“Science capital”: A conceptual,methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts

This paper sets out an argument and approach for moving beyond a primarily arts‐based conceptualization of cultural capital, as has been the tendency within Bourdieusian approaches to date. We advance the notion that, in contemporary society, scientific forms of cultural and social capital can command a high symbolic and exchange value. Our previous research [Archer et al. (2014) Journal of Research in Science Teaching 51, 1–30] proposed the concept of “science capital” (science‐related forms of cultural and social capital) as a theoretical lens for explaining differential patterns of aspiration and educational participation among young people. Here, we attempt to theoretically, methodologically, and empirically advance a discussion of how we might conceptualize science capital and how this might be translated into a survey tool for use with students. We report on findings from a survey conducted with 3658 secondary school students, aged 11–15 years, in England. Analysis found that science capital was unevenly spread across the student population, with 5% being classified as having “high” science capital and 27% “low” science capital. Analysis shows that levels of science capital (high, medium, or low) are clearly patterned by cultural capital, gender, ethnicity, and set (track) in science. Students with high, medium, or low levels of science capital also seem to have very different post‐16 plans (regarding studying or working in science) and different levels of self‐efficacy in science. They also vary dramatically in terms of whether they feel others see them as a “science person.” The paper concludes with a discussion of conceptual and methodological issues and implications for practice. © 2015 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 52: 922–948, 2015.     

Reframing Service-Learning as Learning and Participation With Urban Youth

This article describes a critical service-learning project that resulted from an educational partnership among a national teachers' union, a local teachers' union, and a major research university. The partnership—funded by a grant from the Corporation for National and Community Service, Learn and Serve program—focused on professional development opportunities for K–12 educators across subject areas throughout an urban school district. Teachers enrolled in a university-level graduate course where they learned about critical service-learning, engaged in community-based activities, developed partnerships with local organizations, and facilitated critical service-learning projects in local schools and communities. Here, we highlight one of the many projects that emerged from this partnership as we attempt to connect theory with practice by reframing service-learning as learning and participation. We ask: How can a reframing of service-learning as learning and participation impact how we understand the educative and social engagements of four urban youth?     

Librarian readiness for research partnerships

This study investigated health sciences librarians'' knowledge and skill-based readiness to partner on sponsored research involving human participants. The authors developed and deployed, at two time points, a web-based survey on nine indicators of research activities with response choices reflecting the transtheoretical model of stages of behavior change. Librarians with research experience or membership in the Medical Library Association Research Section reported higher levels of having completed indicators. Our results suggest that creating awareness in precontemplation responders could encourage skill development. Mentoring and continuing education could support librarians who are contemplating or preparing to perform indicator activities.     

The Golden Age of the Arts? Taking Part Survey Findings on Older People and the Arts

The UK has an ageing population, and this trend is likely to continue. This article uses data from a new survey called ‘Taking Part’ to analyse patterns of arts engagement among older people (defined as those aged 55 and over) and the reasons for and barriers to older people engaging with the arts. While levels of engagement generally decline among older groups, those aged 55–74 make up a substantial part of the audience for a number of arts events including classical music, opera and craft exhibitions. Indeed, the analysis shows that the 55–64 age cohort is among the most actively involved with the arts. Adults in older age groups also engage with the arts, participating in a range of activities including crafts, reading and watching arts programmes on TV. When analysed further, socio-demographic factors including gender, disability status and socio-economic status emerge as important predictors of arts engagement among older people. Data on motivations and attitudes show that older people engage in the arts for enjoyment, relaxation, to see a specific performer or event and for a sense of a social occasion. In terms of barriers to arts engagement, time is less of an issue for older people, while the impact of poor health (particularly among people with a limiting disability) and the lack of social networks and transport is intensified among older age groups. The article closes with a consideration of the implications for arts engagement among older people of a number of projected future trends, including continuing population ageing and increasing average number of years spent in poor health, increasing Internet use, the narrowing of gender inequalities in life expectancy, the growth in ethnic minority representation among older people and pension reform.     

Exploring the Relationship Between Athletes’ Perceptions of the Motivational Climate to Their Compassion,Self-Compassion,Shame, and Pride in Adult Recreational Sport

The purpose of this study was to examine the relationships between athletes’ perceptions of the motivational climate (caring, task-, and ego-involving) to their levels of compassion, self-compassion, pride, and shame in a recreational sport setting. Athletes (N = 164) in a competitive Wiffle Ball tournament completed a survey. A canonical correlation analysis revealed one significant function indicating that athletes’ perceptions of a caring and task-involving motivational climate were associated with higher levels of authentic pride and lower levels of hubristic pride. Results suggest adult recreational sport participants may benefit from experiencing a positive and supportive team climate.     

Ties That Bond: Youth Sport as a Vehicle for Social Identity and Positive Youth Development

An emerging area of research has focused on understanding how the group dynamics of a sport team influence positive youth development (PYD). The identities that youth form through their membership in sport teams (i.e., social identities) have been found to influence teammate behavior and team performance. Yet, minimal work exists on social identity and PYD in youth sport. Purpose: The purpose of this study was to investigate the relationship between social identity and PYD in sport. Method: Youth engaged in recreational sport (N = 219; M_age = 11.61 years, SD = 1.39 years) completed measures of social identity and PYD in sport. The social identity measure assessed 3 dimensions including ingroup ties (IGT; perceptions of similarity, bonding, belongingness), cognitive centrality (importance of being a team member), and ingroup affect (IGA; feelings associated with group membership). A regression analysis was performed separately for 4 PYD outcomes (personal and social skills, goal setting, initiative, negative experiences) with the 3 dimensions of social identity entered as predictors. Results: Regression analyses revealed that IGT and IGA were positively associated with personal and social skills (R² Adj. = .29). Further, IGT predicted initiative (R² Adj. = .16), whereas IGA was positively associated with goal setting (R² Adj. = .17) and negatively associated with negative experiences (R² Adj. = .08). Conclusion: The findings extend previous research highlighting the benefits of social identity on teammate behavior and team performance and demonstrate how social identity may contribute to PYD through sport.     

What happened to the legacy from London 2012? A sociological analysis of the processes involved in preparing for a grassroots sporting legacy from London 2012 outside of the host city

Preparations for London 2012 included promises for a sporting legacy across Britain. APS data suggest that, despite a slight spike in 2012, we have not experienced the rise in participation promised. The importance of preparations for legacy were well documented but little research has examined these processes. We examine planning for sporting legacy within a non-Olympic city in England, Birmingham. Thirty-Seven semi-structured interviews were conducted with people delivering sport in Birmingham to provide a figurational analysis of relationships involved. The change in government during the economic recession saw budget cuts and a reduction in sport development personnel. Whilst various organisations struggled financially, others wanted to link to legacy. This increase in groups involved led to confusion and the unintended outcome of ‘initiativitis’. In trying to leverage legacy, a strategic approach to managing potential opportunities with clear communication of opportunities is vital. A belief in inherent inspiration cannot be relied upon.