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Student Identity, Aspiration and the Exchange-Value of Physics

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Science Identities

Part of the book series: Contributions from Science Education Research ((CFSE,volume 12))

Abstract

In this Chapter the notion of science identity is explored through the concept of ‘symbolic exchange’ which recognises that choice, consumption and participation are part of the reproduction of social relations and hierarchies and are bound up with status and power. Drawing on sociological theories of social reproduction, the Chapter highlights the exchange-value of studying science for school students, especially in physics and among high-achievers. Empirical data from 42 A-level Physics students (aged 16–18) in England inform the discussion, which focuses on student identity and aspirations in physics. In particular, the Chapter highlights examples of student decisions to study advanced-level physics due to its exchange-value and symbolic identity, which also constitutes a concern in the ‘leaky science participation pipeline’ debate and the ‘strengths’ of a physics identity more generally. The article concludes by exploring the opportunities of the concept of ‘symbolic exchange’ for research in young people’s science and physics trajectory, especially in the context of science identity.

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Author information

Authors and Affiliations

  1. University of Reading, Reading, UK

    Billy Wong

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  1. Billy Wong
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Correspondence to Billy Wong .

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Editors and Affiliations

  1. Department of Science Education, University of Copenhagen, Copenhagen, Denmark

    Henriette Tolstrup Holmegaard

  2. Institute of Education, University College London, London, UK

    Louise Archer

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Wong, B. (2022). Student Identity, Aspiration and the Exchange-Value of Physics. In: Holmegaard, H.T., Archer, L. (eds) Science Identities. Contributions from Science Education Research, vol 12. Springer, Cham. https://doi.org/10.1007/978-3-031-17642-5_5

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  • DOI: https://doi.org/10.1007/978-3-031-17642-5_5

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