The development of attitudes toward science and technology: a longitudinal analysis of Generation X

  1. Miller, Jon D 2
  2. Laspra, Belén 4
  3. Polino, Carmelo 4
  4. Branch, Glenn 5
  5. Ackerman, Mark S 3
  6. Pennock, Robert T 1
  1. 1 Lyman Briggs College, Michigan State University
  2. 2 International Center for the Advancement of Scientific Literacy, Institute for Social Research, University of Michigan
  3. 3 College of Engineering and School of Information, University of Michigan
  4. 4 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  5. 5 National Center for Science Education
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Revista:
Science and Public Policy

ISSN: 0302-3427,  1471-5430

Ano de publicación: 2024

Volume: 51

Tipo: Artigo

DOI: 10.1093/SCIPOL/SCAE051 GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Science and Public Policy

Resumo

Research on public attitudes toward science and technology policy has relied on surveys taken at single points in time. These surveys fail to indicate how these attitudes develop or change. In this study, we use data from the Longitudinal Study of American Life that has followed a national sample of Generation X for 33 years—from middle school to midlife. We demonstrate that the critical period for the formation of attitudes toward science and technology is the 15–18 years after high school—college, work, family, and career. The attitudes formed in this period remain stable for most individuals during midlife. This work provides an important perspective for scientists, engineers, and the leadership of the scientific community in their efforts to foster positive attitudes toward science and technology and to understand the roots of concerns and reservations about science.

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