Public attitudes to science in South Africa
SOURCE: South African Journal of Science
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2013
TITLE AUTHOR(S): V.Reddy, M.Gastrow, A.Juan, B.Roberts
KEYWORDS: PUBLIC ATTITUDE, SCIENCE
DEPARTMENT: Developmental, Capable and Ethical State (DCES), Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 7558
HANDLE: 20.500.11910/3123
URI: http://hdl.handle.net/20.500.11910/3123
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2013
TITLE AUTHOR(S): V.Reddy, M.Gastrow, A.Juan, B.Roberts
KEYWORDS: PUBLIC ATTITUDE, SCIENCE
DEPARTMENT: Developmental, Capable and Ethical State (DCES), Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 7558
HANDLE: 20.500.11910/3123
URI: http://hdl.handle.net/20.500.11910/3123
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
In a global environment characterised by the growing role of science and technology in our economic, social, and political lives, an international research agenda has arisen to measure and understand how science and technology are perceived and evaluated by the public. In 2010, the South African Social Attitudes Survey included 20 items to measure public attitudes towards science, knowledge about science, and sources of information about science. This household survey was administered to a representative, stratified, random sample of 3183 participants. The findings were analysed through a bivariate analysis, and here we report on South African attitudes towards science and technology, how these have changed between 1999 and 2010, and where South African science attitudes fit on the canvas of global science attitudes. The data reveal a complex and shifting relationship between attitudes of promise and reservation towards science in South Africa. In the international context, South Africa has a unique 'fingerprint' of public attitudes towards science. The strongest demographic variable impacting on attitude towards science was educational attainment, followed by age. Gender had no impact on science attitude. This broad overview also highlights some directions for further research to meet the growing academic and policy interest in the interface between the institutions of science and the public.-
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