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The under-representation of minorities at senior levels in academia has received some research attention in recent years. However, the experience of immigrant women from the former Soviet Union (FSU) in Israeli academia has not been examined. These women are mostly from a generation known as the '1.5 generation' who immigrated to Israel as children. This study focuses on the intersection of immigration and gender that shape the lives and careers of the 1.5 generation women currently employed as senior academics in Israel. Using the theoretical framework of capital, Bourdieu's concepts of cultural and social capital, as well as Borjas' ethnic capital, we analyzed twenty in-depth interviews to examine the perception of these women, their life story, and their professional integration into Israeli academia. We identified two focal points that fostered their success -- (1) the Soviet heritage- selective adoption of ethnic capital, encompassing cultural and social capital of an ethnic group and (2) role models within and outside the family often based on ethnicity. We discuss the obstacles faced by minorities in attempting integration into selective professional guilds.

Academia today is deeply hierarchical and continues to be centered around perceptions of prestige and symbolic capital. The symbolic capital, or pedigree, associated with the training one receives at the graduate level greatly informs how academics navigate their careers and how they advance professionally. In investigating the formation of the professional habitus of Indonesian academics, we are interested in how their graduate training informs both their career progression and their teaching practices. We theorize graduate training using the terms 'hybrid' for the participants who have a mix of overseas and domestic training and 'homegrown' for those who were educated solely in Indonesia. The data suggests that hybrid academics in Indonesia are more open to innovating their teaching practice and advance at a quicker pace than homegrown academics.

Educational research acknowledges the significant challenges faced by racialized minority students at school. This interview-based study examines the experiences of racialized minority students in Flanders, the Dutch-speaking region in Belgium, regarding a social science curriculum that addresses the power dynamics and privilege involved in perpetuating ethnic inequality in Flemish education. The study aims to develop typologies of students' responses to this curriculum. First, the fighters, thinkers and bees demonstrate diverse reactions to the curriculum. However, all students agree on the necessity of the curriculum for both racialized minority and majority students. Second, the interviews demonstrate that racialized minority students in Flanders possess a wealth of undervalued capitals. Contrary to conservative assumptions, the study finds no evidence that teaching about structural racialized inequalities causes division and impedes the agency of racialized minority students. The article concludes by emphasizing the implications of these student experiences for teaching practices.

Based on interviews with low-income, Israeli mothers about their experience supporting children's remote-learning during COVID, this study offers theoretical insights about the accomplishment of natural-growth. The accomplishment of natural-growth is a theoretical concept coined by Lareau to describe the logics of low-income childrearing. Though concerted cultivation, which describes the logics of middle-class childrearing has garnered theoretical elaboration, little research has elaborated on practices for accomplishment of natural-growth. This study elaborates on these practices as they were revealed in mothers' narratives of adjustment to difficulties placed by remote-learning. The women described practices by which they sought to bind themselves and their children into a social network and to bridge out and utilize resources within and beyond this network. The analysis reveals that these practices work through social as opposed to cultural capital, revealing a childrearing logic based in a different type of capital than that of concerted cultivation.

Departing from normative notions of participation as passive or responsive vis-à-vis active or agentic, this article conceptualises participation as "'relational investment'". Drawing from a qualitative case study of a culturally and linguistically diverse (CALD) Australian primary classroom, I argue that students' decisions about how to participate are shaped by the nature of their social relationships. Thus, I illuminate all participatory strategies as agentic and subject to the relational conditions of the field. Building on Bourdieu's (1977, 1990, 1992) theorisations of 'social capital' and how this has been mobilised in Norton's (1995) concept of 'investment' (used as a model for language learning), I illustrate the limits of the economic logic of capital embedded in these theoretical tools. Instead, I propose engaging with the notion of 'sociality' (Bottero's 2009) to capture how the characteristics of classroom social relationships shape the ways students invest in participating.

Despite the rhetoric of 'we are all in this together' during the COVID-19 pandemic, not all families experienced schooling disruption in 2020-2022 equally. Middle-class parents typically enjoy significant advantage over parents in working-class occupations. To illuminate class-based differences in parental engagement during the COVID-19 pandemic, here we present data from interviews with 15 middle-class Canadian parents. We found that middle-class parents successfully mobilized their economic, social, and cultural capital to manage challenges they faced: lack of structure and routine, lack of communication with the school, perceived low quality of instruction and resources, student isolation during online learning, and parental stress about children's schooling during the pandemic. The main implication of the study is that although middle-class parents in the study acknowledged their privilege more compared to prior research on middle-class parental engagement, ultimately, their individual solutions to pandemic challenges merely exacerbated existing social inequalities in education.

Being a graduate is no longer sufficient to secure a fulfilling and rewarding graduate role. This paper drew on Tomlinson's Graduate Capital Model to analyse the job-seeking narratives of recent computing graduates searching for a graduate job. Participants (n = 38), drawn from a national placement programme, were interviewed up to 12 months after they had graduated. Narrative interviews were analysed using the five graduate capitals of the Model, providing empirical evidence of the acquisition and application of graduate capitals, in particular through experiences of student work placements. The study found strong claims of human and cultural capital, arising from placement experience, while social and identity capital acquisition was found, but to a lesser extent. Fragile psychological and identity capitals were eroded by multiple unsuccessful job applications. This work empirically tested the Graduate Capital Model, contributing to understanding of capitals and their interplay.

Previous studies have associated participation in higher education with the formation of middle-class advantages. Studies have shown that graduates from affluent family backgrounds gain more advantages from graduate degrees and secure better job opportunities than their less privileged counterparts. Drawing on the Bourdieusian framework, this study uses qualitative interview data (n = 29) to examine how recent business graduates mobilise economic, cultural and social capital for their entry into the Finnish labour market. The context of the Finnish welfare society brings novel insights to research on the inheritance of different forms of capital. Our findings reveal that although middle-class students do have a head start in entry to the graduate labour market, the Finnish society and higher education system even out social inequalities in graduate employment as working-class students may utilise institutional resources, socialise with peers and accumulate work experience to cross structural and dispositional barriers.

Research has long demonstrated the exclusion and Othering experienced by young people with disabilities in education. This paper presents findings from an ethnographic study conducted in an 'elite' sixth-form college in England, set against the backdrop of a shifting social, political, and cultural landscape, where neo-liberal discourses of dis/ability and healthism--centring on mental health and wellbeing--are becoming further embedded in educational policy. Drawing on theoretical work by Bourdieu and Foucault, we demonstrate how the students in this study appeared able to re-make disability as a liberal intellectual identity marker and use it as a form of capital within the bounded college sub-field. However, we argue that these empowered disabled subjectivities were strongly "middle-classed" and "precarious." The findings have implications through advancing current understandings of young people's complexifying relationships with disability in education, of enduring inequalities around disability, and how social class is implicated in this.

The question of professional trust urgently needs closer attention in relation to teacher recruitment and retention, as this research shows it has significant bearing on the symbolic capital that may help to attract, motivate, and sustain high quality teachers. In Australian schools, teachers are frequently subject to initiatives to improve their practice, address their perceived limitations, and hold them accountable for failing students, schools, or systems. We argue that teachers, in the advent of these reforms intended to improve them, come to believe they are distrusted in their professional roles. Denying teachers the sense of themselves as capable professionals risks contributing to the problems of retention that are becoming ever more urgent in the Australian context and elsewhere in the world. This article explores the impacts of discourses and policy directions on teachers' perceptions of professional trust. Drawing on case study data from two schools in the state of Victoria, Australia, we highlight the ways discourses of professional distrust emerge through policy directives that position teachers as 'the problem' in education.

Scant sociological attention has been given to the role of luck within social mobility/reproduction. This paper helps address this conceptual gap, drawing on insights from over 200 longitudinal interviews conducted with 20 working-class young people and 22 of their parents over an 11-year period, from age 10-21. We explore the potential significance of luck within the trajectories of 13 educationally mobile young people who were the first in family to go to university, six young people who achieved similar educational levels to their parents and one young person whose status was less clear cut. Our analysis suggests that particular forms of luck may be instrumental in creating opportunities for social mobility, although the consequentiality of these are mediated through interplays of agency, structure, habitus and capital. We conclude that paying further attention to luck may help augment sociological understandings of structure/agency and Bourdieusian understandings of social reproduction.

This article provides a Bourdieusian analysis of middle-class parents' investment in private schooling and shadow education (tutoring support) in India, thus contributes to the scholarship of class-based educational advantage. It unveils parents' aspirations for their children's education and investigates how these aspirations shape the demand for private education. Bringing into sharp focus the complexity of social privilege, this article discusses how middle-class parents' articulation of their lack of valued cultural capital informs their decision to invest in private schools. However, parents' views on their ineffective involvement in their children's education produce a perceived home disadvantage, which parents compensate for by investing in tutoring services. The article argues that investing in private education -- both in formal educational institutions and tutoring centres -- is a case of 'capital exchange' (transfer of economic capital to secure cultural capital) exercised by privileged social groups to 'purchase' valuable educational resources, thus reproducing their social class position.

Following Bourdieu's tradition of examining the reproduction of the class structure, this article seeks to fill gaps in research on the class differentiation and educational situation of Polish communities in the UK. The article treats Polish post-accession migration to the UK as a social laboratory. Such an approach facilitates examination of class attitudes toward the education and educational practices of Polish migrants, whose prior experiences with the Polish educational system came to be re-evaluated in a differing national context. The article explains how Polish communities in the UK develop mechanisms for validating their cultural capital and negotiating migrant institutions and networks. The article argues that such processes are able to reorganize the class differentiations of migrant communities and to recontextualize their 'national capital' (e.g. Catholicism) within the framework of the receiving society's educational system. The article is based on forty-five interviews with Polish parents and teachers in the UK.

Oxford and Cambridge receive much criticism over the social selectivity of their intake, to which both institutions have responded by admitting more applicants from non-traditional backgrounds. While university-led outreach strategies appear to have made a difference in diversifying their student body, little is known about the role of student-led interventions. This study fills the gap by drawing upon social capital theory to explore how and why student vloggers (StudyTubers) at Oxbridge are sharing their insider knowledge to inform and inspire prospective applicants. Content from nine of the most viewed videos created by three of the most popular Oxbridge StudyTubers were selected for qualitative analysis. Findings revealed that StudyTubers share their content for the purpose of normalising the Oxbridge student experience and encouraging applications from those who might otherwise have self-excluded themselves. Implications for widening access to Oxbridge are identified, and the value of non-traditional outreach for non-traditional students is discussed.

Research in education has long noted teachers' role in assisting social and ideological reproduction. Separately, scholarship has also investigated the use of extra-curricular activities in equipping disadvantaged students with social and cultural capital, to embark on social mobility. Positioned at the intersection of these two apparently disparate strands, this paper presents a case in which teachers' extra-curricular work is seen to simultaneously enact subtle socio-ideological reproduction, and the facilitation of social mobility attainment. Specifically, the paper draws on a study of how teachers in a lower-status junior college in Singapore prepare their students in applying for prestigious state-sponsored scholarships. Through teachers' extra-curricular work of "allying" and "aligning," social mobility and social reproduction are simultaneously made possible, yet also exist in some tension. Thus, this paper offers a unique sociological perspective on teachers' extra-curricular work and its significance for broader issues of meritocracy, social mobility, and social reproduction.

Early childhood educators with higher qualifications are more likely to demonstrate quality in their practice; but few studies have explored the underlying factors that contribute to this relationship. Drawing on Pierre Bourdieu's theory, this article proposes that the relationship arises from social, as well as educational, inequality. Educators with higher qualifications are more likely to have the cultural, social, and economic capital necessary to develop a "habitus" (unthinking disposition to act in certain ways) consistent with the dominant understanding of quality practice. The "doxa" (shared understanding) of quality in the early childhood sector is itself shaped by two institutions through which these forms of capital are transmitted: schools, and middle-class families. Policy efforts to raise educators' qualifications are insufficient to address these deeper inequalities. All educators require opportunities to critically reflect on how their "habitus" shapes their practice, and to shape the "doxa" of the early childhood field.

In this article, we draw from a recent empirical study to consider how a person's classed trajectory impacts students from different class backgrounds in higher education (HE). Students face rapidly evolving social and academic circumstances and must build reasonable strategies to navigate their trajectory from education to work. In these situational processes, social class becomes emotionally exposed as a durable relational social ordering principle. Affinities with educational and labour market norms provide emotional advantages. To explore the classed nature of accumulated being in Australian HE in the context of widening participation, we examine experiences of access to and participation in HE, and strategies towards entry into the labour market. The movement into, through and out of HE orders and organises classed experience, demonstrating the durability of class in the face of doxic meritocratic choice discourse.

The internationalisation of educational trajectories has emerged as a new form of cultural capital in education systems. Research suggests that the 'international capital' offered by language enrichment programs has become appropriated primarily by middle- and upper-class families investing in new forms of educational distinction. However, little is known about the appeal of international capital to different class fractions. In this paper, I draw on Bourdieu's theory of class and administrative data on French students and schools to examine the role of international certification in class practices of school choice. The analysis reveals that specific fractions of the upper-middle and upper classes are over-represented in schools offering international certificates. I use the findings to discuss the role of family resources and education system structures in the making of educational strategies. I conclude by highlighting the importance of empirically grounded analyses of the sociological significance and limits of international capital in education.

In highly marketised higher education systems, massification has afforded greater access, particularly for first-in-generation students. Generally, this expansion has been fuelled by neoliberal ideologies that valorise the notion of choice and promise of social mobility. In this study, using interviews with 25 first-generation students, the issue of choice is critically examined in one of the earliest arenas of neoliberal experimentation: the Chilean higher education system. The study found that these first-in-generation students encountered complex and multi-levelled challenges in making higher education choices. Such choices were firmly anchored in differing levels of aspiration, and were strongly mediated by both family and school social capital. As a result, we propose an addition to traditional conceptions of choice: students (and their families) who act as strategic choosers. This outcome challenges the notion that first-in-generation students encounter unitary trajectories or equitable choices in encountering higher education.

Ethnic minority students--often descendants of earlier waves of immigrants from neighbouring South and Southeast Asian countries--have been under-represented in enrolment in higher education in Hong Kong. In addressing low university/college-enrolment, traditionally under-represented students' family and community are considered deficit and under-resourced, and their inherent values and strengths remain unrecognised and less-explored. This study employed the community cultural wealth framework to highlight the various forms of capital existing within the families and communities of 15 South/Southeast Asian university students that had allowed them to navigate university predisposition, search and choice processes. The findings of this study unveil the diversity and richness of capital within non-dominant communities that have limited access to capital, normalised within hegemonic and oppressive educational institutions and call for researchers and educators to legitimise and utilise the community resources for widening university attendance.

The sociological literature on elite private schooling is frequently informed by Bourdieu's signature concepts of cultural, social and symbolic capital. Yet, his insistence that economic capital is the 'root' of these other capitals is often overlooked or downplayed. This paper addresses this lacuna. While it gestures to Bourdieu's other capitals, its primary focus is on finance itself and the various legal and accounting regimes that facilitate schools' financial capital acquisition, accumulation and conversion into other individual and organisational capitals. We interrogate these schools' income-generating and spending strategies on fees, infrastructure and scholarships, explicating how charity law, tax regimes, and accounting rules work to their advantage. In so doing we demonstrate how ambiguous law and accounting regimes enable them to produce exclusivity through pricing and luxury infrastructure. In short, we show how elite private schools in England keep fees high, scholarships low and luxury pervasive.

The gradual restructuring of the political economy of Turkey after the 1980s has changed the positioning of the middle class and the importance of its social, economic, and cultural capitals. In particular, lowering the quality of public education through systematic privatization and Islamisation has constituted a significant threat to this class' reproduction capacity. Drawing on three years of longitudinal qualitative data from parents in Istanbul, we show that this class experiences a reproduction crisis and follows a two-step strategy for ensuring their children's social mobility: capturing public schools with a middle-class school-mix and transforming them into private-school-like spaces through intense engagement.

Schools worldwide are increasingly enmeshed in discourses of securitisation. Efforts to prevent or counter violent extremism (P/CVE) are a manifestation of this. P/CVE in education takes various forms; the pilot explored here is considered super-soft in that no mention was made of violent extremism. Attention was given to schools' capacities to enhance social cohesion through Restorative Practices (RP) -- a method for building social capital. We use an affective-discursive lens to explore how affects/emotions are caught in a dispositif of governance fundamental to efforts to regulate youth through this method. Specifically, we focus on extreme emotional incidents that highlight norms and practices in which violence and emotions are entangled, which expose limits and implications of RPs. While holding promise for transcending punitive disciplinary methods, we argue that RPs rely on logics that limit how violence is understood, locating violent problems within the problem bodies of marginalised youth.

African Nova Scotians constitute the largest multigenerational Black Canadian community, with 400 years of presence in Atlantic Canada. Despite the end of "de jure" school segregation in 1954, African Nova Scotians' social and cultural capital were not incorporated in curricular and pedagogical practices. Using the theoretical framework of cultural trauma, this article draws from a qualitative study conducted using semi-structured interviews and focus groups with sixty participants. A cultural trauma process takes place after a traumatic event and involves a cycle of meaning-making and interpretation that can result in demands for reparation or civic repair. This study illustrates how through the cultural trauma process grounded in their collective memory, African Nova Scotians articulate an aspiration for culturally relevant and sustaining pedagogy as a form of civic repair. This transformative pedagogy would facilitate a reconnection with their heritage and a fulfilment of the democratic goals of public education.

This study examines parental involvement in urban public schools, focusing on how parents in organised school-centred networks support, navigate, and negotiate from their different social positions. The multiple case study of specialised music programmes provides insights into parent strategies and behaviours in intermediate practices between school-based socialisation and extracurricular activities largely run by the parents associations. The paper draws on data from in-depth focus group interviews with members of parents associations in socially, culturally, and historically different schools. Findings demonstrate that parent approaches to specialised education and their modes of involvement vary according to social class, resources, and school culture. There are class-based differences in parent strategies and the way their collective symbolic capital is used in policy negotiation. However, relationships between a parents association and the school administration are generally regulated by the social and cultural history of a particular school.

This paper illustrates the influence of a new national assignment system (NSAS) on Chilean middle-class advantage. This system was designed to increase educational equity by changing the previous school admission "rules" that were prejudicial against low-income students. We use Bourdieu's conceptual tools, drawing on concepts of capitals and field, to analyse the influence of the new rules of the game on the value of middle-class capitals. To understand how the new rules shape middle-class families' advantages, we link qualitative and quantitative analyses that empirically explore how families subjectively interpret the policy change and how objectively it shapes their access to desired schools. The qualitative phase shows that middle-class parents experience the NSAS as a risky new scenario. However, quantitative analysis shows the NSAS is associated with only a modest decrease in middle class-advantages. We illustrate the difficulty of transforming marketized educational systems, where previously privileged families react against equity-driven changes.

Drawing on Pierre Bourdieu's analysis of the competition for economic, social and cultural capitals within educational fields, this article reports empirical research from 49 in-depth interviews with graduate students at four elite universities in the USA and the UK. It argues the brands of elite global universities work to reproduce social and cultural capital for a small cohort of elite students, and by doing so perpetuate and reinforce systems that privilege a select few. By drawing upon student narratives, our findings demonstrate the cosmopolitan nature of elite university brands. These 'Cosmopolitan Brands' are immersed in local and highly exclusive practices which reinforce wider inequalities of social class. We explore how individual students navigate their immersion and positioning within the brands of global elite universities; competing first as students at university before progressing to compete for power and status within global economies.

This article explores connections between language and the social inclusion of immigrants. It analyses three different models of immigration settlement: assimilation, integration through social capital, and inclusion. It then explores how education - and in particular the teaching of English to Speakers of Other Languages (ESOL) - can promote values and develop capacities in immigrant learners that either restrict or promote their ability to flourish as active, included members of society. I present these concepts on a continuum, as a framework that can be applied to analyse the role of ESOL in the settlement of immigrants. This continuum is then applied to the ESOL context in Scotland and reveals that, despite the emancipatory language in Scottish government policy discourse, the impact of ESOL provision is largely limited to the empowerment of individual learners and has little impact on addressing structural inequalities or injustices.

This paper intends to develop a sociological thinking of child and youth resilience through recourse to Bourdieu. The paper starts by problematising the misconceptualisation that equates resilience with adaptation. It then marks a clear conceptual boundary between the two notions. This is followed by a review of conceptualisations of resilience across different historical times and theoretical schools, discussing the paradigmatic shifts from the individualistic to the ecological framework. To enable an intellectual and innovative engagement with contemporary developments in resilience research, the paper comes to grips with a sociological reconceptualisation of resilience through Bourdieu's field analysis. The crux here is to grapple with resilience to symbolic violence for emancipation from structural constraints -- a thinking largely absent in current resilience work; and to complement the bulk of Bourdieusian research on reproduction by exploring a change-oriented resilience thinking through the work of the famed sociologist.

Studies have shown the ways in which non-Western middle- and upper-class families are seeking to educate their children in the West. The rationale for this kind of social reproduction strategy is the acquisition of 'valuable' cultural and symbolic capitals which can be advantageous in the graduate job market of both their home country and internationally. Presenting a case study of four middle-class Nigerian fathers, the paper reveals the rationale behind these fathers' decision to opt out of the Nigerian HE sectors. The paper focuses on three Western capitals -- specifically institutional (a Canadian degree), embodied (high proficiency in English language) and symbolic (Canadian citizenship) -- capitals which will position these parents' children advantageously in the future. The paper concludes by presenting an argument that in seeking these Western capitals for their children, these parents become implicated in the Western hegemonic discourse of 'West is best'.

Chinese rural students are less privileged than their urban counterparts in accessing Chinese elite universities. Existing studies widely follow a Bourdieusian explanation for this discrepancy in access, focusing on rural parents' capital deficit in their children's education. However, research also shows that Chinese rural parents hold higher educational expectations for their children's education. This study presents the complexity of Chinese rural parents' roles in their children's access to Chinese elite universities, drawing on narratives from a group of rural students and their parents. The findings show that although rural parents' capital deficit constrains their roles in concrete actions, their verbal expression of higher educational expectations acts as a form of motivation contributing to their children's academic success. This article contributes to cross-cultural explanations of parenting through analysing less privileged parents' roles in their children's access to elite universities.

Globally, performance-based research funding aims to support the most deserving academic institutions and researchers. However, overcoming entrenched assumptions about quality is a persistent challenge for higher education research policies worldwide; traditionally powerful institutions tend to maintain dominance. Research impact as a performance criterion presents an opportunity for position-taking through success according to non-academic criteria. Could impact-oriented research funding challenge institutional hierarchies? The UK university system presents an instructive case study for exploring this question. However, exposing the effects of such performance-based funding on institutional stratification requires focusing on the interface between institutions and disciplines. A Bourdieusian analysis of 53 cases of research-based impact on higher education policy/practice revealed the differential capital that researchers from more and less 'prestigious' universities mobilise when generating research impact. By uncovering how impact reinforces disparities in research power between UK institutions, the study contributes to understanding of sectoral reproduction through discipline-level mediation of research policy.

This study focuses on the parental involvement among Eastern European immigrant parents of elementary school students in Canada. Interviewed parents (N + 19) were educated in several Eastern European countries and had children attending elementary schools in the province of Ontario at the time of the study. The analysis was informed by the concepts of social and cultural capital developed by Pierre Bourdieu. It was found that Eastern European immigrant parents see their role supporting children mainly in the home by emphasizing academic achievement and extracurricular activities. Despite high levels of cultural capital there was a variation in the amount of social capital available to immigrant parents. Those who managed to recreate rich social networks in the new country communicated with teachers more successfully and were satisfied with school.

While investigation on family estrangement is growing within academic circles, research regarding the interconnection between experiences of estrangement and higher education (HE) is still limited. Sociological understandings of these issues are even scarcer, with policy interventions and practical guidance forming early interventions in HE. Set within the context of Scotland, this paper explores the experiences of HE students who are estranged from their family, and interrogates the ways students develop a sense of identity in the context of their academic lives. The paper applies Goffman's work on stigma and identity management in relation to Bourdieu's concept of capitals to cast a critical eye on the identity formation of estranged students. In doing so, we challenge normative assumptions of what it means to be a university student in contemporary society and urge institutions and policy makers to rethink the complexity of students' academic lives in more inclusive ways.

The recruitment crisis for teachers in England has led to policy reforms which have significantly deregulated the sector, introduced market mechanisms to mimic aspects of the private sector and set providers in competition with one another. Leaders in Initial Teacher Education (ITE), from both schools and universities in England, were interviewed to understand their experiences of working in this policy context. Responses are analysed to reveal an emerging hierarchy in ITE provision. The research uses Bourdieu's theoretical and methodological frame to make sense of the current field of ITE and conceptualises the providers as 'agents' working in the field who use capital to improve their position in the market. Teacher recruitment remains in crisis, and findings suggest that current reforms, rather than solving recruitment problems, are creating complex and unequal playing fields for both providers and applicants, which may be contributing to the continued crisis.

This paper investigates patterns of social reproduction of science education outcomes for high school students in Israel, specifically by examining the relationship between one aspect of science capital -- as measured by having a scientist in the family -- and SES with three measures of science education success: interest in science; science self-efficacy; and aspirations to pursue science at university. Regression analyses of questionnaire data (N = 380) from 14- to 18-year-old high school students yield differences between Jewish (majority) and Arab-Palestinian (minority) students. Specifically, regarding aspirations for university science, having a scientist in the family and higher SES are positively associated with better outcomes for Jewish students only. The analyses highlight the potential advantages of employing theories of social reproduction and science capital to explore inequalities in science education, which in this case is used to identify additional challenges in increasing minority student uptake in postsecondary science.

This article explores class, capital, and aspiration to social mobility in an ethnographic study of an English secondary school. In particular, the article considers the school's musical instrument programme as a site for inculcating forms of capital, under the auspices of developing skills for upward social mobility. Bringing together Bourdieu's conceptions of schooling with theories of materiality and situated learning, we contend that this school succeeds in cultivating new forms of embodied capital among students through the development of communities of musical practice. However, a tension remains between emancipatory aims of the programme and the sanctioning and championing of certain forms of dominant cultural practice. The learning environment of the instrument programme highlights the complex and conflicted impact that schooling can have on the development of cultural capital and on reproducing disadvantage and difference.

A recent UK Government commissioned study found concerning levels of unemployment among computing students from disadvantaged, black and minority ethnic backgrounds. The study highlighted that work experience was a factor in increased levels of graduate employment. As such, it is vital that students have equal access to such work experience. This study considers the availability of work experience to 140 computing students at two city centre UK universities. Data analysis considered socioeconomic background and ethnicity to determine if these influenced attitudes to work experience. While students' socioeconomic backgrounds and ethnicity had little influence on their interest in work experience, patterns of success in gaining work experience reflected worrying graduate (un)employment patterns, with those from disadvantaged, black or minority ethnic backgrounds less able to secure work experience. These findings have serious implications for university and government policies promoting work experience and highlight the need for national interventions.

Prior research has shown that students from less educated families are less likely to study both science, technology, engineering and mathematics (STEM) subjects and arts and humanities subjects. This article used a large representative sample of university students in England to explore the relationship between students' enjoyment, perception of ability and socio-economic disparities in subject choices. Although these attitudes differed by students' parents' education level, and were associated with subject choices, disparities in choices persisted when accounting for these differences. Students with less educated parents were less likely to choose arts and humanities and more likely to study social sciences, law and business, over STEM, even when their enjoyment and perception of ability in subjects were similar. Students whose parents had higher levels of education were more likely to choose STEM over arts and humanities as their enjoyment of STEM increased, suggesting different underlying processes informing student choices by social background.

Many countries, including Italy, are increasingly managing their public higher education systems in accordance with the New Public Management principle that private-sector management practices improve efficiency and quality. A key mechanism has been the introduction of performance-based funding systems designed to reward 'high-performing' institutions and incentivise 'lesser-performing' institutions to improve. Instead of improving efficiency and quality across the board, however, we argue that performance-based funding systems naturalise longstanding structurally determined inequalities between institutions by recasting national higher education systems as competitive institutional meritocracies in which institutional inequalities are redefined as objective indicators of intrinsic 'merit' or worth. We illustrate how performance-based university funding systems naturalise pre-existing inequalities between universities drawing on the case of Italy, a country characterised by longstanding inequalities between its northern and southern regions which demonstrably impact on the apparent 'performance' of universities. The concept of institutional meritocracy captures the illusory nature of this performance game.

While various forms of teachers' habitus have been described in education studies, little consideration has so far been given to their interaction with fields in schools. This article draws on Bourdieu's theory and related concepts of field, habitus, capital and doxa to explore types of teacher professionalism, especially in Austrian secondary schools where innovative measures and reforms have been introduced. By combining a model of teaching profession with a Bourdieu-based analysis in the interpretation of 70 interviews with secondary school teachers, we show that a double field structure has emerged in some schools, where a field of traditional teaching competes with one of new professional field teaching. We argue that further initiatives will be needed from the field of education policy and other forces in society to stabilise the field of new professional teaching. This article illustrates the dynamic interrelationship between professional habitus and conflicting fields in one particular school.

Social class differences in educational decision-making form an important explanation for persisting educational inequalities, particularly in choice-driven systems with early tracking. Nevertheless, little is known about the process preceding these choices, especially when school and track choice are interrelated. Building on school choice literature, this study aims to explore how parents from different social backgrounds shape their decision-making process at the transition from primary to secondary education in Flanders (Belgium). To this end, we adopt an explanatory mixed-methods design. Quantitative findings from a parent survey conducted in 36 primary schools were complemented with 32 in-depth interviews with parents. Our findings show two parental profiles regarding educational decision-making, which can be traced back to differences in social and cultural capital. Although effective navigation of the complex field of educational decision-making proved to be strongly class related, parents' educational and immigrant biographies led to specific approaches, transcending the middle class versus working class binary.

This article discusses an attempt at a Bourdieusian-inspired form of praxis, developed and implemented in collaboration with nine London teachers, aimed at developing a socially just approach to engaging students with science. Data are discussed from nine months of classroom observations of nine secondary science classes from six inner London schools (approximately 200 students, aged 11-15), interviews and workshop data from the nine teachers and 13 discussion groups conducted with 59 students. The approach resulted in noticeable changes in practice, which were perceived by teachers and students to improve student engagement, cultivate a range of science-related dispositions and promote wider student participation and 'voice' in classes. Issues, limitations and possibilities for sociology of education are discussed.

This article analyses the relationship between cannabis use and educational trajectories among 42 young drug users, recruited at addiction treatment centres in Denmark. Quantitative research shows regular cannabis use to be associated with poor school performance and drop-out. However, these studies do not pay much attention to differences between educational tracks or to the links between the educational field and other fields. Drawing on a Bourdieusian framework we analyse the interviewees' involvement in four different fields: the academic field, the field of vocational schools, the labour market field and the artistic field. We contribute to the literature on post-16 educational trajectories by showing how successful 'investments' in education depend not only on available resources (capitals), but also on the ability to navigate in an increasingly complex educational system. Furthermore, we show how regular cannabis plays into the 'illusio' of different fields, challenging the interviewees' playing of educational games.

In the United States, attending a selective liberal arts college is often a sign of success. Human capital theory assumes graduates from these colleges share similar outcomes, in terms of employment and further education. This article reports, findings from a national (US) survey of liberal arts college students who graduated between 2012 and 2014. It finds significant differences in the immediate post-graduation outcomes of students based on family background. Using a Bourdieusian lens of capitals and habitus, the article links these different outcomes to differential experiences while in college, expectations, and parental resources. As in the public sector, classed pathways operate to produce differential outcomes for students of small liberal arts colleges. The article also demonstrates the continuing role of family-based material resources after graduation, and how these are used to differentiate students even when holding similar amounts of social and cultural capital.

This paper is based on research into the destinations and aspirations of school leavers in Australia. It investigates the relationship between the transition to university for different groups of students and their own and their parents' and teachers' expectations. It draws on Bourdieu, Boudon, Nussbaum and others to investigate the way young people construct their aspirations. It examines the limits of young people's agency, which is bound by their understanding of the hidden and informal rules that govern access to different spaces within the curriculum as well as access to post-school destinations. Navigating these transitions is becoming more important and more complex with the increasing emphasis on higher level qualifications in an education market.

This article examines the school choices of families who have recently experienced downward mobility during the economic crisis in Spain. Based on semi-structured interviews we analyse the educational strategies of the families in a Bourdieusian framework, focusing on how they cope with the loss of their perceived social status. Prior to the crisis, these families of working-class origin improved their social position as a result of their success in economic capital accumulation with a humble increase in social and cultural capital. Our research suggests that the concerns of families confronted with downward social mobility are manifested in tensions related to their school choice in terms of their strategies of resistance and negotiation with regards to the ownership, social composition and corresponding perceived quality of the school. School can symbolically represent the last resort, an indispensable investment in one's own future and that of the next generation.

Despite rapid growth at the 12-year compulsory education stage, Hong Kong's non-Chinese language minority students make up only 1.3% of the whole full-time postsecondary student population; their attendance rate is 13.8%, far behind the overall rate of 43.8%. Policy and research focus on their secondary school graduation with a widely recognized nexus between Chinese language deficiency and academic underachievement. Yet lower participation rates in postsecondary education (PSE) and nonlinguistic risk factors that account for under-representation have received scarce regional attention. The current study attempts to fill this gap. Utilizing the multiplicity and convertibility of capital in the Bourdieusian conception, this study elicits non-Chinese language minority students' voices and identifies the interplay effects of multiple capitals on the participants' pathways to PSE. Findings provide insights into the dynamic processes of convertible capitals and accessing PSE when developing holistic policies that are able to address linguistic and non-linguistic hurdles in the college choice process.

This article examines how educational transitions in Hong Kong are concurrently classed processes and practices, and how learner identity is developed and negotiated in an education system that prizes English as capital. Through the lens of habitus, the connected but distinct autobiographical accounts suggest that the stronger the insulation between the home and the school, the keener an individual's sensitivity may be towards class distinction in adapting to a new field. Learner identity associated with academic success is potentially negotiable and self-sustained through determination, self-regulation, and reflexive strategies, rendering the availability of resource support less important for working-class students' identity development.

This article builds on the established notion that schools are hierarchised through policy, accruing different amounts and types of symbolic capital, by examining how this is reflected in the habitus of the leaders of new, privileged school types. The article uses Bourdieu's concept of hysteresis, or a dislocation between the habitus which formerly produced success in the field and the habitus currently necessary following changes in field conditions. Using crafted narrative accounts from two headteachers, I argue that rather than simply being an effect of change, hysteresis may be an actively sought outcome whereby the state intervenes in a field--education--to deprivilege welfarist leaders and privilege corporatised leaders through structurally facilitating their habitus and mandating its dispositions for the field. However, insofar as deprivileged actors may draw strength and an identity from rejecting corporatisation, the concept of hysteresis must be extended to include notions of agentic dissidence.