Summary:
- This article examines the relationship between intersectionality and participation in STEM (Science, Technology, Engineering, and Mathematics) subjects at the Key Stage 5 level (ages 16-18) in the UK.
- The article highlights that students from certain intersectional groups, such as those from ethnic minority backgrounds and/or from socioeconomically disadvantaged areas, are less likely to pursue STEM subjects at the post-16 level.
- The article suggests that addressing these disparities and promoting greater diversity and inclusion in STEM education is crucial for ensuring equal opportunities and fostering a more representative and innovative STEM workforce.