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Levels of participation in STEM (Science, Technology, Engineering and Mathematics) education are an international, national and regional concern. Increasing and widening participation in STEM subjects is seen to matter in terms of economic development and social justice, and, in this context, there is a wide range of initiatives designed to encourage more people from more diverse backgrounds to study post-compulsory STEM subjects. Centred on my own practice at a university in the North of England, this professional doctorate project sought to critically analyse approaches to increasing and widening participation in higher education science. Through an action research approach, the project specifically frames my professional practice through a critical review of the literature and, through three individual studies using questionnaires, investigates 1. the key influences on undergraduate students in their choice to study science at university; 2. the perceptions of university staff on the purposes and impacts of outreach activities delivered to science students; and 3. the perceptions of children, teachers, parents and volunteers on the impact of participation in a specific science outreach activity on children's science capital. Findings from the study with undergraduate students, where the majority had mothers and fathers who had never attended university, highlight that a university offering the programme a student is interested in, having good links with industry and the sector, career opportunities, good university facilities, staff research interests and a good reputation of the degree programme are the most important factors in influencing a student's choice to study science there. Earlier in a young person's education, thinking that science would be useful for a future career and a good subject to have, as well as finding science interesting, exciting and enjoyable to learn were found to be key factors influencing choice to study post-compulsory science after GCSEs. In positioning university-led science outreach, university staff felt strongly that it has an important part to play in securing a pipeline of future scientists needed for the UK economy and, also, although to a lesser extent, in contributing towards social justice. Staff described the primary purpose of science outreach activities as increasing recruitment, raising awareness and raising aspirations, but felt that the goals could be more clearly defined and that there was not a coherent overarching view of what science outreach should be doing. All staff agreed that science outreach activities are effective in raising awareness of university science provision, however, the results revealed less confidence, particularly from professional services staff, that activities are effective in raising student aspirations and recruitment to the university. Results from the third study show teachers, parents, volunteers and pupils perceived positive impacts on key dimensions of science capital through participation in a specific science outreach activity; most notably, increased scientific literacy, a greater awareness of the transferability and utility of science, and talking more about science with family, friends, neighbours and others in their community. Contrasting with policy and practice that often promote a deficit model of 'raising aspirations', using science capital as a conceptual framework could provide the foundation for a more asset-based approach to increasing and widening participation in higher education science, recognising the structural constraints that frame access to higher education, whilst supporting the development of values, attitudes, expectations and behaviours in young people that promote attainment, engagement and participation in science.