Allum, Nick and Besley, John and Gomez, Louis and Brunton-Smith, Ian (2018) 'Disparities in science literacy.' Science, 360 (6391). 861 - 861. ISSN 0036-8075

Preview	Text N_Allum_Science_May_2018.pdf - Accepted Version Download (107kB) | Preview
Preview	Text aar8480_Allum_SM.pdf - Supplemental Material Download (715kB) | Preview

Abstract

Much is known about how adult science literacy varies internationally and over time, and about its association with attitudes and beliefs. However, less is known about disparities in science literacy across racial and ethnic groups. This is particularly surprising in light of substantial research on racial and ethnic disparities in related areas such as educational achievement, math and reading ability, representation in science, technology, engineering, and math (STEM) occupations, and health literacy. Given the importance of science literacy to securing and sustaining many jobs, to understanding key health concepts to enhance quality of life, and to increasing public engagement in societal decision-making, it is concerning if the distribution of science literacy is unequally stratified, particularly if this stratification reflects broader patterns of disadvantage and cultural dominance as experienced by minorities and educationally underserved populations. We describe here such disparities in science literacy in the United States and attempt to explain underlying drivers, concluding that the science literacy disadvantage among black and Hispanic adults relative to whites is only partially explained by measures of broader, foundational literacies and socioeconomic status (SES).

Item Type:	Article
Subjects:	H Social Sciences > HM Sociology
Divisions:	Faculty of Social Sciences > Sociology, Department of
Depositing User:	Elements
Date Deposited:	14 Jun 2018 14:56
Last Modified:	13 Feb 2020 14:15
URI:	http://repository.essex.ac.uk/id/eprint/22207

Actions (login required)

View Item