A Pedagogical Pathway to Enhance Science Identity in Disadvantaged Males

This research considers the multifaceted role science plays in supporting males from socio-economic disadvantaged communities to progress to higher education. School students from these communities tend to perform worse on achievement tests in science than other school cohorts. This can result in male students from underrepresented groups not seeing themselves as capable in the subject or possessing the traits of what it means to be a scientist. Further, in Irish post-primary schools, although the national uptake in senior Biology is 2:1, females:males; in socio-economic disadvantaged communities this escalates to 3:1 respectively. Intersecting literature suggests that increasing student science identity may interrupt this pattern. Thus, this paper considers three interconnected pedagogical strategies to support enhancing male science identify, from disadvantaged communities: integrated teaching, inquiry, and free choice learning. These initial steps in developing a conceptual framework and through dialogue with the field, will lay the foundations for the development of actionable knowledge. This is particularly poignant, considering the global challenges highlighted in recent legislation relating to Climate Action, which rely on scientific and technological innovations, and an engaged public willing to do their part.