Table of Contents

Introduction: Participation in science and technology education - presenting the challenge and introducing project IRIS.- Section 1:Theoretical perspectives on educational choice.- Chapter 1: Expectancy-value perspectives on STEM choice in late-modern societies.- Chapter 2. A narrative approach to understand students’ identities and choices.- Chapter 3: Gender, STEM studies and educational choices. Insights from feminist perspectives.- Section 2: Interest and participation in STEM from primary school to phD.- Chapter 4: STEM attitudes, interests and career choice.- Chapter 5: Science aspirations and gender identity: Lessons from the ASPIRES project.- Chapter 6: The impact of science curriculum content on students’ subject choices in post-compulsory schooling.- Chapter 7: A place for STEM: Probing the reasons for undergraduate course choices.- Chapter 8: Short stories of educational choice – in the words of science and technology students.- Chapter 9: Understanding declining science participation in Australia: A systemic perspective.- Chapter 10: Choice patterns of PhD students: why should i pursue a PhD?.- Chapter 11: The impact of outreach and out-of-school activities on Norwegian upper secondary students’ STEM motivations.- Section 3: Staying in STEM, leaving STEM?.- Chapter 12: Why do students in stem higher education programmes drop/opt out? Explanations offered from research.- Chapter 13: What makes them leave and where do they go? Non-completion and institutional departures in STEM.- Chapter 14: The first-year experience: Students’ encounter with science and engineering programmes.- Chapter 15: Keeping pace. Educational choice motivations and first-year experiences in the words of Italian students.- Section 4: Applying feminist perspectives to understand STEM participation.- Chapter 16: When research challenges gender stereotypes: Exploring narratives of girls’ educational choices.- Chapter 17: Italian femaleand male students’ choices: STEM studies and motivations.- Chapter 18: Being a woman in a man’s place or being a man in a women’s place: insights into students’ experiences of science and engineering at university.- Chapter 19: Italian students’ ideas about gender and science in late modern societies. interpretations from a feminist perspective.- Section 5: Understanding and improving STEM participation: Conclusions and recommendations.- Chapter 20: Understanding student participation and choice in science and technology education: The contribution of IRIS.- Chapter 21: Improving participation in science and technology higher education: Ways forward.- Appendix: The IRIS questionnaire: Brief account of instrument development, data collection and respondents.