Emily Dawson

TL;DR: This article found that science capital was unevenly spread across the student population, with 5% being classified as having high science capital and 27% "low" science capital, and that levels of science capital were clearly patterned by cultural capital, gender, ethnicity, and set (track) in science.

TL;DR: An analysis of exclusion fromscience learning opportunities during visits alongside participants’ attitudes, expectations, and conclusions about participation in ISE suggests ISE practices were grounded in expectations about visitors’ scientific knowledge, language skills, and finances in ways that were problematic for participants and excluded them from science learning opportunities.

TL;DR: This article argues that social reproduction in science communication constructs a narrow public that reflects the shape, values and practices of dominant groups, at the expense of the marginalised, and contributes to how the authors might reimagine science communication’s publics by taking inclusion/exclusion and the effects of structural inequalities into account.

TL;DR: Informal science education (ISE) is a popular pursuit, with millions of people visiting science museums, science centres, zoos, botanic gardens, aquaria, science festivals and more around the world.

TL;DR: Falk et al. as discussed by the authors assess the use of audience segmentation in visitor studies by analyzing its application in the identity model of visitors proposed by J. Falk et al., and argue for a contextual turn that places visitors' experiences within a holistic and long-term framework of individual life circumstances, relationships, and trajectories.