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This paper considers the roles of migration and group-specific ethnic penalties in minority groups’ life chances. In relation to existing knowledge of extensive diversity between ethnic groups, and outlining a range of frameworks within which to understand that diversity, the paper first explores the relationship of class origins to parental educational and economic assets for three groups of migrant parentage and a comparison white non-migrant group. Second, the paper investigates for the different ethnic groups how the probability of having a professional or managerial class outcome is influenced by class origins and by the educational achievements of the “second generation”. Analysis is based on the ONS Longitudinal Study, which enables the study members to be tracked from 1971, when they were children living with their parents, to their own social class outcomes in 1991 and 2001. Because processes of occupational achievement may take different lengths of time for different groups, occupational outcomes are modelled in both 1991 and 2001, and also outcomes in 2001 conditional on position in 1991. The paper shows that there is evidence of differential processes operating for different ethnic groups that go beyond their class background, but which cannot be attributed to discrimination operating equally against all minority groups. [ABSTRACT FROM AUTHOR]

This paper examines two significant moments in sexual minority citizenship in England and Wales in relation to one of the Marshallian sets of rights, namely, civil or legal rights, focusing specifically on the Sex Offences legislation and policing practices. The first moment that will be examined here is the process whereby homosexual acts were decriminalized in the 1950s and 1960s: here special attention will be paid to the recommendations made by the Wolfenden Committee. The second moment is one we are currently experiencing, which is associated with the inclusive policing of sexual minority communities (especially lesbian, gay, bisexual and transgender communities) under the provisions of the Crime and Disorder Act 1998 and in the review of Sex Offences, especially in the consultation paper (Home Office 2000) and White Paper (Home Office 2002) associated with this review. Privacy and toleration dominate the first moment, at the same time it shall be demonstrated that privacy is also central to the British Sexual Citizenship literatures that have emerged in sociology in the post Wolfenden context. However, as the title suggests, the second moment under examination points to the emergence of a rather more extensive sexual minority citizenship beyond the boundaries of ‘homosexual privacy’ (which British Sexual Citizenship Studies is not currently engaging with) and perhaps even beyond the boundaries of toleration through ever more ‘inclusive’ policing strategies and through the review of sex offences in which many discriminatory laws are being ‘de-homosexualized’. [ABSTRACT FROM AUTHOR]

The introduction to this paper provides a brief review of the literature on religious belief and practice suggesting that much of this remains to be fully assimilated within the sociology of religion. The paper examines the contention that contemporary British religious practice can be characterized as 'believing without belonging'. Drawing on a survey of rural residents in five areas of England, the paper suggests that a majority of people express high levels of religious belief and a sense of belonging to a particular denomination. Formal religious observance is, however, low. Through a detailed examination of attitudes to the Church of England, a picture emerges of a populace with a well developed sense of the role of the Church and its clergy which is, in the main, affirmative and positive. An important question remains as to why such sentiment is so unevenly transmitted into formal religious observance such as regular attendance at church services. [ABSTRACT FROM AUTHOR]

The paper tells of the social constructs surrounding young children with learning difficulties in their home, 'special' early education setting and 'inclusive' or mainstream early education setting in England. The exploratory study focused on how three- to four-year-old children made sense of their environments and how their identities were constructed by different parties in the different contexts. Ethnographic case studies were conducted using semi-structured and informal interviews with parents and practitioners, documentary analysis, fieldnotes, and live and video observations. Shared constructions across the contexts for each child were common, with constructions of them being happy and making progress pervasive across the children and settings. Differences in constructions across settings indicated that qualities could shine or negative constructions be tempered, thus showing the role of the environment and the culture of inclusion in socially constructing children with special needs. [ABSTRACT FROM AUTHOR]

The relationship between gentrification and globalisation has recently become a significant concern for gentrification scholars. This has involved developing an understanding of how gentrification has become a place-based strategy of class (re)formation during an era in which globalisation has changed sociological structures and challenged previously established indicators of social distinction. This paper offers an alternative reading of the relationship between gentrification and globalisation through examining the results of a mixed method research project which looked at new-build gentrification along the River Thames, London, UK. This research finds gentrification not to be distinguished by the gentrifer-performed practice of habitus within a ‘global context’. Rather, the responsibility for gentrification, and the relationship between globalisation and gentrification, is found to originate with capital actors working within the context of a neoliberal global city. In order to critically conceptualise this form of gentrification, and understand the role of globalisation within the process, the urban theory of Lefebvre is drawn upon. [ABSTRACT FROM AUTHOR]

Recent research on social capital has explored trends in membership in voluntary organizations. However, there is currently little robust evidence on such trends in the UK since the 1970s, nor is there any analysis of whether participation bridges social divisions or accentuates them. This paper explores trends in participation in England and Wales since 1972 using data from the Social Mobility Inquiry of 1972 and the British Household Panel Survey of 1992 and 1999. We are concerned with social exclusion mechanisms in social capital generation in Britain over the three decades. Using binomial and multinomial models to 'unpack' the effects of socio-cultural factors on civic participation and on different types of associational membership, we test the thesis of across-the-board decline in social capital by Putnam (2000) and that of rising levels of middle-class social capital versus consistent low levels of working-class social capital by Hall (1999). The results show significant socio-cultural-gender differences, a relative stability of middle-class participation, and a rapid decline in the working-class access to social capital. We challenge the established accounts of both theses. [ABSTRACT FROM AUTHOR]

A discussion of the boundaries between nursing and sociology is contained in this paper. The creation of nursing as an academic subject is discussed and compared with the creation of academic geography. The creation of academic subject involves 'boundary work' in which power and legitimacy are conferred on some forms of knowledge and not others. Boundary work enables a discipline to stake out a claim to its legitimate territory and the resources that go with it. In a practice discipline such as nursing, the boundaries between nursing and supporting subjects, such as sociology and physiology, create problems of transfer of learning. This has implications for curriculum design. Bernstein's work on educational transmissions offers useful insights. He suggests a distinction between educational knowledge codes. 'Collection' codes involve strong boundaries between subjects, 'integrated' codes imply weak boundaries. The implications of the move to an integrated code in nursing are discussed. The existence of an integrated code implies a 'strong ideological consensus' within a discipline. In nursing this entails a belief in the 'individualized care' of the patients. This is incompatible with the sociological understanding of nursing. [ABSTRACT FROM AUTHOR]

This paper compares vertical mobility in Dublin and England and Wales as displayed in mobility tables using the seven class categories developed by Goldthorpe (1980). A model is developed which demonstrates the pattern of vertical mobility in each country and also allows us to measure the extent of class inheritance as distinct from class self-recruitment. The data are used to test the FJH thesis, and some differences between Dublin and England and Wales — in their degree of ‘openness’ and in the relative standings of the different classes — are examined. Patterns of relative mobility are found to differ quite strongly between the two with Dublin being considerably less open than England and Wales. [ABSTRACT FROM AUTHOR]

Warner and England (1995) make a welcome argument for is technological science perspective for sociology based on a theory of humans as technological agents and an epistemology that includes ethical values. As with any sociological perspective, however, Warner and England's comments help to focus on and understand some aspects of social lift and not others. This commentary provides a complementary focus by emphasizing the dialectical relationship between human agency and technological agency. Furthermore, I argue that a dialectical view is necessary for grounding Warner and England's theoretical argument find for acting on their ethical argument. Implications of a dialectical perspective for the meaning and politics of technology are explored. The paper concludes with a discussion of the suitability of "science" as a metaphor for sociology. [ABSTRACT FROM AUTHOR]

Using the implementation of the Griffiths Report as an example, this paper examines the way in which sociologists and others have examined the process of managing change within the NHS. Several studies of Griffiths have documented a number of unintended consequences of its implementation but it is argued that none of these have adequately theorised these unintended outcomes of the policy implementation process. It is suggested that the process-sociological approach of Norbert Elias, and in particular his game models, enable us better to understand the complex interweaving of planned and unplanned processes which is involved in all processes of managed change. [ABSTRACT FROM AUTHOR]

abstract The paper describes a developing sociological and psychoanalytic approach to the study of 20 London families in the early 1950s. [ABSTRACT FROM AUTHOR]