Henriette Tolstrup Holmegaard
Datos Biográficos
| ID | 8958384 |
|---|---|
| NOMBRE | Henriette Tolstrup Holmegaard |
| NOMBRES | Henriette Tolstrup |
| APELLIDO | Holmegaard |
| FIRMA | HOLMEGAARD H T |
| AFILIACIONES | University of Copenhagen |
| ORCID | 0000-0003-4245-3983 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAS | 4 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2023 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Educators as Equity Designers
Informal STEM education (ISE) holds transformative potential to foster inclusion, belonging, and opportunity for underserved students, with educators playing a pivotal role in realizing this potential. As key agents of change, educators can create learning environments that affirm diverse identities and challenge exclusionary norms. However, this requires developing identity-conscious practices that go beyond content delivery to actively confront…
More is more
Does school-based careers education, advice, information and guidance (CEAIG) have any influence on later life outcomes? This paper reports regression analyses using 7,635 survey responses from young people in England aged 21–22. Significant positive relationships were found between self-reported CEAIG activities experienced at age 14–16 and a range of adult outcomes reported at age 21–22. Both the quantity and quality of these CEAIG activities w…
Science students’ post-bachelor’s choice narratives in different disciplinary settings
In this paper, we aim to understand the implications of the structural changes of the Bologna process from a student perspective. We investigate how bachelor’s degree students’ in a post-Bologna era with three-year bachelor’s degree and two-year master’s degree units construct their post-bachelor’s choice narratives in two different science degree programmes (chemistry and natural resources) at a Danish research-intensive university. We pay speci…
Misfits or misrecognition? Exploring STEMM degree students' concerns about non‐completion
Reducing rates of degree non‐completion and widening participation in STEM (Science, Technology, Engineering and Mathematics) are key international policy concerns. This paper analyzes open‐ended response survey data from 1886 degree students in England, focusing on the 27% ( n = 136/501) STEM and high‐status medicine (STEMM) degree students and 26% ( n = 367/1385) non‐STEMM students who expressed concerns that they might not complete their degre…
Reasons for not/choosing chemistry
There are international concerns about decreasing rates of chemistry degree enrolment. This article seeks to understand students' reasons for not/choosing to pursue a chemistry degree, drawing on (i) open‐ended survey responses from a sample of 506 students in England aged 21–22 who had studied advanced level (“A level”) chemistry at age 18 (as either a full A level or a half “AS” level) and had either chosen ( n = 70) or not chosen ( n = 436) to…
Get lucky? Luck and educational mobility in working-class young people’s lives from age 10–21
Scant sociological attention has been given to the role of luck within social mobility/reproduction. This paper helps address this conceptual gap, drawing on insights from over 200 longitudinal interviews conducted with 20 working-class young people and 22 of their parents over an 11-year period, from age 10–21. We explore the potential significance of luck within the trajectories of 13 educationally mobile young people who were the first in fami…
Get lucky? Luck and educational mobility in working-class young people’s lives from age 10–21
Scant sociological attention has been given to the role of luck within social mobility/reproduction. This paper helps address this conceptual gap, drawing on insights from over 200 longitudinal interviews conducted with 20 working-class young people and 22 of their parents over an 11-year period, from age 10–21. We explore the potential significance of luck within the trajectories of 13 educationally mobile young people who were the first in fami…
More is more
Does school-based careers education, advice, information and guidance (CEAIG) have any influence on later life outcomes? This paper reports regression analyses using 7,635 survey responses from young people in England aged 21–22. Significant positive relationships were found between self-reported CEAIG activities experienced at age 14–16 and a range of adult outcomes reported at age 21–22. Both the quantity and quality of these CEAIG activities w…
Science students’ post-bachelor’s choice narratives in different disciplinary settings
In this paper, we aim to understand the implications of the structural changes of the Bologna process from a student perspective. We investigate how bachelor’s degree students’ in a post-Bologna era with three-year bachelor’s degree and two-year master’s degree units construct their post-bachelor’s choice narratives in two different science degree programmes (chemistry and natural resources) at a Danish research-intensive university. We pay speci…
Misfits or misrecognition? Exploring STEMM degree students' concerns about non‐completion
Reducing rates of degree non‐completion and widening participation in STEM (Science, Technology, Engineering and Mathematics) are key international policy concerns. This paper analyzes open‐ended response survey data from 1886 degree students in England, focusing on the 27% ( n = 136/501) STEM and high‐status medicine (STEMM) degree students and 26% ( n = 367/1385) non‐STEMM students who expressed concerns that they might not complete their degre…
Reasons for not/choosing chemistry
There are international concerns about decreasing rates of chemistry degree enrolment. This article seeks to understand students' reasons for not/choosing to pursue a chemistry degree, drawing on (i) open‐ended survey responses from a sample of 506 students in England aged 21–22 who had studied advanced level (“A level”) chemistry at age 18 (as either a full A level or a half “AS” level) and had either chosen ( n = 70) or not chosen ( n = 436) to…
Get lucky? Luck and educational mobility in working-class young people’s lives from age 10–21
Scant sociological attention has been given to the role of luck within social mobility/reproduction. This paper helps address this conceptual gap, drawing on insights from over 200 longitudinal interviews conducted with 20 working-class young people and 22 of their parents over an 11-year period, from age 10–21. We explore the potential significance of luck within the trajectories of 13 educationally mobile young people who were the first in fami…
More is more
Does school-based careers education, advice, information and guidance (CEAIG) have any influence on later life outcomes? This paper reports regression analyses using 7,635 survey responses from young people in England aged 21–22. Significant positive relationships were found between self-reported CEAIG activities experienced at age 14–16 and a range of adult outcomes reported at age 21–22. Both the quantity and quality of these CEAIG activities w…
Educators as Equity Designers
Informal STEM education (ISE) holds transformative potential to foster inclusion, belonging, and opportunity for underserved students, with educators playing a pivotal role in realizing this potential. As key agents of change, educators can create learning environments that affirm diverse identities and challenge exclusionary norms. However, this requires developing identity-conscious practices that go beyond content delivery to actively confront…
Psychology (5 obras) · Career Development and Diversity (3 obras) · Mathematics education (3 obras) · Pedagogy (3 obras) · Sociology (3 obras) · Computer Science (2 obras) · Evaluation of Teaching Practices (2 obras) · Political science (2 obras) · Science education (2 obras) · Social science (2 obras)