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Starting from observed gender differences in educational effort and because research considers motivation to be a personal student feature, this study had two aims. First, it examined whether autonomous and controlled motivation are shared by students within a school and whether such a motivation culture is associated with the school's student composition. Second, the study examined whether students', and specifically boys', class engagement and disruptive behaviour are associated with the motivation culture in their school. The main findings of analyses of data from 5162 eighth-grade students (average age 14) in 57 Flemish secondary schools are that (1) schools are characterized by an autonomous and controlled motivated culture that is related to schools' sex and migrant composition and schools' socioeconomic composition, respectively, and (2) boys' disruptive behaviour is related to the autonomous motivation culture, showing boys are more susceptible to their peers' motivation culture. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Much research on migrant arrival and settlement has looked at these processes through the lens of 'integration', investigating how migrants access societal realms such as the labour market, education, civil society and social networks, and mostly focusing on individual migrants' processes of incorporation. A complementary body of work has looked at how socio-economic contexts can shape integration and social mobility. This article expands on this work by highlighting the importance of place in migrant arrival and settlement. It builds on an emerging body of literature that has emphasised that where migrants arrive plays a crucial role in their ability to access resources. Drawing on two sets of ethnographic fieldwork in East London, the article presents a micro-analysis of how migrants make their way into the city with the help of publicly accessible social infrastructures (shops, libraries, barbers, parks, etc.) and individuals working within these. The article demonstrates that social infrastructures are a crucial element amongst a range of arrival infrastructures that can be found in urban areas of long-standing immigration and highlights the role of the built environment regarding opportunities for accessing information about settlement. [ABSTRACT FROM AUTHOR]

This study examines the relation between local diversity configurations and policies in a selection of Dutch city case studies. Firstly, we identify distinct diversity configurations in Dutch cities, based on a quantitative analysis of 388 municipalities. Subsequently, we conduct a qualitative in-depth study of local policies on migration-related diversity in 10 cities representing specific diversity configurations, to assess the fit between the characteristics in some selected cities and the policy responses. Our study substantiates what has been described in the literature on the local turn in migration studies; the 'local dimension' of migration-related diversities and policies reveal a plurality of approaches rather than a one-size-fits-all local model. Differences in urban diversity configurations are reflected in urban policy in specific ways. We also found that inequalities and segregation mattered in terms of the problematization of integration and the choice of policy approach. Our analysis reveals a relationship or 'match' between specific urban diversities and specific urban policies. Based on these matches, we propose a fourfold typology of urban diversity policies. Thus, the article seeks to contribute to a more differentiated understanding of the multilevel complexity of diversities at the local level. [ABSTRACT FROM AUTHOR]

Contemporary folklore casts light on and is shaped by the socio-economic milieu from which it arises. This article explores one aspect of this: the metaphorical points of comparison between oral accounts of the mamlambo, a South African wealth-giving spirit, and the mythmaking surrounding the idea of entrepreneurship in present-day South Africa. Such notions of entrepreneurship draw on key capitalist narratives, including the idea that financial well-being, and even affluence, can be accessed by those who seek to become entrepreneurs, having faith in the fictions of free enterprise, the magic of the market, and the magical potency of money. There are significant parallels with the tales concerning the mamlambo, which describe how a fortune awaits those that enter into a pact with this being, trusting the promises of wealth that it proffers. Yet both the mamlambo and the proponents of entrepreneurship are dealers in dreams and delusions. The affluence the mamlambo offers comes at a cost, and many of those that have faith in the fictions of entrepreneurship are doomed to disillusion. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic-associated learning losses were unequal across school subjects and sociodemographic groups. This study posits that these losses are also heterogeneous based on pre-pandemic school effectiveness, that is, the value schools added above the expected students' learning based on their socioeconomic background. Using national-scale standardized mathematics and reading test scores, we compared learning losses between 2013–2018 (pre-pandemic) and 2022 at the school level in Chile and examined how they varied according to an indicator of schools' pre-pandemic effectiveness. Schools with high effectiveness underwent the highest pandemic-driven losses, especially in mathematics. These losses were more pronounced as schools reopened later and students' post-pandemic attendance decreased. Educational policies should adjust to this heterogeneity. While high-vulnerability, high-effectiveness schools require support to mitigate the pandemic's effects, low-effectiveness schools must enhance their capacity to foster student learning beyond these impacts. [ABSTRACT FROM AUTHOR]

The urban–rural gap remains to be one fundamental inequality in modern China; however, the symbolic boundary derived from such socioeconomic inequality is less examined. Centre on two parallel initiatives aimed at cultural empowerment for rural China—independent bookstores and public-subsidized libraries—this study tries to explicate the multidimensional nature of boundaries and emphasize the cultural mechanism of boundary reproduction under institutional layering environment. We draw from policy trajectories, media discourse, and first-hand interviews in two villages, and reveal that despite the idealized portrayal of bookstores as a public cultural centre for empowerment, the symbolic construction wielded by cultural entrepreneurs is not sufficient in dissolving social differences in a digitalized society. Local villagers are not part of the "cultural consumption as identity building" ritual therefore being excluded from an urban-and-consumption culture-oriented space. Moreover, local villagers adopt differentiated interpretive strategies towards culture-led regeneration projects, so that "rural culture" is merely the swirl of an empty signal in Baudrillard's sense that does not bear the symbolic efficacy promoted by top-down initiatives. [ABSTRACT FROM AUTHOR]

Children undergo significant changes as they enter secondary school, a time during which their social and academic self-concept is fluid and the pressures to adjust and show positive attitudes and behaviours are intense. Utilising data from the Millennium Cohort Study (Waves 4 and 5) the purpose of this study was two-fold: to examine longitudinal changes in academic self-concept, self-esteem and school attitudes in pre and mid adolescents through the lenses of gender and SES; and to trace the unique and cumulative effects of SES, gender and parenting on academic self-concept, self-esteem and school attitudes in 14- year-olds. The findings showed that academic self-concept, self-esteem and positive school attitudes decreased considerably between the ages of 11 and 14, and that girls rated themselves lower in self-esteem and school attitudes than did boys. The observed drop in academic self-concept was sharper in 14-year-olds from economically less well-off families. Parent behaviour and practices and the home learning environment contributed significantly to 14-year-olds' school attitudes, self-esteem and self-concept. These findings have implications for developing school policies that support self-esteem especially during the first years of secondary education. [ABSTRACT FROM AUTHOR]

This paper examines the effect of birth order on educational attainment in the United States and the underlying mechanism producing these effects. Using a family fixed effects model, we find negative birth order effects on educational outcomes. However, this effect varies depending on the household's income, being the strongest for households with the highest income and diminishing as households' income decreases. In addition, we show that the timing of income across childhood is important for completed education, as the largest gap in educational attainment between siblings emerges between those who were born and spent their early childhood in wealthier households. [ABSTRACT FROM AUTHOR]

This paper discusses the fraught status paradoxes and settlement impediments of European migrants in Asian cities like Tokyo, Singapore, and Dubai. Global European emigration is predominantly imagined as professional ‘expatriation’, framed as temporary if not steeped in linear career pathways of manifest privilege. The implied bifurcation between voluntary European mobilities and economic migrations from the Global South is complicated here by foregrounding the existential aspirations of middling European emigrants who are anxious about their future class position in Europe and therefore resettle along a wider trans-Asian economic corridor. While this European mobile middle retains global advantages in terms of transnational circulation and entry by virtue of their European citizenship capital, they face under-documented legal hurdles and social precarities in their quest for overseas permanence. We conceptualise this transcontinental process, marked by a complex set of mobility ambivalences over time, as ‘migratory classmaking’, the distinctive aspirations of which elucidate that structural socioeconomic incentives are equally bound up with contemporary forms of European migration. Enmeshed in this global process of migratory class-making lays a European predicament that speaks of blighted existential hopes about middle-class stability imagined to be the ideal result of multi-year investments in class-making across Europe and Asia. [ABSTRACT FROM AUTHOR]

The introduction of martial law, due to the full-scale invasion of Russia into Ukraine, has had a major economic effect on Ukraine. This article argues that it created a need to improve the tax policy to take into account the political and socio-economic situation, as well as the challenges posed by the war to the country. Increasing the efficiency of tax policy can positively influence the attractiveness of foreign investments and can stabilize the economic situation in the country. The measures applied by state authorities are aimed at reducing the tax burden in order to quickly adapt the country's economy to the realities of the martial law and to ensure its rapid recovery after the war, and are related to import benefits, updating customs legislation, unshadowing the labour market, etc. It has argued that the tax policy of Ukraine needs a systematic update, including through the implementation of the norms of European laws into the national legal system. The formation of the modern tax policy of Ukraine should be based on a rational reduction of the tax burden, integration of innovative technologies into the production sphere and effective management decisions. [ABSTRACT FROM AUTHOR]

French language as a subject was formally re-injected in the mainstream schools as a pilot project in 2009 in Lesotho. This language, which was initially introduced in schools in 1868 and whose popularity decreased following the missionaries' departure from Lesotho, is viewed by the Ministry of Education and Training as an instrumental tool in promoting individual, national and socio-economic development. French, vis-à-vis English and Sesotho, is at the basis of the concept of multilingualism in a country that is officially recognised as being bilingual. It is against this backdrop that this article sought to explore learners' attitudes towards multilingualism through the re-introduction of French as a subject. Purposive sampling was used to select 9 secondary school participants where French was taught. Data were generated using focus group interviews and open-ended questionnaires. The findings demonstrate that most participants display positive affective attitudes towards multilingualism, viewing it as a step towards attainment of an idealised self, as creating job opportunities and as promoting globalisation. Seemingly, habitual attitudes influence social and/or factual attitudes. The paper is nuanced by the neoliberalism theory to demonstrate that the students' understanding of the utility of languages is largely informed by the logic of the market and business, reducing education to a clinical activity. This article thus recommends the inclusion of three propositions of affective attitudes in the language policy in order to contribute to the development of a holistic individual who would work towards the attainment of an idealised self through qualification, socialisation and subjectification, thereby preserving the concept of multilingualism. [ABSTRACT FROM AUTHOR]

This paper aims to analyse how State policies, on the book and in practice, shape family reunification. It focuses on child migration under constraint in France, by analysing the timing and factors of (non-)reunification among foreign immigrants, whose legal conditions for family reunification are much more restrictive than for those who obtained the French citizenship. Using a quantitative approach with a nationally representative survey, the article analyses to what extent and in what circumstances migrants took one or the other of three paths during the 1973–2009 period: bringing their children in France through the administrative channel of family reunification (de jure reunification), turning to an alternative channel of child migration (de facto reunification), or leaving their child behind in their birth country. Results show that de jure reunification is not the predominant option and strongly suggest that this pathway is impaired both by an official state selection based on socioeconomic criteria enshrined in law, and by an unofficial state selection in policy implementation due to discriminatory treatments and regional inequalities in administration resources. In response to these restrictions, families adapt either by turning to de facto reunification or by maintaining transnational ways of life. [ABSTRACT FROM AUTHOR]

The perceived disadvantage faced by high school students from rural areas in pursuing higher education is often associated with the fact that these areas are by default affected by socio-economic disadvantages. The analysis of the results from the high school baccalaureate examination for Romania, which is mandatory for admission to higher education, and which plays a major role in ranking the applicants, shows the potential outcomes of the university admission policy targeting high school baccalaureate holders from rural areas. Under different scenarios, this can lead to either targeted admission places being allocated to students that would have been otherwise successfully admitted by competing on general admission places or could have helped students from other disadvantaged backgrounds. These results may help as a basis for guiding policy designs that can better target admission places for students from disadvantaged backgrounds. [ABSTRACT FROM AUTHOR]

This paper interprets the concept of δοῦλος in 1 Timothy 6:1-2 in the context of socio-economic slavery in Nigeria. Using the liberation hermeneutics approach, the paper argues that the concept of δοῦλος in 1 Timothy 6:1-2 is a typical reflection of injustice and oppression to the person or group being socio-economically exploited. The resonance of the text with the Ibibio narrative of socio-economic slavery in Nigeria is the similarity of treatments accorded the δοῦλος in domestic and economic affairs in first-century Greco-Roman setting. Drawing on existing literature and the text in view, it interrogates the meaning of δοῦλος in a Greco-Roman setting and the status accorded the δοῦλος in the original and contemporary socio-economic settings of the study. The result shows that δοῦλος is interpreted to mean slavery. It recommends that the Church and state should put resources together to carry out economic and educational empowerment for the youth. [ABSTRACT FROM AUTHOR]

This paper explores aspirations among the youth in India by seeing connections to two themes – ambition and satisfaction. While aspirations can call on a range of values, what is it that drives people as they deal with aspirations? Is dissatisfaction a driver of ambition, or a hurdle for future progress? How does one look at ambition and satisfaction in the larger field of aspirations as sociological phenomena? Using macro-data to establish a broader context, along with in-depth interviews with working women from a range of occupations in Delhi, and a detailed case-study of one woman , this paper studies the role ambition and satisfaction play in women's lives in urban India. It underscores the barriers and risks young women face in the labour market, which vary by their occupation, socio-economic status, and level of education. These barriers constrain and, at times, motivate women to be ambitious, to aspire, and to achieve. [ABSTRACT FROM AUTHOR]

Why and how do some migrant groups demonstrate greater engagement with homeland politics than others at particular historical moments? Research has examined both individual-level factors such as migrants' resources and institutional factors such as contexts of incorporation. Less theorised, however, are the ways in which factors are mediated by temporal contexts such as timing and sequence. Drawing on the notion of path dependence, this study analyses how the temporal orders of four institutional factors – 1) the socioeconomic context of reception, 2) incorporative policies of the receiving state, 3) diaspora policies of the sending state, and 4) migrant networks – resulted in divergent levels of diasporic engagement between Italian and Japanese migrants in early twentieth century Brazil. My findings show that the socioeconomic context of reception provides the initial condition on which migrants develop their networks. Second, the timing of when diasporic policies – relative to incorporative policies – reach out to migrant networks affects the breadths of social class involvement in diasporic engagement. This study contends that timing plays a critical role in producing divergent levels of diasporic engagement at the group-level. [ABSTRACT FROM AUTHOR]

This paper examines the extent to which teacher factors of the dynamic model of educational effectiveness can explain variation in student achievement in mathematics. It also searches for the extent to which any of these factors matters more for academically resilient students than for all the other low-socioeconomic-status students. Participants were all teachers (N = 66) of 14 schools in socioeconomically disadvantaged areas who teach mathematics to students of Grades 4–6 (N = 904). Teacher factors were measured through a student questionnaire, whereas mathematics achievement at the beginning and the end of the school year was measured through written tests. Student background characteristics were measured through a student questionnaire. Information on parents' occupational status was also collected. Multilevel modelling analysis revealed that all teacher factors explain variation in mathematics achievement. Differential effects for all factors but modelling and assessment were identified. Implications of findings are discussed. [ABSTRACT FROM AUTHOR]

The AV1 robotic device has a growing evidence base, both internationally and in the UK, for supporting pupils with physical/emotional health needs. The device allows pupils to access their school lessons remotely through telepresence technology. Previous papers have highlighted the growing relevance to the education field, although, to date, there is no published UK academic research. In consideration of this, the purpose of the present paper was to explore the views of school staff who have trialled the AV1 device in the UK. Semi-structured interviews were held with 10 staff members from different school settings before data were analysed thematically. Key themes related to potential for impact, opportunities/challenges, and wider socio-economic considerations. Implications are considered in relation to (1) future research and professional practice, and (2) the introduction of a proposed implementation framework to support practitioners when trialling the AV1. [ABSTRACT FROM AUTHOR]

This article explores the constitutive impact of the 'international' on the sociopolitical transformations in Syria and Libya through the lens of the theory of Uneven and Combined Development (UCD). The conventional and numerous critical analyses of Syrian and Libyan sociopolitical change suffer from a Eurocentric and stagist understanding of development. This paper argues that development problems can be better conceptualized with an interactive framework made possible by the UCD theory. In this context, we focus on how the expansion and consolidation of capitalism through the dynamics of UCD have concretely shaped the process of sociopolitical transformation in Syria and Libya to shed light on how the international and the local have articulated to produce the socioeconomic and political outcomes in these two states. We conclude by arguing that the theory of UCD provides an alternative conceptualization in explaining the specific development trajectories in both countries. [ABSTRACT FROM AUTHOR]

This paper draws on an intervention study focussing on translanguaging pedagogies. The study was carried out in 2020–2022 in collaboration with principals and teachers at one school located in a socioeconomic disadvantaged area in Sweden. Drawing on teachers' logbooks, the aim was to investigate in what ways the theoretical concept of translanguaging is understood and transformed into teaching and learning within multilingual classroom practices with students aged 6–12. The analysed data reveal that opportunities for communication and interaction are designed through the organisation of language groups, the approaches of comparing and translating, and using multimodal and digital reinforcements. Teachers expressed stances around providing opportunities for students to interact and communicate various subject content through all their languages. A shift in pedagogical thinking was made visible regarding how the teachers chose to describe and categorise students' multilingual and cultural experiences. Identified paradoxes concern students' experiences of using all their languages for learning, possibilities for integrating several languages in classroom practices, and the status of various languages in society. Possible collaborations between schools and students' homes were highlighted. [ABSTRACT FROM AUTHOR]

Student performance data is increasingly used to monitor and evaluate teachers. This study examines whether the turnover intentions – if teachers would change schools given the chance – of teachers in socioeconomically disadvantaged classrooms are moderated by teacher appraisal practices based on student academic performance data at the school system-level. Three-level hierarchical modelling in 46 education systems is conducted based on the Teaching and Learning International Survey (TALIS) from 2018. Results show that the effect of classroom socioeconomic composition on teacher turnover intentions increases as a function of performance-based teacher appraisal. However, this is only true when the appraisal is conducted by external authorities, and not so when conducted by the school management team. The models are then re-run by school consequences of appraisal such as dismissal, financial bonuses, or sanctions, and then by teacher characteristics, including gender, experience, and teaching subject. Experienced teachers in socioeconomically disadvantaged classrooms are more likely to change schools in school systems with more performance data-based teacher appraisal. These results underscore the potential pitfalls of performance data-based accountability systems for students in socioeconomically disadvantaged educational settings. [ABSTRACT FROM AUTHOR]

Housing market segments are commonly differentiated based on the structural and spatial attributes of their dwellings. A sociological perspective highlights the fact that housing market segments can also arise along socio-economic characteristics of demanders. This can explain why and how particular groups of tenants are disadvantaged or favoured in terms of the rental prices they pay for comparable rental properties. This article illustrates this idea using the example of families with minor children. Exceptionally rich data collected in Frankfurt am Main, Germany, provides detailed measurements for housing conditions. The findings indicate that families in Frankfurt are beneficiaries of segmentation, with respect to the rental prices they pay. However, the extent of the benefit varies between local and specific structural submarkets. [ABSTRACT FROM AUTHOR]

This paper tracks the arrival of investors in the housing market of Dudelange, Luxembourg. In so doing, it focuses on the socio-economic changes accompanying the transformation of homes into assets, since the first apartment was built in the city in the mid-1960s until 2018. Drawing on complete land registry data, we chart the structure of apartment ownership in the context of the city's transition from an industrial to a financialised economy, with particular attention to three characteristics of buyers: age at purchase, country of birth and occupation. We investigate how homeowner characteristics have shifted over time in a context where housing policies have incentivised investor activity and demand. We highlight how three policies put in place in the early 2000s to encourage real estate investments seem to have strengthened the position of the group already most advantaged on the Luxembourg housing market: those born in Luxembourg and over 45 years of age. Given that this group has on average the highest median incomes and the highest homeownership rates, we argue that these policies that incentivised property investments are likely to have accelerated housing (and wider) inequalities in an overheated housing market. [ABSTRACT FROM AUTHOR]

In order to reduce language-related disparities in educational attainment, teaching standards in many (Western) countries nowadays request teachers of all subjects and grades to focus on their students' academic language development: Especially second language learners and socioeconomically disadvantaged students need continuous and systematic language support (linguistically responsive teaching) in order not to be left behind. To be able to act accordingly, (prospective) teachers need to acquire pedagogical language knowledge and develop positive beliefs about linguistically responsive teaching practices. Our cross-sectional survey among German pre-service teachers (n = 115) shows that – despite positive beliefs towards linguistically responsive teaching – hardly any of the participants had acquired a solid knowledge base in the area of educational linguistics: The majority could not identify a substantial amount of academic language features (known to be challenging especially for second language learners) in a content-specific explanatory text. This ability, however, is the basis for planning and carrying out linguistically responsive lessons. Although latent profile analyses show differences among the participants, many of them did not have opportunities to learn in the area of linguistic diversity during their studies. The results give rise to the question whether and how pedagogical language knowledge could become compulsory in teacher training. Um sprachbedingte Unterschiede im Bildungserfolg von Lernenden zu verringern, ist in den Bildungsstandards und Curricula vieler (westlicher) Länder mittlerweile festgeschrieben, dass Lehrkräfte aller Fächer und Klassenstufen die (bildungs-)sprachliche Entwicklung ihrer Schüler:innen im Unterricht unterstützen sollen: Insbesondere Deutsch als Zweitsprache Lernende und sozioökonomisch benachteiligte Schüler:innen benötigen eine durchgängige und systematische Unterstützung in Form von sprachförderlichem Fachunterricht, um ihre schulischen Erfolgschancen zu verbessern. Um dieser Aufgabe gerecht werden zu können, müssen (angehende) Lehrkräfte pädagogisches Sprachwissen erwerben und positive Überzeugungen zu einer sprachbewussten Unterrichtgestaltung entwickeln. Unsere querschnittlich angelegte Befragung unter Lehramtsstudierenden in Deutschland (n = 115) zeigt, dass trotz positiv beschaffener Überzeugungen zu sprachsensiblem Fachunterricht nur die wenigsten der Teilnehmenden über ein solides linguistisches Basiswissen verfügten: Die Mehrheit von ihnen war nicht in der Lage, sprachliche Merkmale, die sich insbesondere für Zweitsprachenlernende als verstehenserschwerend erwiesen haben, in einem fachspezifischen Erklärtext zu identifizieren. Diese Fähigkeit ist jedoch eine wichtige Voraussetzung dafür, Unterricht sprachsensibel zu gestalten. Latente Profilanalysen fördern zwar individuelle Unterschiede zwischen den Teilnehmenden zu Tage, es lässt sich aber festhalten, dass viele von ihnen während des Studiums kaum Lerngelegenheiten zum Umgang mit sprachlicher Diversität im Unterricht wahrgenommen haben. Die Ergebnisse werfen die Frage auf, ob und wie pädagogisches Sprachwissen ein verpflichtender Bestandteil der Lehrkräfteausbildung werden kann. In order to reduce language-related disparities in educational attainment, teaching standards in many Western countries nowadays request teachers of all subjects and grades to focus on their students' language development: Especially second language learners and students growing up in socioeconomically disadvantaged families need continuous and systematic language support (linguistically responsive teaching) in order not to be left behind. To fulfil this challenging task, teachers do not only need to be willing to engage in such teaching practices, but have to develop awareness about the function and the particularities of academic language. In our online survey, 115 German pre-service teachers were asked to identify linguistic features that may potentially hinder high school students' understanding of the content in a mathematical explanation. We also investigated the language-related learning opportunities the participants had during their university studies, and their attitudes towards linguistically responsive teaching. The participating pre-service teachers showed great awareness of linguistically responsive teaching being generally important and necessary. At the same time, their ability to identify academic language features was very limited. As knowledge about academic language is an important basis for planning and providing linguistically responsive lessons, it is questionable whether the future educators will be able to cater for the needs of linguistically diverse students. The rather worrisome result does not come as a surprise when looking at the pre-service teachers' language-related learning opportunities: Many of the participants had not or only briefly encountered topics such as second language learning and linguistic diversity during the course of their university studies. The results give rise to the question whether and how pedagogical language knowledge can become a compulsory part of teacher education programs. [ABSTRACT FROM AUTHOR]

Measuring the pace and spatial distribution of gentrification is important to developing policies to mitigate its negative consequences. Typically, this is done through an analysis of census data on demographic, socioeconomic or housing change. However, this approach has numerous shortcomings, including the homogenizing effect on differences within neighbourhoods and the infrequency of census data collection. Visual analysis, particularly when examining multiple temporal views of the same location, has the potential to render visible fine-grained detail about spatial, economic and cultural changes within the urban landscape. Google Street View (GSV) is emerging as a source of repeat photography data. In this article, we employ a GSV analysis within a number of neighbourhoods in Hamilton, Ontario. Coding and analysing GSV images between 2009 and 2021 reveals an array of specific home upgrades, as well as aesthetic changes that reflect middle-class tastes, values and lifestyles that suggest more upgrading than found within conventional statistics or dominant narratives about the city. Mapping these changes paints a complex, and fine-grained, block-by-block picture of gentrification that reveals why some areas are more conducive to gentrification than others. Our analysis is important for critical visual methodologies, theoretical discussions about gentrification and neighbourhood change theories and debates within planning and policymaking. [ABSTRACT FROM AUTHOR]

Ho Chi Minh City has instigated measures to assist poverty-stricken citizens, both in general and disadvantaged women in particular, encouraging wide access to social work services for poverty alleviation. Despite obstacles associated with combating the worldwide pandemic and maintaining socioeconomic growth, the poverty rate continues to decline as a result of the city's implementation of social security policies. Based upon substantial research presenting the voices of women breadwinners in families, this article finds that access to social work services (vocational training, job placement, financing, and legal guidance) considerably improves the lives of poor women and their families. Social work practitioners and government officials, however, should be more alert to the reasons why low educational attainment, large family size, unstable marital status, and unsatisfactory profession choices, limit women's capacity to utilise poverty alleviation programmes. [ABSTRACT FROM AUTHOR]

This study examined the gender differences in sleep problems among older adults in India. We also examined the role of socioeconomic status in determining the gender differences in sleep. Individuals aged 50 years and above (N = 6560) from the first wave of WHO's Study on global Ageing and Adult Health (SAGE) – 2007 were studied using bivariate analysis and multivariate logistic regression. In the fully adjusted regression model, older women in India were 46% more likely to report sleep problems than men. Educated and wealthier older adults had fewer sleep problems compared to their counterparts. Further, the gender difference in sleep problems is largely driven by lower socioeconomic status. There are no gender differences in sleep problems among older adults in 6–9 and 10+ years of schooling as well as middle, fourth and fifth wealth quintile (richest) categories. Gender differences could be explained further with women's mental health (cognitive function, depressive symptoms, stress etc.) and managing their overall physical health and multiple roles demands at the household level in India. Interventions focusing on women in lower socioeconomic strata will be beneficial to reduce the sleep problems in the context of the population ageing in India. [ABSTRACT FROM AUTHOR]

While it has been shown that university attendance is strongly predicted by parental education, we know very little about why some potential first-generation students make it to university and others do not. This paper looks at the role of non-cognitive skills in the university participation of this disadvantaged group in England. We find that having higher levels of locus of control, academic self-concept, work ethic, and self-esteem in adolescence is positively related to intergenerational educational mobility to university. Our results indicate these skills help potential first-generation students to compensate for their relative disadvantage, and they are especially crucial for boys. [ABSTRACT FROM AUTHOR]

People have been raising the alarm about a language education crisis in the UK, particularly in England, for twenty years. Yet the crisis continues: the number of young people studying languages at school is low, especially in socioeconomically less-privileged areas. University programmes – particularly in universities with below average entry tariffs – are closing, but we do not understand the regional impact of this decline. This paper fills that gap by identifying 'cold spots': areas of the country where no universities offer language degrees. The programming language R was used to analyse the location of universities at various entry tariffs, and areas of the country further than a commutable distance of 60 km were identified. Large cold spots were found in the North, East and South West of England for universities offering languages at below average entry tariff, with the cold spot in the South West also present at higher entry tariffs. This is a social justice issue, since most students attend university close to home, with students from less-privileged socioeconomic backgrounds and some ethnic minority backgrounds more likely to commute. This leads to a key strategic recommendation: to open language degree programmes at one lower tariff university in each cold spot. [ABSTRACT FROM AUTHOR]

International retirement migration gained popularity with the rise of globalisation and individualisation, but little is known about whom the retirement migrants are compared to retirees who do not migrate. To gain insight into who migrates compared to who stays, we examine a broad set of individual determinants. We collected data for the survey of Dutch Retirement Migrants Abroad, a new dataset based on a probability sample of Dutch nationals with an oversample of retirement migrants (ages 66–90). The survey includes 5225 migrants who migrated from the Netherlands and permanently reside in one of forty different destination countries and 1339 Dutch retirees who reside in the Netherlands. Using discrete-time event-history models, we test the effect of socioeconomic status, social ties, personality traits, and cultural values on the likelihood of migration. Having a partner and a higher occupational status raised the likelihood of migration. Additionally, retirement migrants were more likely to be adventurous, postmaterialist, and identify with counterculture of the sixties, such as being involved in the hippie culture, than non-migrants. Having more social ties in the Netherlands decreased the likelihood of migration. This study highlights the complex interplay of determinants influencing who migrates at older ages and who stays. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic exposed the UK's socio-economic dependence on a chronically insecure migrant essential workforce. While risking their lives to offset the devastating effects of the pandemic, many migrant workers found themselves in precarious professional and personal circumstances (e.g. temporary zero-hours contracts, work exploitation, limited access to health and social services). This article explores the health, social, economic, and cultural impacts of the pandemic on migrant essential workers in the UK. It focuses on one of the largest non-British nationalities, the Polish community, who – while employed across a range of roles and sectors – are overrepresented in lower-paid essential jobs. The article discusses variegated and interconnected impacts of the pandemic on these workers. It illustrates how Covid-19 affects them in very uneven and sometimes contrasting ways depending on their individual positionalities. Methodologically, the article draws upon 1105 responses to an online survey, 40 interviews with Polish essential workers in the UK and 10 expert interviews with key stakeholders providing support to migrant workers in the country. It is based on the first major research project investigating lived experiences of migrant essential workers in the context of the Covid-19 pandemic funded by the UK Economic and Social Research Council. [ABSTRACT FROM AUTHOR]

Despite boosting cities and preserving local culture in the face of changes imposed on urban markets in the global south, urban street fairs are territories that are still not well understood. Our objective is to evaluate urban street fairs as a locus of local territorial development from the perspective of the ecosocioeconomy. Methodologically, it is a survey with a sample of 334 on 485 street vendors in Curitiba, complemented by documentary surveys, interviews, and observations in-situ. As a result, urban street fairs are socio-productive arrangements emerging from the interaction among multiple rationalities; street vendors opt for their work due to tradition and preference for trade and not a market limitation; natural products (organic and traditional) are links between ecologically desirable commercial and productive practices. The perspective of ecosocioeconomy captures the material and symbolic constitution and development of urban street fairs as a complex relational territory embedded in the city, with its internalized and externalized interrelations in an urban governance system influenced by different rationalities and constituted by a multiplicity of actors in different spaces and times. [ABSTRACT FROM AUTHOR]

This study aimed to identify whether appetitive traits predict exclusive breastfeeding (EBF) duration for the first 6 months of life and to assess other predictors of its duration. 186 six- month-old term infants were included. Appetitive traits were assessed at 3–4 months of age. EBF duration, feeding practices, sex, maternal age and education, socioeconomic level, mode of delivery and gestational age were also evaluated. Risk ratios (RR) and 95% confidence intervals (CI) were estimated through generalized linear regression models to identify predictors of EBF for the first 6 months of life. Only 32.9% of infants achieved 6-month EBF. Vaginal birth, not using formula the first 3 days, maternal education ≥ university and slowness in eating significantly increased the probability of EBF for 6 months. Slowness in eating was the only appetitive trait related to EBF for the first 6 months and was the most significant predictor in the multivariate model. [ABSTRACT FROM AUTHOR]

Early linguistic environment has shown an impact on children's later language development, particularly, child directed speech has been associated with providing children with linguistic input from which to look for regularities and patterns, and boosting children to produce utterances beyond their current competence. This article aims to examine linguistic and interactive features of the speech addressed to Argentinean toddlers (mean age 19.9 month) living under different socioeconomic circumstances. We focused on the lexical diversity (VOCD) and syntactic complexity (MLU) that characterize utterances that fulfil different pragmatic functions (comments, requests for verbal and non-verbal response) addressed to children living under vulnerated and non-vulnerated socioeconomic circumstances. Results showed differences regarding lexical diversity between groups of households for requests for non-verbal response, while regarding syntactic complexity differences between groups were found in both requests for non-verbal response and for verbal response. [ABSTRACT FROM AUTHOR]

Increased reliance on student loans to finance higher education (HE) raises concerns about unequal access and repayment burdens. However, who borrows and what motivates students and parents to borrow remain unclear. A longitudinal survey tracked parents and students from high school into their early career to explore the effects of socioeconomic background and attitudes towards HE on taking out student loans in Japan. The findings reveal that, first, families' economic circumstances are negatively associated with taking out student loans. Second, students, especially those from lower socioeconomic backgrounds, may choose a two-year rather than four-year institution to reduce debt. Third, students and their mothers differ in their motivations for borrowing: students' perceived risk of failing to graduate discourages them from borrowing money, whereas mothers attach more importance to the cost–benefit of student loans. These results have policy implications for alleviating debt burden and promoting equal access to HE. [ABSTRACT FROM AUTHOR]

The article informs about changes in England's initial teacher education (ITE), particularly the government's emphasis on the Core Content Framework (CCF) as a mandatory element for all teacher education. Topic include the discussion revolves around the style and substance of the implementation, addressing concerns about government control, the privileging of school-based experience, and potential limitations in addressing wider socio-economic issues.

This article is based on a survey carried out among 2,428 ninth-graders from 64 high-performing schools in St. Petersburg, Russia. In the study, we examine the relationships between socioeconomic background, extracurricular participation, and educational outcomes. The findings demonstrate high levels of participation in out-of-school, compared to school-based, extracurricular activities. Extracurricular participation was also shown to be associated with better grades and, to some extent, with higher levels of university aspirations. The relatively small estimate sizes indicate, however, that extracurricular participation is not a major factor in differences in educational outcomes. Nevertheless, since participation was higher among socioeconomically more advantaged students, and grades and/or levels of university aspirations were higher among those who participated, we argue that extracurricular participation should be understood as part of social reproduction in Russia. [ABSTRACT FROM AUTHOR]

This paper utilises a Teaching and Learning Regime (TLR) approach to analyse the student experience (SE) in the COVID-19 setting. Using mixedmethods methodology, the research uses interviews and survey responses from current students at a UK university to identify the multidimensional and immersive relationship with their institution. TLR moments were used to thematically analyse the findings. They illustrated a nuanced and often divided SE that, in a COVID-19 environment, bring in extensive external influences from home-life, mental health levels and socio-economic standing. The analysis reveals COVID-19 mixed responses to online learning and the relationship between students and staff members, and the perceived value of online learning. It highlights the importance of spaces and buildings in the SE, and the significant impact friendships and flatmates have had on sustaining university routines and activities. It will also show the intense powerlessness and sadness that has impacted this cohort of students, and how this has manifested through distrust of higher management structures and health implications. The paper highlights ways in which the TLR approach can be used to identify enhancements to the SE in COVID-19 times. These include understanding the value students place on materiality and personal connections, and in maintaining accessibility and flexible learning that have had a positive impact on their studies. [ABSTRACT FROM AUTHOR]

School networks have become increasingly prevalent in education in recent decades, particularly with a focus on improving student outcomes in contexts of socio-economic disadvantage. To address the lacunae of literature and research nationally, this article presents findings from original case study research on two networks of disadvantaged schools in Ireland. Data was collected from interviews, focus groups, surveys with network members and documentary analysis. Drawing on international literature on school networks, social capital, social theory, and teacher professional learning (TPL) and findings from the research, this article explores how networking can support the development of individual members' bonding social capital through peer interaction and development of their professional capital to enhance capacity to respond to complexity. Additionally, it outlines how fostering bridging and linking social capital can support schools in disadvantaged contexts to collectively respond to intractable social issues by connecting network members' priorities to those of key stakeholders and building lateral capacity. As such, these networks can be viewed as a divergent approach to TPL that also supports schools to develop networked agency to respond to complexity and change in Irish society. [ABSTRACT FROM AUTHOR]

In recent decades, Iranian society has experienced rapid socio-economic changes that seriously affect feelings of hope in the future (HF) among social groups, especially in metropolitan areas such as Tehran. This study on HF, which I conducted in 2019, provides a gender analysis of HF for Tehran residents based on selected demographic variables and indicators of socio-economic and psychological insecurities. It also analyzes organizational and public trust by applying the Classification and Regression Trees (CART). I selected the participants from different areas of Tehran: 590 men and 610 women out of a population of 4,839,249 (3,054,715 men and 1,784,534 women) using two-stage stratified sampling with Probability Proportional to Size (PPS), and I completed with them structured questionnaires. The results showed that HF of Tehran residents is correlated with their gender (P-value = 0.033). Thus, two distinct trees with over 60% accuracies were fitted. Three influential variables on men's HF were age, socio-economic insecurity, and public trust. Young men had higher HF than older ones. [ABSTRACT FROM AUTHOR]

Since 1970, Iran has experienced dramatic environmental, political, and socioeconomic changes and events. All these events have impacted and shaped the urbanized landscape in Iran during the past 50 years. This article provides an overview of those factors influencing the socio-spatial patterns during this half-century of urbanization and highlights the current challenges that confront Iran's cities. [ABSTRACT FROM AUTHOR]

There is a dearth of qualitative research exploring how freelancers working in the cultural industries have been affected during COVID-19. In particular, there is a lack of research exploring how socioeconomic and psychosocial adversities may have changed or evolved, and how these changes have been perceived and subjectively experienced by freelance cultural workers. This study builds on qualitative interviews carried out in July–November 2020 (n = 20) by exploring findings from follow-up interviews conducted in May–July 2021 (n = 16). It presents an inequality of experiences connected to a range of socioeconomic and psychosocial factors, showing how some freelancers experienced small changes (e.g. to the kind of work carried out), with others experiencing major changes (e.g. leaving the sector completely). It concludes with a call for highly bespoke financial and psychological support, as well as a need to rethink what cultural value is for this workforce in the "new normal", considering changing valuing processes. [ABSTRACT FROM AUTHOR]

In the academic year of 2004–2005, the Spanish region of Madrid began to implement a bilingual educational programme (MBP hereinafter) in state schools. One of the objectives of this programme was to make the study of a foreign language (English) accessible to students from economically disadvantaged families who cannot afford private foreign language classes. Our study aims to evaluate whether students from a disadvantaged socio-economic background really do have the same probability of participating in the MBP as their more privileged peers. The analysis use the PISA 2015 database which corresponds to the representative sample of the Community of Madrid in Spain, with added administrative information supplied by the Madrid Regional Ministry of Education concerning the identification of bilingual and non-bilingual schools. Using these data, we estimate a logit model directed at identifying which factors explain the choice by students of whether to attend a bilingual state school. The results obtained reveal that the probability of attending a bilingual school is higher for students belonging to socio-economically and culturally better-off households. This suggests that the MBP could be fostering segregation within the state education sector in Madrid. [ABSTRACT FROM AUTHOR]

Immediately after its creation in 1945, UNESCO concerned itself with the idea of a unified framework of rights that would give foundation to the new international order. The enterprise it undertook with a great sense of urgency in 1947 in relation with the drafting of the UDHR by the UN Commission on human rights reflected both the natural law philosophy inherited from the European 18th century, and the 20th century's imperative call for the realization of the socioeconomic rights of all peoples, across the globe, including those still under political and racial oppression and colonial rule. [ABSTRACT FROM AUTHOR]

Imagined communities of practice create spaces for language learners to participate in local and global interactions as individuals and as members of global communities. However, scant research has examined imagined communities of practice in the context of English as an international language (EIL). The present study adopted a mixed-methods design to explore English language learners' perspectives on using English in the context of EIL. A total of 592 participants completed an Imagined Community of Practice Questionnaire, and 64 participated in semi-structured interviews. The questionnaire data were subjected to exploratory factor analysis, which identified four underlying factors, including constructing language learning identity, learner agency, coordination and synergy, and EIL and global communication. Furthermore, themes emerging from the interview data indicated that imagined communities of practice could afford opportunities for English language users to negotiate their identity, communicate globally, preserve values uniting English language users, exercise learner agency, and practice coordination and synergy in their imagined communities. These findings suggest that English language teachers should place a high value on imagined communities of practice. [ABSTRACT FROM AUTHOR]

We examined the influence of language and socioeconomic factors on academic achievement in the Basque Autonomous Community (BAC): a multilingual society with a recent history of language revitalisation. We analysed scores obtained by Grade 4 and Grade 10 students on a diagnostic mathematics test administered in either Basque or Spanish in the BAC. We found that L1 Basque users who were of high socioeconomic status (SES) were the top performers across language groups. A larger percentage of high-SES L1 Spanish users earned top scores when tested in their home language than when tested in Basque. In contrast, low-SES L1 users of Spanish performed better when tested in Basque. These findings corroborate and expand upon findings from previous research conducted in the BAC, which shows that SES and language shape academic achievement in contexts of successful language revitalisation efforts. [ABSTRACT FROM AUTHOR]

Young people are facing an ever-increasing array of online dangers. One of the most common is receipt of a phishing email. This paper presents new evidence on the characteristics of young people most likely to respond to such emails. I find approximately one-in-seven 15-year-olds are at risk of responding to a phishing email, rising to one-in-five amongst those from disadvantaged socio-economic backgrounds. Such risks are particularly high amongst young people with low levels of cognitive skill. Unfortunately, students who are taught about the dangers posed by phishing emails at school are just as likely to take inappropriate actions following their receipt as their peers who have not. I thus conclude that greater emphasis and higher quality instruction needs to be provided to young people about the online risks they face, particularly to those from disadvantaged socio-economic backgrounds and low academic achievers. [ABSTRACT FROM AUTHOR]

Previous research has shown that the UK has low levels of financial literacy by international standards, particularly among those in lower socio-economic groups. This may have an impact upon young people, with social inequalities in financial attitudes, behaviours and skills perpetuating across generations. Using parent-child linked survey data from 3,745 UK families, we find sizeable socio-economic inequalities in young people's financial capabilities, aspects of their mindset, and their financial behaviours. Sizeable differences are also observed in the financial education that socio-economically advantaged and disadvantaged children receive at school, and how they interact with their parents about money. Parental interactions can account for part of the socio-economic gap in money confidence, money management, financial connections, and financial behaviours, but less so in boosting financial abilities. However, we find no evidence of differences in financial education in schools driving differences in young people's financial capabilities. [ABSTRACT FROM AUTHOR]

Poverty is a product of various deprivations. Gender discrimination is linked with deprivation in terms of socio-economic and political opportunities. This study explores the link between female-headship of a household and its vulnerability towards urban poverty. Further, the most vulnerable sub-sections among the urban female-headed households are identified. The study is based on the 68th round of Household Consumer Expenditure, and Employment and Unemployment Survey, India. Female-headed households were found to have higher odds to be urban poor as compared to their male counterparts. However, this gender-based difference in odds to be urban poor disappears once educational attainment of household-head is controlled for. This highlights that the discrimination in terms of educational attainment is major cause and solution to urban poverty among female-headed households. Further, female-headed households are not a homogeneous group and exhibit significant differences in their vulnerability to urban poverty across different socio-economic and demographic subgroups. The negative impact of COVID-19 pandemic on female education in India is expected to create a long-term gender gap in terms of poverty. Thus, the public policy should stress on skill and educational attainment of females and target the poverty alleviation programmes on vulnerable sub-section of the female-headed households. [ABSTRACT FROM AUTHOR]

Contrary to the arguments in most of the literature, the central government of China applies diversified rather than homogenous measures to govern its Ethnic Tibetan Autonomous Areas (ETAA). Applying the analytical framework of 'inner and outer peripheries', this research argues that the central government has favoured the Tibetan Autonomous Region (TAR), particularly in state fiscal assistance, over the other ETAAs, due to its unique governance challenge. This research analyses the central government's fiscal assistance to the ETAAs from 2010 to 2019 and reveals an increasing fiscal gap between them. Not only has the TAR been consistently in the lead but fiscal inequality has also grown among ETAAs in the provinces of Sichuan, Yunnan, Qinghai and Gansu. Fieldwork in the TAR, Yunnan, Gansu and Sichuan reveals that the fiscal gap, combined with varied local circumstances, has created multifaceted social and economic unevenness in the ETAAs. [ABSTRACT FROM AUTHOR]