The fields of science and literacy education continue to be shaped by pervasive gender inequality. Previous research has documented how the formation of a 'science identity' is contingent on access to science capital while research in literacy education continues to highlight how boys struggle in their literacy acquisition. Despite a robust…

This paper explores how geographies of place and familial relationships influence the formation of 'science capital' and a 'science identity', which are widely considered influential to sustained engagement in the sciences. Drawing on interviews with 45 Year 8 students from two diverse locales in Australia, we analyse science-related forms of…