| Summary: | It is widely recognised that there is an urgent need to make access to and engagement in science,
technology, engineering, and maths (STEM) education more equitable, from both a social justice and
economic perspective. The concept of science capital has been used as a tool to understand patterns
in young people’s perceptions of science, science identity and aspirations, with those categorised as
having high science capital being more likely to feel that science is something they identify with and
to continue with science post-compulsory education. Science capital encompasses all of the
resources available to an individual that could be advantageous in the context of science, for
example, knowing people who have science-related jobs, or consuming science-related media.
Research has shown that science capital is patterned by structural inequalities, such as class, gender,
and ethnicity. To date, the majority of the available research related to science capital has been
conducted with children and young people aged 10–19 years old and in the context of formal
science education. This study explored the concept of science capital in everyday settings through a
multiple case study with four children aged 8–10 years old. Diaries, interviews, and questionnaires
provided an insight into who and what children considered to be science-related in their lives.
Thematic analysis of their responses demonstrated that there is a mismatch between the breadth of
what children considered to be science-related and what is important for being science person, and
what is traditionally valued and represented in the field of science. This apparent disconnect with
everyday science by the field was reflected by a surprising absence of school science in children’s
diaries and interviews. The findings also added to a recognised challenge for equitable STEM
education initiatives: none of the children agreed that people like them work in science despite
agreeing that anyone can become a scientist. In light of this insight to science in the lives of a group
of primary-school-aged children, reflections and recommendations are offered for the field of STEM
education, including support for a science capital teaching approach that broadens what counts as
science, and a call for time and training to equip young people, families, educators, and
policymakers to actively challenge traditional and dominant science representations and practices.
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