In another study from the same project, Archer et al. (2012) examined “how the interplay of
family habitus and capital can make science aspirations more thinkable for some (notably
middle-class) children than others” (p. 882). They suggested that although there is no direct
relationship between family habitus, capital, and a child’s science propensity, “social inequalities
in the distribution of capital and differentially classed family habitus combine to produce
uneven (classed, racialized) patterns in children’s science aspirations and potential future participation” (p. 882). So, while these factors may not be deterministic, they nevertheless play
an important role in students’ aspirations.