Inequalities in science learning

Learning can take place anywhere and at any time – so how do learners connect with science, if at all? Over the past two years, partner ZSI with the support of all 19 SySTEM 2020 practice partners has been carrying out a two-year longitudinal survey within the SySTEM 2020 project to investigate individual STEAM learning ecologies of young learners between age 9 and 20. This report (accessible below) provides information on the learners social and family background, allowing us to analyse inequalities in science learning.

Overall, this longitudinal survey illustrates persisting inequalities in science learning based on age, gender and educational capital.  All of these factors influence the way learners connect with science, yet it is their specific intersections that form a learner’s individual living reality. We see that male-identifying learners from educationally affluent backgrounds are most likely to connect with science. This points to the persistence of an androcentric and classist concept of science. The analysis re-emphasised the need to delve into these intersections instead of merely focussing on one dimension when tackling inequalities in science learning in formal and informal settings.

Report on Survey Results


Please provide your email and we will send you a download link to this resource.

I confirm that I have read and agree to the Privacy Policy.

Subscribe to get exclusive content and recommendations every month. You can unsubscribe anytime.


Lisa Marie Seebacher




SySTEM 2020



Share on facebook
Share on twitter
Share on linkedin
Share on email

Keep in touch

Join the movement by staying up to do date with all things SySTEM 2020 from project updates to behind the scenes insights.

Put your STEAM learning initiative on the SySTEM 2020 map by filling in the questionnaire.

Showcase your organisation and activities, connect with partners, contribute and gain access to scientific research.