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Significant concerns have been raised about supplying sufficient numbers of qualified and experienced information and communications technology (ICT) workers to meet the ongoing demands of the industry. This paper explores how professional identity and self-interest shape the career choices of ICT students. In-depth semi-structured interviews were conducted with 52 ICT students from four Australian tertiary education institutions. The findings reveal that nascent professional identity (such as mastery, sense of belonging, and status and esteem) and self-interest (such as anticipated income, perceived opportunities, and work-life balance) work together to exert a strong push away from or pull toward, seeking an ICT career following graduation. The findings contribute to understandings of how ICT students conceptualize a professional career in the ICT industry and the expectations of the emerging ICT workforce. This can influence the development of career marketing materials to attract high-quality entrants into undertaking ICT qualifications and ultimately an ICT career and assist universities and professional associations in their efforts to attract and educate a diverse and inclusive ICT workforce.

This study was conducted with the aim of identifying reflections of bilingualism on preschool education. Ethnographic case study design was adopted in this descriptive research. It was carried out with the participation of eight preschool teachers who were teaching at different village schools and 13 pre-school students in the Southeastern Anatolia during the educational year of 2019-2020. The research data were collected using observation, interview, document analysis and researcher's diary and analysed through content analysis. The research results showed that bilingualism at school, in the classroom and among peers was adopted as a culture. It was seen that bilingualism had negative reflections on the exercise of the preschool educational programme in terms of subjects such as understanding of activities and following of instructions and completing them. It was determined that bilingualism reflected on the teacher as making more effort and feeling incapable in some situations. Bilingualism has been shown to make some students popular among peers.

Notwithstanding their contribution to the development of any society, women are the underclass. Their participation in social, economic, and political spheres could be limited because of illiteracy. To improve their involvement, providing adult education is incontestable. This article examines Ethiopian women's empowerment through Integrated Functional Adult Education, using social, economic, and political dimensions. The paper confirms that providing adult education programs to illiterate women improved their day-to-day lives. The study concluded that Integrated Functional Adult Education improves women's lives in social and economic dimensions. However, the study also found that women's participation and empowerment in political issues remain unimproved.

Nowadays, English is significantly popular among Algerian generation but not to such an extent to be used in social context. Its use is, however, limited to classroom environment except for those students who are fond of this foreign language and master it with a high level of fluency. The purpose of this paper is to highlight the status of English as second foreign language in Algeria, and how it has been injected within the educational system by taking into consideration social and cultural aspects. Education is a process and like other processes, it is exposed to several factors, some of which are aid and some others are obstructive. The type of school can be one of these factors that may affect teachers and students: Single-sex or coeducational schools. Algeria is a country that still offers different types of schools that have great impact on pedagogy and on learners' performance in the EFL context due to social and cultural impacts.

The purpose of this study was to investigate the mediating effect of student achievement in mathematics and science in individuals' intergenerational social mobility between parental socioeconomic status (SES) and their future occupational prestige. We also examined the mediating effect of other factors, such as parental expectation for educational attainment. The Longitudinal Study of American Youth (LSAY) 1987-1994 and 2007-2011 data (a sample of 5,945 high school students) were analyzed with structural equation modeling. Our results indicated that high school student achievement in mathematics and science significantly mediated students' intergenerational social mobility between parental SES and their future occupational prestige. Also, achievement in mathematics and science had a lesser effect than students' expectations for future education.

The current study examined whether students' social goals might help explain why students with learning disabilities (LD) often have lower social status in school. Participants included 336 rural and ethnically diverse high school students (of whom 16 had a LD diagnosis). Participants reported on their social status, popularity goals, and social preference goals. Findings support that students with a LD diagnosis are regularly members of less popular peer groups, but are fully socially integrated within their peer groups. Findings also note that students with and without a LD diagnosis generally had similar social preference and popularity goals. Thus, the popularity of students with a LD diagnosis is unlikely due to psychological desires for popularity, but more likely to be due to other social experiences.

Evidence on how different types of social media use contribute to digital stress in early adolescence is lacking. In-depth interviews were conducted with 24 13-14-year-olds. Interviews were transcribed verbatim, coded and thematically analysed. Themes were generated based on digital stressors specific to passive social media use (time-wasting and digital guilt, and exposure to harmful content); private social media communication (expectations of availability and unsolicited contact by strangers); and social media broadcasting (expectations of perfection and sexualisation, fear of negative evaluation and risks to privacy). Several digital stressors appeared pervasive in everyday social media use. Bolstering social and emotional resources offline and encouraging effective implementation of privacy settings may improve resilience against several sources of digital stress.

Social learning can help individuals to efficiently acquire knowledge and skills. In the classroom, social learning often takes place in structured settings in which peers help, support, and tutor each other. Several protocols have been developed to make peer-assisted learning (PAL) more efficient. However, little attention has been devoted to how the transfer of knowledge is shaped by the social relationship between peers, and their relative positions in the social network. To address this gap, we combined social network analysis with an experimental social learning task, in which pupils (N = 135; aged 11-19) could use social information from their peers to improve their performance. We show that pupils' tendencies to use social information substantially decrease with the peer's distance in the social network. This effect is mediated by subjective closeness: pupils report feeling much closer to their friends than to their non-friends, and closeness strongly enhances social learning. Our results further show that, above and beyond these effects of network distance, social information use increases with the peer's social status (network centrality) and perceived smartness. Our results provide empirical evidence in a naturalistic setting for the role of specific network attributes in shaping pupils' willingness to learn from their peers. These findings illustrate the value of a social network approach for understanding knowledge transfer in the classroom and can be used to structure more effective peer learning.

This study investigates the association between classroom practices and individual social status outcomes in junior high. A nested design using 678 grade 7 and 8 students in 38 classrooms showed that classroom practices are associated with peer social status. Classrooms rated high on "instruction" were associated with a decreased probability of students with rejected status. In contrast, classrooms rated high on "atmosphere" and "student engagement" were associated with an increased probability of students with rejected and popular status. Student perceptions of classrooms revealed that "social comparison" was associated with an increased probability of students with both rejected and popular status, while "competition" was associated with an increased probability of students with popular status. Results inform intervention programs that target the peer ecology of the classroom by raising teachers' awareness of the intersection between pedagogical practices and student social status among peers.

Most research on peer victimization has focused on Western samples, but in recent years peer victimization in China has become more prevalent. As a result, limited information is available on how peer victimization, school climate, peer preference, and adjustment difficulties impact Chinese middle school students. This cross-sectional study explored these relations. With a sample of 734 7th and 8th-grade students (54.1% male, 45.8% female) from two middle schools in Beijing, China, findings revealed that peer victimization and peer preference predicted adjustment difficulties; however, school climate did not. Although peer preference was not a significant moderator of the association between peer victimization and adjustment difficulties, school climate significantly moderated the relation between relational peer victimization and adjustment difficulties. Limitations, future directions, and implications are further discussed.

The many permutations of spoken English have called for an interrogation into the notions of 'standard English' and 'native accents'. Despite their problematic nature, these terms remain commonly used, and familiarity with 'standard', inner-circle varieties of English is typical among L2 English speakers, differences in education and language policy notwithstanding. This paper inquires into student language attitudes in Alsace, a region with a long and complex language tradition. A mixed-methods model was used to gather seven students' reactions towards four inner-circle Englishes (Received Pronunciation, Standard American English, Glaswegian English, African American English). Findings revealed student preference for the two American speakers as well as preferential ratings linked to comprehensibility of speakers and a range of past experiences. Other findings favour those of previous language attitude studies in which RP and SAE outperform other samples in areas of education and prestige. GE and AAE samples were associated with both positive human characteristics and a lack of education. Overall, results indicate the need for future empirical research of this population as well as the necessity for linguists, researchers and teachers to make room for the spectrum of speakers and Englishes that lie outside of traditional reference accents.

While gender and education studies abound, there are fewer studies examining how the gendered construction of teachers' identities and practices are enabled, and constrained, in policy and research. Here, I conduct a "Feminist Critical Discourse Analysis" of this gendered construction in four policy texts in teacher education in Ireland, set within a neoliberal imaginary playing-out across OECD countries, and in mainstream research of teacher effectiveness. The analysis uses a metaphor of confinement to trouble the problem, and to generate wider representations and emancipatory possibilities. The findings reveal how this reform ensemble in Ireland acts more often than not in sync with a global education reform movement in gender-blind ways to constrain, if not actively confine (mostly women) teachers' voices and agency, often in assumed, theory-weak and patriarchal ways. The study foregrounds the gendered politics of teacher education within a pressing need for egalitarian rather than conservative gender discourses.

Purpose: Agricultural extension services in poor countries often identify opinion leaders based on criteria such as wealth and social status. We explore the effectiveness of this top-down approach by analysing the role of so-called model and nodal farmers in the diffusion of malt barley in a highland community in Ethiopia. Research approach: We use a retrospective case study design where we combine quantitative network analysis with qualitative data. Findings: Nodal farmers played a more central role in knowledge diffusion of the technology than model farmers. While model farmers were wealthier and better connected to the local authorities, nodal farmers were socio-economically more similar to their fellow farmers. Nodal and model farmers, as well as farmers closely connected to them, had a significantly higher adoption index than the rest. Practical implications: The diffusion of knowledge is an important condition for the adoption of modern agricultural technologies, but it is not enough, particularly when access to external inputs is limited. Moreover, relying on assumed opinion leaders has its limitations and may even reinforce existing inequalities. Theoretical implications: This paper has shown the complementarity of network approaches. We propose network approaches such as social network analysis to identify community brokers who emerge from bottom-up or clan-based, political, knowledge networks that mediate access to agricultural technologies. Originality: Our combined research approach differs from the mainstream of studies in this field that employ either ethnographic fieldwork or (spatial-)econometric methods. We aim to create a bridge between the often separated worlds of (technical) agronomic research, (qualitative) rural sociology, and (quantitative) econometric analysis.

The outdoor domain has frequently been identified as one where women's skills and competences were undervalued compared with those of men. The aim of the study was to explore how men and women interact in the context of an educational wilderness expedition. The concepts of field, forms of capital and habitus of sociologist Pierre Bourdieu were used to highlight the distinctive strategies deployed by women and men to be recognized as outdoor leaders and improve their status within the expedition group. We carried out a multi-component ethnographic data collection to document three main aspects of the gender interactions: (1) the gender-based division of the outdoor activities; (2) the symbolic value given by the participants to the different types of outdoor involvement; and (3) the gender-based strategies to uplift or maintain one's own social status. Findings suggest that gender as well as social class are two intersections that played a significant role in participants' involvement and their chance to stand out. Data also indicate that women engage in various strategies to have their outdoor skills appreciated and therefore uplift their status within the group, while men build mainly on their traditionally recognized physical capital.

In this paper, we examine how English language teachers working in a South Korean university navigate complex intersecting identity categories of race, gender, language and nationality while grappling with tensions and paradoxes arising from workplace policies influenced by racialised ideologies, globalisation and neoliberalism. In-depth interviews conducted with two tertiary English language teachers--a local Korean L2 English teacher and a L1 English teacher of Mexican-Italian heritage from the United States--provide insights on how globalisation and internationalisation policies influenced the selection criteria for the hiring of English language teachers at Garam University. Data reveal how ideological preferences for hiring White L1 English teachers, hindered the positive teacher identity formation for Korean L2 English teachers and L1 teachers of colour, particularly when teacher identity intersects with other identity categories. Findings suggest racialised ideologies not only created hierarchies, dichotomies and barriers for L2 English teachers, but 'White normativity' is also not challenged by the administrators or the teachers themselves. Implications will be discussed, including why English teachers working in South Korea's universities in neoliberal times need a safe space to interrogate unjust racialised policies and practices perpetuating marginalisation and exclusion for L2 English teachers and L1 teachers of colour.

Although metal detectors, guards, and law enforcement officers are intended to protect students and maintain a safe educational environment, the actual effectiveness of such measures is unclear, especially when it comes to protecting Black students. Charles Bell interviewed Black students from urban and suburban schools across Michigan and learned that they did not feel safe at school. The absence of reliable safety measures at school leads students to rely on a "code" that provides protection in school by encouraging students to fight to demonstrate their toughness, win respect, and form alliances to ensure group safety. Among other things, the code of the school transforms suspension into a status symbol that undermines school authority, potentially increases school violence, and leads to the criminalization of Black students.

Objective: This study sought to examine if hypervigilance is one mechanism through which aspects of less supportive campus climates are associated with mental health symptoms for college students. Participants: Data from 386 undergraduate college students attending a small college in the northeastern United States were collected. Methods: Participants completed online surveys which employed established measures of study variables. Results: Hypervigilance mediated the association between subjective social status and symptoms of anxiety and depression; lower subjective social status was associated with greater hypervigilance and greater hypervigilance was associated with more symptoms of anxiety and depression. Less sense of community was also directly associated with more anxiety, depression, and somatic symptoms. Conclusions: Hypervigilance may be an adaptive strategy to protect against psychosocial harm for low status members of the campus community, but may damage longer-term mental health. Implications for higher education administrators are discussed.

Objective: We assessed the impact of bearing multiple marginalized identities, experiencing discrimination and perceived social status on the prevalence of depression in college students using an intersectional approach. Participants: Public health students at a diverse urban public university in Northern California (N = 338, response rate = 85%; 77% women, mean age 22). Methods: We used a cross-sectional survey to assess demographics, depression, discrimination and social standing using validated scales and estimate the relations between depression and co-factors. Results: 25.4% of students reported depression. Discrimination was associated with a higher level of depression and more severe symptoms. Higher perceived social status was associated with a lower level of depression and less severe symptoms. Hispanic/Latinx first generation women had three times the prevalence of depression as non-Hispanic/Latinx non-first generation men and there was a significant disparity in depression severity. Conclusions: Intersectional approaches can shed light on the experiences of marginalized groups.

Bullying is a goal-directed behavior that has long been in the spotlight of worldwide school mental health programs and research. However, the role of popularity goals in bullying and its potential mechanisms are unclear for adolescents in a non-Western cultural context. Based on 333 Chinese adolescents (52% female), the current study was the first to explore the potential moderating roles of popularity status and cognitive empathy in the association between popularity goals and early Chinese adolescents' bullying behaviors. Moderated moderation analyses indicated that popularity status and cognitive empathy significantly moderated the positive relationship between popularity goals and Chinese adolescents' bullying behaviors. Specifically, the statistically significant three-way interaction revealed that low popularity status and low cognitive empathy strengthen the positive links between popularity goals and bullying. The significant two-way interaction showed that the positive relations between popularity goals and bullying were stronger for low popularity among Chinese adolescents.

Background: Early childhood is a key developmental period to assess social competence (SC) as experiences of peer interactions begin to accumulate. Past work suggests that temperament and forms of peer victimization (physical and relational) are independently associated with changes in SC, but less work has examined the differential effects of these factors. Objective: This school-based study examined how peer victimization and temperament influence changes in SC. Temperament was operationalized using Lahey and colleagues' (J Clin Child Adolesc Psychol, 37(4):794-807, 2008) developmental propensity model and was characterized as negative emotionality, prosociality, and daring. It was hypothesized that forms of peer victimization and negative emotionality would be inversely related, whereas prosociality would be positively related with SC. Prospective links with daring were exploratory. Hypotheses examined prospective relations with an overall SC latent variable and with its individual components (cooperation, social dominance, and positive peer interactions). Given its links with social development, executive functioning was thought to moderate these relations. Methods: The sample consisted of 300 preschoolers (M = 44.72 months old, 44% female, 62.1% White). Data was collected from multiple informants (i.e., behavioral observations, teacher-report, research assistant-report) across a 12-15-month span. Results: Negative emotionality was negatively associated with cooperation, and both negative emotionality and daring were positively associated with social dominance. Executive functioning did not moderate these associations. Conclusions: This study provides a nuanced approach to the study of SC by accounting for both dispositional and interpersonal effects on SC. Moreover, these findings highlight that development of SC may be better understood by examining its individual components.

Studies in the context of the professionalisation of the teaching profession in Turkey mainly focus on policies and practices for teacher training in the Republican Period. However, the practices and policies in the last period of the Ottoman Empire for training modern teachers, which have an extensive historical background for the professionalisation of the teaching profession, have not been analysed within a holistic framework. Based on this deficiency, the present study discussed the professionalisation process of the teaching profession in the Ottoman Empire. In this direction, the aim of the present study is to evaluate the teacher training policies and practices for modern civilian schools in the Ottoman Empire by analysing them in terms of professionalisation of the teaching profession. Five criteria were determined that indicate the professionalisation process of the teaching profession in the Ottoman Empire. In line with these criteria, it has been understood that important steps have been taken towards the professionalisation of teaching in the late Ottoman Empire. Efforts towards establishing specific criteria for entering the profession, the methods applied for the professional development of teachers, the increase in the roles and competencies of educators/teachers in subjects related to teaching, the possibility for teachers to form professional organisations and, finally, improvement in the social status of the teaching profession were the important steps taken in the last period of the Ottoman Empire. Study data included archive documents, regulations, and ordinances concerning the teaching profession, advertisements, and news or articles about the teaching profession in the press of the period. The historical method was used for this study.

This paper investigates how the emotional responses towards research assessment reflect both social position and strategy in the struggle for scientific authority. This is examined through interviews with humanities researchers conducted as a part of a study on the implications for research practice of the Danish Bibliometric Research Indicator (BFI). Drawing on Bourdieu's theory of practice and Scheer and Matthäus' conceptualisation of the affective habitus and emotional practices, our research suggests that emotions can be conceptualized as strategic practices closely tied to the hierarchical position of the researchers. Established researchers deployed emotional practices as a form of resistance against compliance-based research assessment to retain their scientific authority and autonomy, while early-career researchers generally wanted to resist but their precarious positions did not afford them the possibility to do so. The study thus highlights the potential of studying emotions in relation to resistance and reproduction of dominance in higher education.

Previous research has repeatedly confirmed that students with special educational needs (SEN) are generally less accepted by their peers. Although inclusive teaching strategies and classroom characteristics are frequently hypothesised to improve students' social participation, empirical evidence is scarce. Therefore, the purpose of this paper is to investigate classroom characteristics and teaching practices that can help foster social participation, in general, and reduce the effect of lower social participation among students with SEN, in particular. The sample includes 518 students in 31 Grade 4 and 7 classes from Austria, of whom 99 are students with SEN. The results show that students with SEN receive fewer peer nominations and perceive their social participation to be lower compared to their peers without SEN. However, the association between SEN and self-perceived social participation is moderated by the social classroom climate, i.e. the difference becomes smaller when the social classroom climate is more positive. Furthermore, the higher the personalised instruction was rated by a student, the higher was his or her social status. The results suggest that interventions should focus not only on the improvement of individual students (with SEN) but also on changing the whole classroom environment.

This paper examines debates over the nature, purpose, and reform of geographical education in schools in the eighteenth-century German-speaking territories. Attention is paid to contemporaries' concerns over the cognitive content of geography -- what geography was -- and, in greater detail, to their views concerning how the subject might be taught, its teaching improved, and the end in view of teaching it, namely to produce informed citizens. The paper shows that while there was widespread agreement over the utility of geography, opinions differed over how best to teach it, and to whom. These differences centred less on religion, between the largely Catholic southern German territories and the chiefly Protestant northern German territories, and more upon the age, social status, gender, and intended future of the pupil. Proposals for the reform of geographical education argued that geography be taught first with reference to the pupil's locality and to notions of "homeland" from which local setting attention would be paid to other states, countries, and continents.

Introduction: Individual social status among peers (i.e., acceptance and rejection) has important implications for students' social and academic development. The present study investigates the role of individual problem behavior and classroom norms in the development of acceptance and rejection among students with intellectual disabilities (ID) in special needs schools. Methods: School staff reported on problem behavior and social status of 1125 students with ID (M = 11.26 years, SD = 3.76; 31% female) in special needs schools at the beginning and end of a school year. Results: More individual problem behavior at the beginning of the year predicted students' lower acceptance and greater rejection at the end of the year, controlling for earlier problem behavior and other variables. The effect of problem behavior was independent of the prevailing classroom norms. Conclusion: Our findings show that behavioral problems pose a risk for social exclusion of students with ID among their peers in special needs settings.

This study investigates pre-service teachers' motivations and perceptions about the decision to choose teaching as a career choice. Twenty-seven students who have embarked on teacher education programme in Scotland were interviewed. It was found that students conveyed ambivalent feelings and perspectives in the decision to teach in the sense that they perceived teaching as a platform to fulfil their career aspirations and enjoy themselves but also portrayed teaching negatively in relation to workload, work-related stress, salary, and social status. In light of expectancy-value theory, this study concludes that participants' seemingly highly intrinsically motivated to pursue a teaching career is likely to involve the feature of weighing the intrinsic rewards of teaching (enjoyment or fulfilment) and the negative perceptions deriving from a high level of workload and emotional stress and low salary and social status. The findings of this study have important practical implications for recruiting and retaining teachers; and, for helping future teachers fulfil their interests and articulated professional goals.

This paper explores the relationship between education policy and the trajectory of English fever in Korea. English fever refers to a fervent desire to become proficient in English at almost any cost. English fever started with governments' globalisation efforts in the 1980s and further intensified in the aftermath of the 1997 Asian financial crisis. Drawing on policy enactment theory and analysing policy documents, this paper shows how English fever, once having taken root in Korean society, defied all policy measures to tackle it. The English language having a close relationship with social equity, these policies pursued an additional aim of increasing educational equity for students from low-income families. Their impact, however, proved minimal, partly due to educational stakeholders' resistance. In order to relieve pressure on students, presidents Pak Geun-hye and Mun Jae-in tried to decrease the strong emphasis on English in curricula during the last decade.

This article examines international English-medium students' language aspirations in relation to social mobility as they are studying in a (Mandarin) Chinese-dominant context. It focuses specifically on Vietnamese students in Taiwan and their perspectives on how English and Chinese are related to their present and future life opportunities. Data were obtained from interviews with students from five different Taiwanese universities. Findings suggest that for these students, English and Chinese were highly mobile languages, which could provide them with the possibility to mobilise across imagined geographical, cultural, educational, work and peer communities of lower and higher scales. Both languages were, as a result, seen by them as a vehicle for their trans-contextual Anglo-Sino social mobility. Their imagination about mobility opportunities associated with the languages, however, may not always be achieved. Implications for supporting international students to enhance their multilingual skills and to contextualise the question of language competence in relation to mobility are then suggested.

The form of Physical Education (PE) teacher selection matters in that, as a system of rules (i.e. institution), it shapes the practices of Initial Teacher Education (ITE), including pre-service PE teachers' daily preparation for teaching qualification and employment. This article examines the secondary PE teacher selection examination as one of the locations of teacher socialisation and identity (re)formulation. Focusing on South Korea's National Secondary Teacher Selection and Employment Examination (STSEE), the paper addresses two main research questions: (a) how does the STSEE structure everyday practices of pre-service PE teachers who prepare for the exam for a year at least; and (b) what does this intensive year-long routine of commitment bring to the social and professional identities of the applicants? Drawing on a micro-sociological concept of 'reinventive institutions' (Scott, 2010, 2011), this study analyses qualitative data from a number of documents and in-depth interviews with 11 pre- and in-service PE teachers. Our analysis reveals two main findings. First, the STSEE features key attributes of reinventive institutions, including "total" commitment to exam preparation, deference to gurus and communities of comradeship, all of which operate on the basis of individuals' aspirations to success in the STSEE. Second, distinguished from the stereotype of physical educators in previous generations (e.g. incompetent, violent and unprofessional), PE teachers who have passed the exam acquire reinvented identities as smart, passionate and professional PE teachers who can enjoy 'permanent job security' with their advanced social positionality. The paper concludes by discussing the significance of teacher employment examinations in studying PE teachers' socialisation into the profession.

Is it possible for young people to develop intercultural understanding through an ocean-crossing sailing voyage? What would happen to intercultural communication in a tall-ship space? This article unpacks the process of interculturality construction and participants' identity negotiation within an ocean-sailing setting. It applies an analytical tool of intersubjectivity and seeks to relate interculturality to experiential learning theory. It draws upon a mini ethnographic study that collected data during a sailing voyage across the North Sea. The finding reveals six intersubjective factors that influence the process of interculturality co-construction. The article suggests that sail-training, as an outdoor medium of experiential learning, has the potential to stimulate participants to develop an analytical vision towards the self, the other and specific interactive dynamics.

This study aims to provide insight into individual teachers' behaviour and decisions regarding the exchange of knowledge, focusing on status, interdependence and reciprocity, and psychological safety. It highlights the key role of the individual professional in knowledge-sharing and professional development contexts. A social-constructivist perspective and qualitative design (case study) were employed. Eighteen teachers in upper-secondary vocational education were questioned in interviews or focus groups. Data was analysed by coding, interrelating, and reasoning. Results show how professional discretion directs intercollegial communication and sharing. Interpersonal issues (status, safety, and reciprocity) influence decisions about sharing with or withholding knowledge from certain colleagues. Consequently, professional development and processes of sharing and managing knowledge are in danger of falling flat when ignoring the individual's impact. This emphasises the importance of individual professionals' attitudes and preferences, and informal, social structures in approaches to professional development, knowledge-sharing practices, and learning communities.

This exploratory report investigates how children, aged 6- to 12-years, reason about divisions in labour. It focuses on understanding when in development children might associate higher status groups with intellectual as opposed to physical labour. It explores this question by introducing a sample of mostly mid/high-SES American children to a novel factory setting and then asking them who is likely to have one of two jobs: a 'builder' (physical labour), or 'thinker' (intellectual labour) job. Older children were more likely than younger children to associate an individual's higher social status with intellectual labour work as opposed to physical labour work. Children also explained their reasoning, and with age their explanations focused more on social factors like the role of access to 'choices' or opportunities in shaping the nature of others' work.

This study explored the mechanism of labor market performance by confirming the role of secondary vocational education for young Korean employees of high school graduates. To this end, we focused on the Meister High School (MHS) policy for fostering the lead in secondary vocational education in Korea. In comparative perspective, data from 2,344 Korean employees who graduated from MHS or Specialized Vocational High School (SVHS) were analyzed. Firstly, it was found that MHS graduates obtained better objective performance conditions even if the crucial reginal and parental effects are controlled. Next, MHS graduates maintained higher job satisfaction focusing on their horizontal mismatch level. Moreover, MHS graduates with higher achievement in vocational courses were satisfied with their school life. Our findings found the significant roles of the Korean secondary vocational education policy by applying assumptions of the status acquisition model.

This article reports on how gender shapes the work of university science faculty. Theories of gender as a social system are used to disentangle how individuals, social interactions, and institutions (re)produce inequality by sustaining occupational gender segregation in higher education science. The study uses qualitative data from an ethnography of six teaching faculty at a large research-intensive public university in the United States. These teaching faculty, largely women in a department in which the majority are men, are ineligible for tenure and institutionally positioned as having lower status. The disadvantages are experienced in different ways across all the women on the teaching faculty. In contrast, men on the teaching faculty are recognizable as scientists and are by default treated with respect. As such, they are elevated regardless of their skill as teachers. This study offers a theoretical contribution to the current understanding of gendered occupations by suggesting that the experiences of the science teaching faculty can be conceptualized as "chutes and ladders." Ladders are mechanisms reserved for the elevation of men. Chutes are reserved for women because regardless of how women approach their work, the gender system is constructed to hold them back.

Background Researchers have long studied the social stratification of physical activity patterns in terms of 'determinants' of physically active lifestyles. In this article, we set out to explore how Bourdieu's concept logic of practice can be used as an intermediating analytical tool to promote understanding rather than the calculation of human participation in movement culture. Theoretical framework The logic of the practice is similar to the logic of the logician, but it differs in terms of temporality and directionality. Specifically, where the logician needs not take notice to such worldly matters, they are inevitably inherent in social life. Thus, logics of practice guide how practice is played out as well as, on the level of the unconscious, the attitude of its participants towards themselves, the practice, and each other. Different logics of practice, as previously theorised by Engström, may 'taste' differently to people depending on their habitus, that is, their embodied dispositions. In this article, such logics of practice of movement culture are investigated further. Purpose The purpose of the article is to investigate how gender and social position relate to participation in movement cultures that are guided by different logics of practice. Method In 1968, just over 2000 Swedish teenagers who were born in 1953, answered a questionnaire about their participation in movement culture. New data collections took place in 1973, 1978, 1983, 1994 and 2006/2007. The current paper is based on data collected from 846 individuals, now 63 years old, who chose to participate in a new data collection. Data about self-reported participation in movement culture, and the stated taste (or dis-taste) for certain logics of practice in movement culture, was calculated in relation to gender, level of education (cultural capital) and self-reported class affiliation (economic capital). Results and conclusions The statistical analysis indicates that while the logic of performing in this study indicates masculine and upper-class values, the logic of experiencing indicates feminine and academic values. The logic of improving seems to hold a middle-ground position. Importantly one of the logics, experiencing nature, which is actually also the one that most of the 63 year-olds express a taste for, seem not to be linked to either gender or social position. We conclude that this may have important societal and pedagogical implications, for example, that increasing the possibilities to experience nature could facilitate participation in movement culture at least among Swedish upper middle-aged people.

The study describes a pedagogic adaptation of the matched guise technique with the aim to raise linguistic self-awareness of L2 accentedness stereotyping effects among Swedish pre-service teachers. In the experiment, 290 students attending teacher training programs were exposed to one of two matched guises, representing either L1 accented Swedish, or L2 accented Swedish. Both guises were based on the same recording, but the L2 accented version had been digitally manipulated using cut-and-paste techniques in order to replicate certain vowel sounds (the [u:]-sound in particular) associated with low-prestige Swedish L2 accentedness. The findings from this experiment were then used as starting point for language awareness raising activities. Our overall results show that the L2 accented manipulated recording was evaluated more favourably than the original L1 accented recording on all investigated variables. One proposed explanation is that respondents were inadvertently influenced by so-called shifting standards effects, i.e. lower standards/expectations are being used as reference points when evaluating the L2 accented recording. This tendency, however, seemed to be less apparent among respondents with bi/multilingual linguistic identities. Following debriefing discussions based on the experiment findings, there were clear indications that respondents did become more aware of inadvertent linguistic stereotyping by participating in the activities.

Purpose: This paper presents a descriptive analysis of elite women's biographical sketches in Who's Who-type collections, now out of copyright, published in Australia in the 1930s--Victoria (1934), New South Wales (1936) and Queensland (1939). It concentrates on information given about their schooling. Design/methodology/approach: The biographical sketches of the women, defined as "elite" by their inclusion in three collections from the 1930s, were examined for information about their and their daughters' education. Using mixed methods in a prosopographical approach, this is mainly a quantitative analysis. It outlines and compares the schools they attended where given as well as providing basic demographic details of the 491 women. Findings: The paper shows that, for those who gave educational details, the women and their daughters attended private schools almost exclusively. Three types of schools were listed -- private venture, corporate, and a very few state schools. The paper demonstrates that the landscape for girls' secondary schooling was not a settled terrain in terms of type, place, religion, or age of schools available for elite girls' education in the late 19th and early 20th century. Private schools are shown to be part of the "machinery of exclusiveness which characterised the inter-war years" (Teese, 1998, p. 402) and private venture schools survived well into the third decade of the 20th century. Originality/value: Beyond the histories of individual schools, little is known about the educational profile of Australian elite women in the past. This largely quantitative analysis helps to uncover and compare across state-based cohorts, previously unknown demographic, and schooling details for interwar women who recorded their educational details, as well as for the NSW and Victorian daughters where given.

During the last 20 years, "Critical Inquiry in Language Studies" has played an important role in advancing research on critical applied linguistics. Although the level of scholarly interest in critical research and its visibility have increased, issues that critical research has attempted to problematize, such as normative ideologies of language and language education, continue to dominate policies, practices, and ordinary people's consciousness in the real world. Critical approaches to research should be grounded in praxis, namely, committed reflection and action for transformation. In order to further promote critical language studies with a vision of praxis, it is necessary to amplify a synergy between producing scholarly knowledge within academe and making efforts to put the knowledge into practice through concrete actions for transformation in the real world. This article examines some challenges that scholars face in forging the synergy, including institutional constraints and neoliberal expectations that dissociate research from local impact. Proposed ideas for praxis-oriented scholarly work include, but are certainly not limited to, decolonizing our minds, paying attention to and intentionally making a commitment to transformation, actively engaging with public scholarship for knowledge mobilization, legitimizing and encouraging multilingual scholarship, changing institutional expectations and practices, and actively connecting with communities.

Previous research has established a connection between Standard Language Ideology (SLI) and prestige and power and has highlighted the existence of a dominant cultural narrative that idealizes Standard High German as a provider of cultural elevation and unity, viewing nonstandard Germanic varieties as exotic. Nevertheless, scholars have likewise emphasized the importance of familiarizing L2 German students with the standard and nonstandard regional and dialectal varieties that are widely used within and across Germanic-speaking countries. Through a grounded ethnographic approach involving classroom observations and interviews, the study suggests that the L2 German university students observed seemed to believe in the superiority of Standard German despite efforts by their instructors to counter this belief. The study extends previous research by illustrating L2 German instructors' negotiation strategies, used to highlight the communicative legitimacy of German and Austrian dialects to their students.

Purpose: To examine the perspective of third-level university students in the context of the value proposition of construction apprenticeships in Ireland. Design/methodology/approach: The research uses a qualitative method, conducting semi-structured interviews with 20 third-level university students enrolled on a Bachelor of Science (Honours) degree program in Construction Management in Ireland. Findings: The results highlight six themes. These include that society appears to be directly and/or indirectly steering students towards university. This is driven by what appears to be a prevailing stigma in that apprenticeships are not seen as an achievement by society. Also, apprenticeships are seen as a limited career choice, while also being one which appears to repel female entrants. Practical implications: If the shortage of new skilled workers entering the construction industry continues, construction organisations will not have the necessary resources to tender for, and subsequently, complete new work. Social implications: The perception of what could have been seen as potential new apprenticeship entrants, but ultimately chose university, is worth examining further with a view to industry addressing the shortcomings identified. This therefore can provide an opportunity to stem the tide of reducing apprenticeship numbers, while also providing a viable alternative to university for those who wish to pursue alternative routes of entering the sector. Originality/value: The paper uniquely focuses on the third-level university student's perspectives and what influenced their decision to pursue third-level university education over that of an apprenticeship within the built environment; an area which has yet to be investigated.

Adolescence is a time in which peers gain in importance and more time is spent engaging in social interactions with them. Within these interactions, adolescents will also be confronted with moral dilemmas, in which moral decisions need to be taken. The aim of the current study was to examine two factors that may influence moral decisions, namely moral identity and social goal orientations. The sample consisted of 455 adolescents (251 girls), with ages ranging from 10 to 18 (M[subscript Age] = 14.11, SD[subscript Age] = 1.79), who completed questionnaires. In line with the hypotheses, there was a significant positive association between moral identity and moral decisions, and communal goals and moral decisions; there was also a significant negative association between agentic goals and moral decisions. We propose that both moral identity and social goal orientations be added to the social information processing-moral decision-making framework, and further theorize about the relation between constructs in the database. We discuss the findings from a development perspective and provide first ideas for practical implications.

This study examines the social position of N = 507 young people with and without intellectual disabilities (ID) in inclusive secondary classes, using a sociometric peer-rating method. In addition, their teachers (N = 21) were asked in topic-centred interviews about their subjective theories regarding the respective social position, as well as social dynamics management measures. It is shown that young people with special educational needs (SEN) have, on average, a significantly lower social position than those without SEN. Teachers justified this by means of (a) individual-related, (b) interaction-related, and (c) class level-related characteristics. The social dynamics management measures were related to the cooperation of teachers, the promotion of cooperation in the class, and the discourse on inclusion.

Recent years have witnessed a heightening of interest in the role of teachers working in EAP (English for Academic Purposes), particularly with regard to defining and debating their professional identity. However, it must be said that most authors have painted a rather dismal picture, when comparing the status and professional standing of English language teachers in Higher Education with that of academics working in other disciplines. Drawing on concepts and models developed by the educational sociologists Basil Bernstein and Pierre Bourdieu, this reflective paper proposes a theoretical framework to account for why these differences in status might be so. The paper concludes that EAP as an academic discipline currently faces some significant threats. However, the paper also argues that if EAP practitioners are to gain the professional recognition they desire, then they themselves must strive to trade more explicitly on the forms of capital valued by the academy.

By complying with their "job", i.e., completing the tasks set for them by teachers, pupils develop their subject skills. They do this in a classroom setting where they can perceive each other regarding their abilities. Besides content learning, pupils, thus, also have to position themselves emotionally and action-practically towards the content-based tasks in the class context. Which corresponding reaction patterns are observable is an open research question, especially concerning the comparison between pupils taught curriculum-accordantly and those with special educational needs in learning (SEN-L) when educated in inclusive classrooms. Therefore, for this preliminary study, twenty semi-structured interviews were examined, in which the pupils were asked about what and how they had learned in the previous lessons. Data analyses were carried out using a mixed-methods approach. Distinct positioning patterns could be reconstructed, which were not strictly linked to the pupils' level of content understanding. Furthermore, there were no significant differences between the positioning patterns of pupils with and without SEN-L, which could also be due to the comprehensive use of differentiated instruction methods in the respective lessons. In about half of the interviews, reaction patterns emerged that indicated superficially compliant participation in class but inward distancing.

Given that a large proportion of Master's students in UK universities are from mainland China, we sought to quantify the extent to which their approaches to learning (AtL) and epistemological beliefs (EBs) differ from those of non-Chinese students, and how these differences affected first-semester grades. To this end, we surveyed a large cohort of Master's students (n = 564, 65.3% Chinese) at a UK Business School at the beginning of an academic year to minimise influences that might change attitudes towards AtL and EBs. Primary data on AtL and EBs were collected using two standard survey instruments, along with data on social class, prior attainment, and nationality. This unique combination of measures, controls and large sample size allowed for an analysis that was more comprehensive than previous studies. Our findings showed that achievement among Chinese students was unrelated to AtL but was associated with EBs and social background. For example, when controlling for other factors, Chinese students who had confidence in their learning ability achieved higher grades, while non-Chinese students who perceived knowledge as certain underperformed. Moreover, Chinese students whose fathers held lower status jobs achieved significantly higher grades when controlling for other characteristics.

The role of Higher Educational Institutions (HEIs) in preparing human resource for local, national and global sustainable development is paramount. Such role can be adequately performed by competent staff who are satisfied with their jobs. This study determined the extent of the relationship between job satisfaction and characteristics in public HEIs in Ghana. The study employed the cross-sectional survey design. Factor analysis and canonical correlation analysis were applied to the data collected from three categories of staff from four public universities constituting a sample size of 452. Results show that social status, recognition, remuneration and conducive work environment informed their job satisfaction. For the dimensions of job characteristics, the most important was the variety of tasks performed on the job, followed by the feedback employees received from the job outcomes. The other three dimensions were task significance, autonomy and task identity. A positive canonical correlation existed between the first canonical pair of functions, suggesting a significant relationship between the two sets of solutions. There was a possible negative relationship between remuneration and a combination of task significance and task identity. The recommendations involved leadership providing adequate information on activities, motivation packages, feedback and conducive workplace environment to the staff.

The study explores the extent to which linguistic globalisation and the ever increasing dominance of English shapes the perceptions of linguistic diversity in traditional sociolinguistic milieus. We set out to investigate the attitudes of 142 respondents from Vorarlberg, an Austrian province, towards their home dialects, High German, a local standardised variety, and English. While drawing on a verbal guise test (VGT) and a questionnaire as the main methods of study, we show that local dialects are viewed as badges of local identities, whereas standard German is appreciated for its utilitarian value. Remarkably, English emerges as a language of enormous social prestige with high levels of social attractiveness. English is further seen as a language allowing the inhabitants of Vorarlberg to connect to the larger world and become part of the global dialogue. We argue that rather than eroding the local cultures, English adds to the sociolinguistic fabric of traditionally diglossic societies, rendering their linguistic texture even more complex and enriched, not impoverished.

This study examined whether having vulnerable friends helps or hurts victimized and depressed (i.e., vulnerable) adolescents and whether this depends on classroom supportive norms. Students (n = 1461, 46.7% girls, 93.4% Han nationality) were surveyed four times from seventh and eighth grade (M[subscript age] = 13 years) in 2015 and 2016 in Central China. Longitudinal social network analyses indicated that having vulnerable friends can both hurt and help vulnerable adolescents. Depressed adolescents with depressed friends increased in victimization over time. Victimized adolescents with victimized friends increased in victimization but decreased in depressive symptoms. These processes were most likely in classrooms with high supportive norms. Having friends and a supportive classroom may hurt vulnerable adolescents' social position but help victims' emotional development.