Thesis
Born Brilliant? Field-specific ability beliefs and enduring patterns of representation of female and low-income secondary students in England
Masters by Research, Murdoch University
2024
Abstract
This research investigated the field-specific ability beliefs (FABs) of secondary students in London, and how they relate to student subject choice. Patterns of subject choice in England are enduring and resistant to intervention. For example, both female and low-income students are overrepresented in some STEM and humanities subjects (e.g., biology and sociology), whilst being consistently underrepresented in others (e.g., physics and economics).
In this study, the FAB model was used as a conceptual framework for inquiring into students’ beliefs across the full range of subjects offered at upper secondary in London schools. This model acknowledges and seeks to uncover the problematic role of enduring social beliefs in subject participation patterns. These include the belief that some groups possess the quality of ‘brilliance’ or natural ability more or less than others, and the belief that brilliance is required for success in some subjects more than others. Previous research using the FAB model found female enrolment decreased as the perceived requirement for brilliance increased.
In the current study, 145 final-year secondary students completed a survey to assess their ability beliefs about subjects they studied during secondary school. Based on the conceptual framework, it was expected that as participants’ FABs about each subject increased, the enrolment of both female and low-income students would decrease. The results showed that the participants held similar patterns of FABs for each subject compared to previous research, however these beliefs were not strongly associated with patterns of student enrolment. Findings further suggested that FABs may be related to academic attainment, with higher-achieving students in some subjects less likely to believe brilliance was required for success. More research is needed to investigate patterns of female and low-income student representation in post-compulsory education, and the degree to which FABs play a role in student subject choice at different stages of education.
Details
- Title
- Born Brilliant? Field-specific ability beliefs and enduring patterns of representation of female and low-income secondary students in England
- Authors/Creators
- Svenja L von Dietze
- Awarding Institution
- Murdoch University; Masters by Research
- Identifiers
- 991005687462407891
- Murdoch Affiliation
- School of Education
- Resource Type
- Thesis
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