'Biology Is Easy, Physics Is Hard': Student Perceptions of the Ideal and the Typical Student across STEM Higher Education

Autor/inn/en	Wong, Billy; Chiu, Yuan-Li Tiffany; Murray, Órla Meadhbh; Horsburgh, Jo; Copsey-Blake, Meggie
Titel	'Biology Is Easy, Physics Is Hard': Student Perceptions of the Ideal and the Typical Student across STEM Higher Education
Quelle	In: International Studies in Sociology of Education, 32 (2023) 1, S.118-139 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Billy) ORCID (Chiu, Yuan-Li Tiffany) ORCID (Murray, Órla Meadhbh) ORCID (Horsburgh, Jo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2022.2122532
Schlagwörter	Student Attitudes; STEM Education; Foreign Countries; Comparative Analysis; Self Concept; Undergraduate Students; Expectation; Intellectual Disciplines; Student Characteristics; United Kingdom + Suchen Sie Ihr Suchwort? Schülerverhalten; STEM; Ausland; Selbstkonzept; Expectancy; Erwartung; Geisteswissenschaften; Großbritannien
Abstract	This paper draws upon in-depth interviews with 89 students from two UK universities to explore how students from Science, Technology, Engineering and Mathematics (STEM) degrees describe the ideal as well as the typical student in their respective disciplines. We provide a comparative insight into the similarities and differences between disciplinary identities based on student perceptions. More specifically, we consider how undergraduates from biology, engineering, mathematics and physics construct the ideal and the typical student in their degree, highlighting the popular discourses and desirable traits that appear to characterise students in these disciplines. In addition to a masculinised construction of students in engineering, mathematics and physics, we found a social hierarchy within STEM degrees where biology was perceived as the easier STEM subject. We conclude with a discussion of the impact of such hierarchies on student identities in STEM, and potential implications for equality, diversity and inclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01