Exploring Science Capital in a London-based Further Education college: diverse science students’ and their teachers’ [mis]conceptualisations, and inclusive strategies

Bosede-Toluhi Obatomi, Ann (2026) Exploring Science Capital in a London-based Further Education college: diverse science students’ and their teachers’ [mis]conceptualisations, and inclusive strategies. Ed.D thesis, University of Glasgow.

Abstract

This study critically examines the [mis]conceptualisation, experience, and operationalisation of Science Capital (SC) within the vocational applied science sector at a Further Education (FE) college in North London. Drawing on Archer et al.’s (2013, 2015) multidimensional SC framework, which is adapted from Bourdieu’s theories of capital, habitus, and field (Bourdieu and Passeron, 1990; Bourdieu and Wacquant, 1992), this study adopts an interpretivist-constructivist paradigm to explore how multi-ethnic, socio-economically diverse students and their teachers perceive and experience SC in a post-compulsory FE college setting.

Using semi-structured interviews with 13 students and 4 teachers, analysed through Braun and Clarke’s reflexive thematic framework (2006, 2019, 2024), SC is revealed as a fluid, context-sensitive construct shaped by identity, institutional structures, and socio-cultural experiences. A key contribution of this study is the introduction of linguistic capital, particularly English language proficiency (ELP), as a critical mediator of science engagement. EALS students reported facing compounded barriers in comprehension and participation, which dominant SC models often overlook.

In addition, an intersectional lens highlights how ethnicity, gender, socioeconomic status, and language interact to shape SC unevenly. This study critiques Western-centric epistemologies embedded in SC frameworks, advocating for the inclusion of non-Western knowledge systems and culturally embedded literacies. SC is reconceptualised as dynamic and developmental, shaped by informal learning, media engagement, and institutional support. This study calls for culturally responsive pedagogies, linguistically inclusive curricula, and targeted interventions.

• Item Type: Thesis (Ed.D)
• Qualification Level: Doctoral
• Keywords: Science capital, further education, vocational science, linguistic capital, intersectionality, English language proficiency, non-western epistemologies educational inequality, interpretivist-constructivist research, inclusive pedagogy, post-compulsory education.
• Subjects: L Education > L Education (General); L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Lido, Professor Catherine and Morrison-Love, Dr. David
• Date of Award: 2026
• Depositing User: Theses Team
• Unique ID: glathesis:2026-86054
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 23 Jun 2026 13:27
• Last Modified: 23 Jun 2026 13:37
• Thesis DOI: 10.5525/gla.thesis.86054
• URI: https://theses.gla.ac.uk/id/eprint/86054