Who chooses science? A longitudinal investigation of the role of primary and secondary school factors in shaping science enrolments in Ireland

Existing research on subject choices rarely takes a longitudinal perspective. Using data from the Irish Growing up In Ireland study, this article focuses on 6,036 students from age 9 through to age 17 to examine whether students’ early educational experiences predict later science subject choices. We extend our previous work in this area by exploring both primary and secondary school factors shaping enrolment in biology, physics, and chemistry within upper secondary education, controlling for student individual and background differences. Cross-classified multi-level models highlight the significant ways in which schools, at primary as well as secondary level, impact the choices made by students regarding science. Secondary schools differ in the proportion of students taking science subjects even after controlling for the profile of students and primary school experiences. This article provides new insights into the role of mathematics engagement, early career aspirations and single-sex education in channelling students towards or away from studying scientific subjects.