Jennifer DeWitt

Professor Jennifer DeWitt is a leading researcher at the UCL Institute of Education, where she serves in the Education, Practice & Society department. With an extensive publication record of 62 works and over 7,000 citations, she is recognized internationally for her contributions to science education research. Her work primarily focuses on understanding science aspirations, career pathways, and equity issues in STEM education through the innovative lens of 'science capital' theory.

Professor DeWitt's research interests span several interconnected areas: science education, career aspirations and pathways, STEM participation and equity, educational sociology, gender studies in education, museum and informal science education, and science capital theory. Her work consistently applies sociological frameworks, particularly Bourdieusian theory, to examine how social structures and individual agency interact to shape educational outcomes. She has made significant contributions to understanding how factors like gender, social class, and ethnicity intersect to influence science participation.

Analysis of her recent publications reveals a strong focus on longitudinal research examining science and career aspirations from childhood through early adulthood. Her work consistently demonstrates how early educational experiences and social contexts shape later career decisions, with particular attention to equity issues and underrepresented groups in STEM fields. The development and application of the science capital framework represents one of her most significant theoretical contributions to the field.

Professor DeWitt's research has been supported through major collaborative projects, most notably the ASPIRES study, which has tracked young people's science and career aspirations from age 10 to 22. This longitudinal approach has allowed her to document how science aspirations develop (or decline) over time and identify key factors that influence whether young people pursue science careers. Her work has had substantial impact on science education policy and practice in the UK and internationally.

Her collaborations span multiple institutions including University College London, University of Bristol, University of Bath, Stanford University, and King's College London, reflecting the interdisciplinary and collaborative nature of her research. These partnerships have enabled her to address complex questions about science education from multiple perspectives and methodological approaches.