Inequalities in the uptake of science at GCSE: evidence from Northern Ireland.

The paper analyses the impact of individual/family background and school characteristics on science uptake at GCSE in Northern Ireland using survey data by means of a series of multilevel logistic models. Selecting two outcome variables ('science’ in its widest sense and a more restricted definition of ‘hard’ science), it shows that attendance at grammar school and parental labour‐market status are significant determinants of science uptake, and attendance at grammar school, parental labour‐market status, gender and religious background of ‘hard’ science uptake. The paper concludes by looking at the policy implications of inequality in the curriculum and suggests that the introduction of GCSE has not eradicated gender and religious inequalities in ‘hard’ science uptake. However, despite evidence that subject type of GCSE pass is no longer important for the employment chances of young people because of the restructuring of the youth labour market, considerations of equity, social justice and access to training and further education, mean that inequalities in science uptake might still be usefully addressed. [ABSTRACT FROM PUBLISHER]