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 2014; Maltese, Melki and Wiebke 2014), 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 science-based technology, school science should be promoted more positively - perhaps as a "springboard" to new sources of interest and enjoyment (Archer, Dewitt, and Osborne 2015). 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 2012). 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.