Building a better world
How can museums contribute to a fairer society? I worked with the Science Museum Learning team to summarise a recent big project looking at ways in which museum and science centres can foster diversity in science (and avoid reinforcing barriers to entry and interest).
The Science Capital in Practice (SCIP) programme shared findings at the Science Capital in Practice: Foundations for the Future seminar in July 2021. A collaboration between the Science Museum Group and the UK Association for Science and Discovery Centres (ASDC), the programme aimed to establish a growing community of good practice around the application of science capital principles in informal science settings.
The illustrated summary report is available here, containing a short explanation of science capital and why it’s important, and lots of applications of science capital principles in real-life situations around the UK. It includes the useful Reflection Points which are great everyday principles for making your work more inclusive.

In Britain today, scientific discoveries and new inventions influence our lives every day. Despite this, a lot of people feel alienated from STEM – science, technology, engineering and maths. Figures show that although many people like and enjoy science at school, relatively few aspire to continue with science-related study or careers, or feel comfortable in places where science is presented or discussed.
Weird, right?
I am a product of the Women-into-science-and-engineering years of the 80s, when girls at secondary school had extra opportunities to see how science might be a good subject to study at university or to pursue as a career. My school encouraged me, my dad’s job involved programming computers, my mum took me to the Science Museum’s Launch Pad gallery… I had a lot of science capital. I studied physics and now love being a science writer.
The problem is that the profile of those going into STEM subjects is still the same as it ever has been – predominantly middle class white people, and mostly men. The lack of diversity limits the people who participate in, benefit from, and contribute to science and innovation. If more people are inspired to engage with STEM, it will not only bring a broader range of perspectives and solutions to world challenges, but also help to build a fairer and more inclusive society.
I’ve worked with Karen Davies, Beth Hawkins and their Science Museum Group team for several years, learning a lot along the way about science capital and how it can help us understand equity and access in museums and culture. I acted as rapporteur for the Transforming Practice seminar in 2015, editing the subsequent report , and also for the two-day event in June 2018: Object encounters: past, present and future.
Research shows that the more science capital a young person has, the more likely they are to study science post-16 and to see science as ‘for me’. Yet national survey data indicates that 27% of all 11–17 year olds have low science capital, particularly those from disadvantaged schools and communities. This limits their opportunities and outcomes in life, and contributes to the shortfall in young people in the UK choosing STEM subjects.
Those of us in science or informal science learning can do much to change things for those coming after us. I worked with Karen’s team to creatively plan an animation explaining what science capital means in the informal learning sector (museums and science centres) and how we can change our institutions and approaches for the better.
Once we see things from this perspective, we quickly recognise that many of our current approaches favour those who are already engaged and will exclude people who face inequalities in wider society.
I find that this thinking helps make my work more robust in many areas, whether it is working on an interpretation strategy for Manchester Museum’s Chinese Culture Gallery at the heart of the university, helping Banbury Museum develop its mission and vision, scripting gallery introduction films for the Science Museum Group’s museums, working as a school governor and science workshop leader, or writing my book Cracking the Elements which looks for the unsung pioneers behind the periodic table.
Participants in the Science Capital in Practice project made changes to their programmes, exhibitions, recruitment, staff development, outreach and digital engagement, deepening and broadening their audiences and impact in the process. Here are some of their pledges following the feedback seminar.
