me get into university’ as their top reasons. However, we identified the following key areas of difference:

  • Enjoyment of physics

Physics students were significantly more likely to report enjoyment of physics as a primary reason for choosing the subject, compared to their non-physics counterparts.

Maths and physics – I just chose them cos I enjoy those subjects… Because most sort of degrees or whatever just require maths and physics. (Bob, physics A level student)

  • The abstract nature of physics

While both groups of students regarded the subject as abstract (‘things you can’t experience or see’), this abstractness was actually part of the appeal for some physics choosers, whereas it was not so appealing to non-physics students.

With theoretical physics you can go like really complicated and just, like, you know, mind-blowing. (Davina, physics A level student)

  • Mathematics

Both groups of students were aware of the link between maths and physics but they differed in the extent to which they liked and felt good at maths. 76% of physics students agreed that maths is one of their best subjects, whilst this was the case for only 22% of non-physics students.

  • Difficulty

73% of non-physics students described the subject as the area of science they found most difficult, compared to 22% of physics students.

  • Perceived usefulness

Students differed in the extent to which they saw physics as being necessary for future aspirations. For example, 12 of the 13 students interviewed who wanted to study A level physics expressed aspirations that were linked to physics, with over half interested in engineering.

In contrast, 86% of surveyed students who wanted to study biology or chemistry expressed an interest in being a doctor/working in medicine, for which physics was not seen as necessary, as this student elucidated:

Physics isn’t actually quite needed for forensic [science]… but chemistry, biology and English is needed. (Vanessa, non-physics student)

It appears that students wanting to study A level physics find the subject personally relevant to their future careers, rather than just valuable or useful in a broader sense.

  • Identity

For students wanting to study A level physics, high attainment and the ‘hard’, exceptional nature of the subject fitted well with their identity, making them well suited for a subject with a difficult, distinctive (‘mind-blowing’) image.

What Now?

Our findings emphasise just how deep-seated the issue of equitable physics participation is. Simply ‘making physics more interesting’ or emphasising its relevance to everyday life is not enough, especially to increase uptake by students from underrepresented groups.

More work must be done to address the perceptions and choices influenced by the shared image of physics.

We call for the opening up of physics. For example, in the UK, there are disproportionate grade requirements for entry into physics. This restricts who is allowed to choose physics and reinforces the idea of physics as ‘hard’, so students are more likely to see the subject as ‘not for me’.

The syllabus should be re-examined and restructured to be more attainable and relevant for a wider range of students.

We also propose changes to the way science—and physics in particular—is taught in the classroom. Our sister project Enterprising Science has developed the Science Capital Teaching Approach, which aims to make student engagement and participation in science more equitable. This approach includes broadening what is recognised and valued in the science classroom, drawing on students’ own experiences and contributions.

Ultimately, big changes are needed, not tweaks, if we are going to shift the inequitable and declining uptake of physics.

 

This blog is a summary of the following open access article: DeWitt, J., Archer, L. & Moote. (2018). 15/16-Year-Old Students’ Reasons for Choosing and Not Choosing Physics at A Level. International Journal of Science and Mathematics Education. doi: 10.1007/s10763-018-9900-4.

Photo: Mary Hinkley,  © UCL digital media

Improving science participation: Five evidence-based recommendations for policy-makers and funders

RebekahHayes30 May 2018

Improving science participationThis post was originally written for the IOE blog on behalf of our sister project Enterprising Science. You can find more information about Enterprising Science on the IOE website.

To continue with science post-16, young people must achieve certain levels of understanding and attainment. Crucially, they must also feel that science is a good ‘fit’ for them – that science is ‘for me’.

Drawing on more than five years of research conducted by the Enterprising Science project in classrooms and out-of-school settings, the team have developed five key recommendations for policy-makers and funders who want to broaden and increase young people’s engagement with science. These recommendations are set out in Improving Science Participation, a new publication launched earlier this month at the government’s Department for Business, Energy and Industrial Strategy (BEIS).

The recommendations focus on the concept of science capital. Research has shown that science capital can help explain variable rates of science engagement and participation across formal and informal settings. It can also help to frame interventions designed to support engagement.

The concept of science capital originally emerged from the ASPIRES project, a longitudinal study tracking young people’s science and career aspirations. Analyses from ASPIRES show that the more science capital young people have, the more likely they are to aspire to study science in the future.

Young people with lower levels of science capital tend not to see themselves as ‘sciencey’ and are therefore less likely to want to continue with science. Students who do not see science as meaningful and relevant to them find it more difficult to engage with the subject.

With this in mind, Enterprising Science has published the following recommendations for improving science engagement and participation:

  1. Ensure that, within your context, young people’s encounters with science (in and beyond the classroom) are based on the science capital educational approach.

This approach links science with what matters to students, with their daily lives and what matters to them. It:

  • values activities outside school and connects science with the students’ own community;
  • tweaks lesson plans to help students see how science relates to their everyday lives and how it is useful in any job they may aspire to.

Qualitative and quantitative data show that over the course of a year, teachers who used thescience capital approach recorded marked improvements in their students’ attitudes to science, their aspirations for studying science at A-level, and a host of other benefits. While developed in secondary science classrooms, the principles underpinning the approach are applicable across a wide range of contexts, including primary schools as well as informal settings, such as science centres, museums and other organisations concerned with science engagement and communication.

  1. Focus on changing institutional settings and systems – rather than young people.

To date, many attempts to increase engagement with science, whether in the classroom or the informal sector, have focused on the young person, trying to identify ways they need to be fixed or changed. Instead, the science capital approach focuses on changing settings, or what is termed, the ‘field’. Field is a sociological concept that relates not only to a physical setting, but also encapsulates the range of social relations, expectations and opportunities in a given environment.

  1. Take the long view: move from one-off to more sustained approaches.

Engaging more – and more diverse – young people with science is not an easy goal and requires more than a simple quick fix. Whether in schools, or informal settings, changing the field takes time and requires reflection.

  1. Use science capital survey tools appropriately.

Over five years, the Enterprising Science project has developed a survey tool instrument to measure young people’s science capital. The survey can be used to measure baselines or capture changes resulting from sustained, longer term interventions. Contact our team for copies of the student and/or adult science capital surveys and for advice on how to interpret the data: ioe.sciencecapital@ucl.ac.uk.

  1. Improve connectivity: create pathways, progression and partnerships.

Evidence shows that young people with high science capital report engaging with science across a range of settings. This means science capital is generated across a range of experiences. Greater connectivity within and between settings should help to build science capital and support science engagement. Research also shows that when individuals can connect their experiences across settings, engagement can flourish. See the report for our recommended action points on how to improve connectivity.

To find out more about these recommendations and to understand the research behind them, download the Improving Science Participation report.

For hard copies of the report please contact ioe.sciencecapital@ucl.ac.uk.

Photo: O. Usher (UCL) via Creative Commons

My PhD – Why are increasing numbers of students dropping Physics and MFL?

EmilyMacleod4 December 2017

By Sandra Takei

My PhD research investigates how students make choices in post-compulsory education. Subject choices made in post-compulsory schooling can have a profound impact on students’ future trajectories. Therefore, understanding the factors which influence subject choice can provide some insight into the declining participation in certain subjects and lower participation of certain groups.

For my thesis, I will focus on Physics and Modern Foreign Languages which have been identified as crisis subjects due to their declining uptake in post-compulsory schooling. Both have been identified as ‘facilitating subjects’ by Russell Group universities meaning that an A-level in either of these subjects are entry requirements for a high number of undergraduate programmes.

Few studies have examined the reasons for subject choice across multiple subject areas. Therefore, my study offers a comparative analysis that hopes to contribute to a new understanding of the issues which impact subject choice in each discipline. Language teachers have been concerned about the declining numbers taking A-level languages for some time but they have not received the same amount of attention as many of the science subjects such as physics. Comparing the reasons that students choose and drop these subjects can hopefully shed some light on whether these factors are subject specific or more general.

Although these subjects may share a several factors in common, such as their high status in the curriculum and declining participation, they have one major difference. While physics uptake has consistently been around 80% male for several decades, the uptake of languages has been skewed in the other direction. Roughly one third of A-level language students are male. I am particularly interested in what these gender differences can tell us about gender biases in subject choice generally and in these two subject areas. Hopefully, findings from this study can offer some useful recommendations for ways to make the curriculum more equitable and gender balanced.

I am currently in my second year of PhD studies. In addition to analysis of ASPIRES Year 13 survey and interview data related to subject choice, I will also be collecting additional qualitative data in secondary schools and sixth form colleges.

 

Sandra Takei is a Doctoral Researcher at the School of Education, Communication and Society, King’s College London

To find out more about Sandra’s research contact her via email.

 

Using Science Capital in the classroom

EmilyMacleod20 November 2017

The Science Capital Teaching Approach has now launched. Watch the video to find out about the approach.

Download a copy of the pack here.

The Science Capital Teaching Approach

EmilyMacleod16 October 2017

This month saw the launch of the Science Capital Teaching Approach, by our sister project Enterprising Science.

The approach is designed to support teachers in helping students find more meaning and relevance in science and, as a result, engage more with the subject.  The ideas for the approach were co-developed and trialled over four years between Enterprising Science researchers and 43 secondary science teachers in England.

Learn more about the pack, and download a copy, here.

“It’s kind of putting us in a difficult situation as students”: Responses to this year’s A Level Reforms

EmilyMacleod22 August 2017

Last week’s A level results day marked a number of milestones. Notably, this was the first year that students in England sat linear (also referred to as ‘tougher’) A levels; students studying one of the already-reformed A level subjects sat courses with little, or in most cases no, coursework and a final exam testing their knowledge of both years of the course rather than only the final year. There was plenty of analysis surrounding this – the headlines informed us that the reforms may have played a part in boys overtaking girls in top grades and that there was a drop in attainment for those subjects which have already been reformed, which includes all three sciences.

pexels-photo-289740Missing from much of this analysis was any student opinion of these reforms – what did the young people affected by these changes think of them? Last winter, as part of a data collection cycle for the ASPIRES 2 study[1], we interviewed 51 Year 13 students from around the country ahead of their A level exams. We asked these students, and some of their parents, about their schooling and future plans. Although the A level reforms were not a planned interview topic, 10 of these students, and a small number of their parents, shared their thoughts about the changes – mostly in response to a question about the challenges faced by young people today.

In this blogpost we share the emerging themes from these conversations, in order to shed light on student opinion of these part-introduced reforms. However, please note that due to the small sample size we recommend more in-depth research into this topic before drawing meaningful conclusions.

As the blog’s title (a quote from one of our students) indicates, many students felt pressured by the new reforms. The impact of this pressure upon mental health was not unexpected by some education experts; the “hastily reformed curriculum… created unnecessary stress and concern for pupils and teachers alike” said Rosamund McNeil from the National Union of Teachers ahead of last week’s results day.

The “memory game”

Some students disliked that the new linear courses required them to remember additional material for their A level exams. It’s “almost a memory game” said one student, Victoria1[2] (studying A level Maths, Politics, Design & Technology), who said that it felt like students were now “expected to recite something word for word… From two years ago, rather than just learn it, do it, learn it and then it would like stay there.” Worryingly, this was also cited as a reason to drop certain subjects, especially those seen as particularly content-based. For example, Louise (A level Psychology, Dance, Combined English) used the reforms as a justification for dropping Biology, her only STEM subject; “Um, I am pleased I dropped it, not necessarily because I didn’t enjoy it… there was just so much, but it was more, the fact was like how A levels are now structured – so I did all my AS stuff, did my AS exams, but for this year I’d have to remember everything from last year and then a whole new set of stuff.

Another student added that this requirement to remember additional information may lead to decreased enthusiasm for, or interest in, some subjects; “I think because [the AS and A2 exams] have been stuck together, people are just losing focus over time… that’s definitely an issue. Like I know it’s definitely hard to stay motivated with what you’re doing” said Neb (A level Physics, Maths, Further Maths).

No room for mistakes

The reforms also meant that some students felt pressure not to ‘make a mistake’ in choosing or taking their A level options, as many thought that the reforms made it more difficult to drop, change or retake options. Two students we spoke to raised concerns that the reforms limited their access to the possibility of retaking exams, which will now only be available once, instead of twice, a year; “I prefer the old system where we did the AS papers and they counted towards the A2 and you could retake them” said Preeti (A level Physics, Biology, Chemistry, Maths). “There’s just so much stuff to remember, there’s so much content and you just feel so pressured to remember everything, and you get stressed out… if [students] did want to like resit they’d have to redo the whole year, so it’s a lot” said Celina1 (A level Psychology, Sociology, History), who was also worried that the A level changes meant that no suitable past papers were available to her.

Reforms come with uncertainty

Being the first cohort to experience these reforms was also something that played on the minds of the students and parents we spoke to; “changing the A Levels to being linear, it’s kind of put my year group in a slightly difficult situation” said Bethany2 (A level English Literature, Sociology, Applied ICT). This was seen not only from the perspective of students but also teachers; “the teachers haven’t really taught this type of course before” said Bethany2, something echoed by one student’s parent who called the changes “disruptive” and thought this year’s students had been put at a disadvantage as the first year group to experience the changes.

 

Strikingly, most students who raised the topic of the new A level curriculum with us expressed views that this year’s reforms contributed to the exam pressure they were already under. Whether this is something which will lessen as the reforms continue to be rolled out over the coming years remains to be seen. In any case, insights from our research suggest that the government, schools and parents must be aware that young people are concerned that the new A level curriculum places unwelcome additional pressure on students.

 

By Emily MacLeod, Research Officer on the ASPIRES 2 Project


[1] This was the fifth round of interviews with this cohort. The ASPIRES teams first started speaking to these young people and their parents when they were 10. For more information about, and findings from, this longitudinal project please visit: ucl.ac.uk/ioe-aspires

[2] Pseudonyms are used throughout, to protect the identity of all interview participants.