LAUSR

Abstract The access to science education shows large disparities across populations from different socio-economic statuses, ethnicities and genders, limiting science aspirations, science capital accumulation and the development of a proper science identity of children belonging to disadvantaged social groups. Additionally, school interventions to increase what have been traditionally called scientific vocations mainly target secondary education students, even though research has revealed that at that age students’ aspirations are already shaped and are unlikely to change. It is clear that such interventions need to be addressed to children of younger ages while they are still shaping their interests and aspirations towards scientific careers. In this study, we designed and delivered scientific workshops to 86 vulnerable children (8 to 13 years-old) at risk of social exclusion, belonging to low-income communities and minorities that have been historically excluded of this sort of learning opportunities. Scientific workshops were implemented as out-of-school activities since this practice has been recognized as a successful educational action. Results show a positive impact of science workshops in improving some of the science capital dimensions and in shaping a more inclusive science identity in which girls and ethnic minorities have a better fit allowing them to elevate their scientific and educational aspirations. Nonetheless our data also reveal some aspects that may act as barriers, hindering vulnerable children’s aspirations.