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Gambling is commonly associated with social and economic disadvantage. In this paper we examine the impact of gambling on homeownership, using Australian panel data. We find that gambling is associated with a lower probability of homeownership. Specifically, our endogeneity corrected estimates show that an increase in problem gambling is associated with between 1.6 and 1.8 percentage point decrease in the probability of owning a home depending on the model. Our result show that financial stress and social capital are channels through which gambling influences the probability of homeownership., (© 2023. The Author(s).)

This paper presents ethnographic work conducted to investigate how notions of culinary capital have the potential to shape the everyday experiences of children during mealtime in school. Children's early experiences with mealtimes and food are critical determinants for eating behaviour over the life course. The paper presents an account of conceptual debates based on longstanding ethnographic work on school food with a particular focus on a case study of Maple Field Academy to frame the research. Research methods used included semi-structured interviews, fieldnotes and photographs with the aim of capturing a rich picture of the school. This paper introduces Laird's sensory theory to frame the discussion. This research calls for the need to recognise the social good that can be realised from participating in mealtimes and school is a microcosm of society, which means it can function as a driver for social change. The paper calls for more engagement with social theorising on studies which focus on researching food in school.

The global pandemic was traumatic for everyone, and it revealed the vast inequity in public services to which people have access. Fortunately, community schools had been coordinating services to meet the needs of their families prior to the pandemic, and when schools closed in 2020, they kicked into high gear to provide for those needs. This paper reports on interviews with 15 community school coordinators in Baltimore conducted at the end of the pandemic period to find out how they went about meeting community needs. Findings indicate that coordinators played a crucial role in getting families' basic needs (i.e. food, shelter, clothing) met, but they also built trusting relationships, generating social capital in their neighborhoods set in racially segregated neighborhoods as a result of decades of redlining and policies meant to isolate Black communities. In the end, this paper argues that community school coordinators need more support to convert the social capital into further advocacy alongside the families with whom they work.

The Chinese government has implemented the policies to regulate executive (CEO) pay in state-owned enterprises (SOEs) with the aim of promoting wage equality. This study examines whether these policies affect the motivation of CEOs to engage in green innovation (GI). By analyzing data from Chinese listed SOEs between 2008 and 2017, the study reveals an unintended environmental consequence of regulating CEO pay. We found a negative causal relationship between regulating CEO pay and GI. Moreover, we provide evidence that social capital act as a mitigating factor promotes cooperation and a shared sense of responsibility towards sustainable practices. Additionally, government subsidies provide financial incentives and support for businesses to invest in sustainable practices and technologies, which can offset the negative impact of CEO pay regulation on GI. The results of this study offer policy recommendations to encourage sustainable environmental initiatives; the government should increase its support for GI and introduce new incentives for managers. Overall the study findings are robust and remain valid even after conducting rigorous testing with instrumental variables and other robustness checks., (© 2023. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

In more fluid higher education environments, the concept of third space has been developed to explore the activities of groups of staff who do not necessarily fit formal institutional descriptors. This paper draws on qualitative data from 26 respondents, in eight UK universities, who described significant elements of their work as occurring between professional and academic spheres of activity. Comparing individuals categorised as fully fledged 'third space professionals' with those categorised as simply 'working in third space', the paper suggests that the way individuals build and use social capital, and the recognition accorded to them by institutions, not only impacts on the way that they develop their roles but also is a significant factor in determining their career direction and aspirations. Furthermore, this has led to a general shift from the concept of service to one of partnership between colleagues, whether they are formally classified as 'academic' or 'professional'.

Employing neoliberal governmentality as a conceptual frame, this paper presents evidence from the mushrooming English language academies from Pakistan to demonstrate that how neoliberal rationality as a normative order of reason governs the minds of learners and teachers without governing. Drawing on the analysis of an open-ended interview protocol and semi-structured interviews, the findings suggest that learning more English is believed to render them competitive in the current linguistic market. The rationality is deeply interwoven with the logic of the market. English is considered instrumental for social survival, a tool that promises all forms of social, cultural, and economic capital. The paper discusses that how the knowledge that neoliberal rationality internalises, apparently governs participants' discourses, actions, and their self-technologies. Self-technologies manifest in their conduct of relentless self-development and self-entrepreneurship. Recurrent neoliberal lexicon embodies their subjectivities. The power of neoliberalism 'inserts itself into their actions and attitudes, their discourses, learning processes and everyday lives' (Foucault [1980]. "Power/Knowledge: Selected Interviews and Other Writings", 1972-1977. New York: Pantheon Books). The study concludes that the transformative potential and promises attached to English learning are facile because English does not exist in some neutral social space; instead, it operates in a polarised society where the roots of socioeconomic inequalities are fundamentally structural than access to English.

This paper explores how students participating in a co-curricular scholarship programme in a large Australian university develop their employability. It seeks to add to recent literature regarding different approaches to graduate employability through examining how participating students' capital acquisition is shaped by and internalised within the structure and culture of the scholarship. The paper also offers an example of how comprehensive and integrated co-curricular scholarship programmes can facilitate graduate employability. It suggests that despite curricular intentions to promote comprehensive and processual approaches to employability, students' employability internalisations are influenced by possessive and positional messages and cultural cues within the scholarship programme. These insights serve as important considerations for higher education institutions seeking to instigate or improve their employability curricula.

As technical and vocational education and training (TVET) continue to occupy a prominent position in Africa's development, addressing the growing concerns about young women's under-participation in science, technology, engineering, and mathematics (STEM)-related TVET has become urgent. This paper draws on the critical capability approach of vocational education and training (CCA-VET) to critique the TVET policy discourse on the participation of girls and women in STEM-related TVET. The paper employed the practical argumentation approach, a critical discourse analysis approach to achieve the paper's aims. The paper's central thesis is that for education policies to transform young women's under-participation in STEM-related TVET, it is urgent to move beyond human rights-based, and human capital approaches to adopt a comprehensive theoretical approach, such as the critical capabilities approach. The paper concludes that breaking this hegemony of human rights and human capital approaches to TVET policy can be achieved by re-conceptualising TVET policy discourses. The re-conceptualisation of TVET policy discourses can be achieved by admitting the critiques of these dominant theories that underpin most TVET policies and then adopting the CCA-VET as a better alternative approach to framing TVET policies.

Social class inequalities in accessing sport persist across the western world as a result of financial, social and cultural factors. Research to date largely explores how inequalities impact both accessing and practicing sport and physical activity - identifying patterns and differences between social classes but failing to identify the long-term implications such as how students exchange these as official qualifications and knowledge in Physical Education (PE) degrees. In this paper, we use Bourdieu's concepts of capital, and to a lesser extent habitus and field to theorise about sport as sites of socialisation that shapes the composition and volume of capital students enter PE degrees with. To date, research suggests the role socialisation and informal learning plays in shaping PE students' development of valued dispositions, but often overlooks the intersecting impact of social class. We draw on data from seventeen undergraduate students, studying a non-teacher training PE degree, in the UK. The data presented is selected from interviews exploring how the fields of family, school, extra-curricular sport and the geo-demography of the area they grew up in shaped their access to and practice of Sport/PA. Furthermore, it indicates class differences exist in both the key sites and agents of socialisation. We suggest this has ramifications, in relation to the volume and composition of capital PE students enter Higher Education (HE) with, highlighting the importance for PE staff in HE to be aware of this. Consequently, we demonstrate prior socialisation contributes to students' differing experiences of PE degrees, potentially shaping inequalities resulting from their capacity to exchange capital when studying PE at university. This paper encourages PE staff in universities to question the assumption parity of entry qualification results in all students entering HE with same access to knowledge and experiences valued in PE degrees.

This paper examines the persistent, growing popularity of Canadian French immersion (FI) programmes. Critics charge that FI programmes are elitist, diverting already limited resources from other areas of the education system. We begin with a brief overview of the benefits of FI in Canada and enrolment trends. Next, sources of FI-related inequality -- lack of access, transportation costs, funding issues and types of learners most likely to enrol in FI -- are scrutinised. Then, available evidence is weighed for and against the charges of FI elitism. Lastly, demand for FI is viewed through a Bourdieusian social reproduction lens to understand the persistence of socio-economic status (SES) inequalities. The paper concludes that higher SES parents are more likely to have the inclination (parentocratic "habitus") and resources (economic, social, and cultural capital) to enrol their children in, and benefit from, FI. The paradox of publicly funded FI education in Canada is that as long as demand outstrips supply the benefits will continue to be unequally distributed. The result is a stalemate between proponents and critics, with each camp's solution -- whether it be making FI universally available or removing it completely from the public purse -- bound to meet with stiff opposition.

The paper outlines the functioning of Hungarian weekend schools in the United Kingdom, which are key institutions in emerging diaspora communities. The paper interprets Hungarian weekend schools in two paradigms: it approaches them as diaspora institutions, and also as Anglo-Saxon supplementary schools. One of the paper's main conclusions is that, in addition to the manifest functions of Hungarian weekend schools (e.g., preservation of national identity, mother-tongue education, community engagement), latent functions are also essential, such as the psychological need of belonging to a community, the support of children's educational attitudes, the consciousness of bilingualism, the enhancement of social capital, and integration into the host community. Thus, weekend schools are not only sites for knowledge transfer, but they also provide space for the institutionalization of diaspora as cultural community-building institutions.

This study was designed considering the necessity of a questionnaire (validated on Romanian population and built after consulting the available papers on the subject) for evaluating the resilience of adolescents. It was focused on further developing the ARES ("Adolescents' Resilience Evaluation Scale", built in 2018 as a pilot-study, with 62 subjects). This new form (ARES-i25) includes new theoretical aspects, new items and it was completed by 423 subjects. Using factorial exploratory analysis, five factors (which explained 72,1% of the variance of resilience) were identified: tenacity and self-efficiency; self-confidence; learn from life experiences; rapid recovery after trauma; social and familial resources. The reliability was proven by its internal consistency ([alpha]= 0.83 on a general level, and subscales 0.71<[alpha]> 0.89), while its concurrent validity was proven by 0.05 0.75 (comparing the results to those of BRS - Smith et al., 2008) thus proving the adequate psychometric qualities of the new form of ARES-i25. Future studies will focus on extending the sample and on applying ARES-i25 in other countries and creating programs for developing resilience.

Current research on the relationship between digital transformation and financial performance (FP) remains inconclusive. This paper conceptualizes digital transformation as technology-based digital transformation (TDT) and market-based digital transformation (MDT), and explores their heterogeneous impacts on FP. It is further assessed how such distinctive effects are moderated by three types of entrepreneurs' social capital, i.e. entrepreneurs' technological social capital (ETSC), entrepreneurs' business social capital (EBSC), and entrepreneurs' institutional social capital (EISC). Using a carefully assembled dataset containing the relevant information of 2363 listed Chinese manufacturing firms covering the period of 2008–2018, these relationships are empirically examined, and the following is found: (1) TDT positively affects FP; (2) MDT has a time-lagged positive effect on FP; (3) ETSC positively moderates the relationship between MDT and FP; (4) EBSC positively moderates the impacts of TDT and MDT on FP. These findings enrich the understanding of the concept and application of digital transformation. [ABSTRACT FROM AUTHOR]

When calamity hits humanity in the form of natural disasters, they appear unannounced. The same applies to the recent destructive and disruptive COVID-19 pandemic. During the early days of this pandemic, life activities were halted abruptly. Global education systems were not spared - most institutions were caught napping and forced to close. The educational development of children was adversely affected by the hard lockdown and stringent restrictions that followed the outbreak of the pandemic. The role that parents had to play in the education of their children needed to evolve to meet the new demands. The researchers approached this study from a qualitative interpretivist philosophical stance to interview principals, teachers, and parents. In addition, this paper was located within Coleman's social capital theory. Amongst the key findings that emerged from the study were serious challenges regarding parents' cooperation during the COVID-19 pandemic, namely, communication challenges between the school and home, increased learner absenteeism, and failure by learners to do schoolwork. Finally, the study also found that some parents were disinterested and disengaged from the schools. This study is significant because it provides epistemological insights and understanding of the challenges schools experienced during the COVID-19 pandemic. Without exception, all participants felt strongly that the involvement of parents in a child's education during a pandemic such as COVID-19 is significant. According to Durisic and Bunijevac (2017), the more actively parents are involved in their children's learning, the more benefits are achieved. In contrast, there often seems to be little to no collaboration between the school and the home in ensuring that their common goal of seeing the child succeed is achieved. This is in harmony with the findings of Porumbu and Necsoi (2013) who intimate that, sometimes, parents may feel like they are doing everything to help their children, but due to lack of communication between the parents and the school, the school may feel as though involvement is lacking. The study was limited to only three schools and only nine participants were subjected to semi-structured interviews. The study provided epistemological insights regarding the cooperation and involvement of parents during the trying circumstances of the COVID-19 pandemic. This study provided the findings which are critical for theory, practice and policy to the education systems regarding future disasters.

This paper presents findings from a year-long network ethnography into the strategies, networks, and outcomes of More Than a Score (MTAS)--a campaign against standardised testing in UK primary schools. Focusing specifically on the parent-based groups of the organisation, we use theorisations of symbolic capital to challenge traditional understandings of how capital can be leveraged for group advancement. We argue that MTAS frames itself as a grassroots organisation, using this image to promote its agenda amongst possible allies. Parent groups serve a critical role in accentuating the 'grassroots' image, as they bring a level of credibility to this claim. At the same time, the individuals who run these groups also bring technical skills, professional experiences, and connections that provide logistical and expert capital to the range of MTAS's strategies and agendas. In doing so, their political and social capital as 'parents' provide a sort of legitimising capital to MTAS.

Teachers in Lady Agatha's Boarding School (Lady Agatha's) find teaching Sex and Relationships Education (RSE) uncomfortable. This paper investigates one aspect of the discomfort that they feel, namely the impact RSE has on their professional status as teachers. I use focus group data to reflect on the professional and personal location of teachers at Lady Agatha's and to explore their understanding of RSE through the recurring themes of professionalism and professional reputation as symbolic capital; deprofessionalisation and risk as symbolic violence; and the connects and disconnects between the "doxa" and "illusio" of the school. Findings suggest that by interrogating the sites of symbolic violence which generate RSE discomfort, we can start to unpick the fabric which creates discomfort about RSE, allowing both for a deeper understanding of RSE discomfort in teachers and an opportunity to address this discomfort as a barrier to RSE delivery at Lady Agatha's.