too often school science is seen as the first segment of a leaky pipeline that will ultimately select those who will work as scientists and engineers not only does the pipeline metaphor discount the many pathways successful scientists have travelled to reach their career goals cannady greenwald and harris maltese melki and wiebke it also conveys a negative image of those who do not end up as scientists and engineers because knowledge and understanding of science is useful well beyond the work of scientists and is as pisa argues necessary for full participation in a world shaped by sciencebased technology school science should be promoted more positively perhaps as a springboard to new sources of interest and enjoyment archer dewitt and osborne expanding students awareness about the utility of science beyond teaching and research occupations can help build a more inclusive view of science from which fewer students feel excluded alexander johnson and kelley achieving greater equity in education is not only a social justice imperative it is also a way to use resources more effectively increase the supply of skills that fuel economic growth and promote social cohesion