Minority ethnic students and science participation: a qualitative mapping of achievement, aspiration, interest and capital Article Accepted Version Wong, B. (2016) Minority ethnic students and science participation: a qualitative mapping of achievement, aspiration, interest and capital. Research in Science Education, 46 (1). pp. 113-127. ISSN 1573-1898 doi: https://doi.org/10.1007/s11165-015-9466-x Available at http://centaur.reading.ac.uk/69980/ It is advisable to refer to the publisher’s version if you intend to cite from the work. See Guidance on citing . To link to this article DOI: http://dx.doi.org/10.1007/s11165-015-9466-x Publisher: Springer All outputs in CentAUR are protected by Intellectual Property Rights law, including copyright law. Copyright and IPR is retained by the creators or other copyright holders. Terms and conditions for use of this material are defined in the End User Agreement . www.reading.ac.uk/centaur CentAUR Central Archive at the University of Reading Reading’s research outputs online This is the Author’s version. The final publication is in Research in Science Education (March 2015), available at Springer via http://dx.doi.org/10.1007/s11165-015-9466-x Minority ethnic students and science participation: A qualitative mapping of achievement, aspiration, interest and capital Billy Wong University of Roehampton, UK,
[email protected] In the UK, the ‘leaky pipeline’ metaphor has been used to describe the relationship between ethnicity and science participation. Fewer minority ethnic students continue with science in post-compulsory education and little is known about the ways in which they participate and identify with science, particularly in the secondary school context.