EDI Mathematics Colloquium
Organizers: Betti Hartmann (UCL) 9 October 2024, 14:00-15:00, t.b.a.
Órla Meadhbh Muray (Department of Sociology, Durham University)
Girl Bossing Imposter Syndrome? Unevenly Distributed Imposter Work in STEMM
Abstract: t.b.a.
15 January 2025, 14:00-15:00, t.b.a.
Lynn Clouder and Yamuna Dass (Research Centre for Global Learning, Coventry University)
t.b.a.
Abstract: t.b.a.
9 May 2024, 14:00-15:00, Drayton House B20 Jevons LT
Camille B. Kandiko Howson (Centre for Higher Education Research and Scholarship, Imperial College London)
Widening participation in STEM: The use of contextual data in admissions practices
National research on the use of contextual data in admissions is generalised across disciplines, and largely draws on national datasets and interviews with heads of admissions. Research has shown the engagement with and confidence of using contextual data varies across the sector. However, the role of contextual data and “grade-dropping” have different consequences for STEM programmes, which build on previous knowledge in more linear fashions. This talk explores use contextual data in Maths admissions, and reflects on continuing work by Master’s and PhD students on equity in Maths admissions
14 February 2024, 14:00, Room 505 Mathematics Department
Louise Archer (Karl Mannheim Chair of Sociology of Education, UCL)
Understanding young people's mathematics and STEM trajectories: Evidence from the ASPIRES study
This talk draws on evidence from the ESRC-funded ASPIRES research on the factors shaping young people's trajectories into/away from science, computing, engineering and mathematics. The study tracked a cohort of young people for over a decade, from age 10-22, surveying over 48,000 young people and conducting over 740 longitudinal interviews with a sub-sample of young people and their parents/carers. The talk presents an overview of the key reasons shaping the likelihood of a young person pursuing a STEM trajectory, with a particular focus on factors shaping maths degree trajectories and the role of intersectional inequalities. Implications for educational policy and practice are discussed.
Back to Betti Hartmann's homepage