Commitment to Science

Abstract

In this paper it is suggested that a sociological explanation of the process of differential professional socialization among working class chemistry students can be derived from an application of the theory of marginality. The working class university student is in a structural situation of marginality, but his unique experience of this situation and subsequent response to it will be mediated by three sets of variables. Factors pertaining to his past experience, present environment, and expectations about the future are all relevant to an understanding of the nature of his marginality. Where the experience of marginality takes the form of an acute identity crisis a solution may be found in the total embracement of one role. We suggest that of the roles available to the science student that of the dedicated scientist offers one of the most attractive identities. Data is presented which provides some support for the suggestion that embracement of this role, in the form of commitment to science, may be viewed as a solution to a marginality crisis for some upwardly mobile students.