UNASSIGNED: The death of a parent can have profound negative impacts on children, and a lack of adequate support can exacerbate negative life experiences.
UNASSIGNED: To explore the influences of various actors on the content and execution of a bereavement programme within a Swedish context, considering relational and contextual perspectives.
UNASSIGNED: An ethnographic field study involving six children, their parents, and eight volunteers. A theory-inspired thematic analysis was conducted, methodically inspired by Braun and Clarke, theoretically inspired by Bourdieu\'s concepts of position, power, and capital.
UNASSIGNED: Confidentiality obligation was an essential element in the programme, however, the premisses varied depending on actors\' positions. Volunteers and researchers had different outlets to express their experiences in the program. The programme offered the children an exclusive space for talking about and sharing experiences and feelings. Simultaneously, the programme restricted the children by not allowing them to share their experiences and feelings outside the physical space. The physical settings shaped the different conditions for interactions among the actors. The sessions adopted loss-oriented approaches, where communication between volunteers and children was guided by the volunteers. However, children created strategies for additional, voiceless communication with their peers or themselves. During breaks and mingles, shared interests or spaces connected children (and adults) more than their common experience of parental bereavement.
UNASSIGNED: The participants in the programme were significantly influenced by the structural framework of the programme, and their positions within the programme provided them with different conditions of possibility for (inter)acting. Children\'s daily activities and interests were both ways to cope with parental bereavement and connect them to other people.

Older people have been overlooked in recent debates over the relationship between age, class and culture despite their prevalence and the conceptual questions they raise. Seeking to bridge mainstream class analysis with debates in social gerontology, especially via a shared turn to Pierre Bourdieu\'s relational sociology, this paper draws on survey data from the US to examine not only the class position of older people but their internal social and cultural differentiation. I use geometric data analysis to construct a model of the class system, locate older people within it and then explore differences among older people. I then proceed to compare the cultural symbolisations of social positions among older people to those of the larger sample. The core structures of social and cultural differentiation among older people are roughly homologous with those of the broader sample, but there are also notable differences and even inversions pointing toward the specificity - and autonomy - of ageing as a principle of difference and practice.

In the UK, the medical profession is socially exclusive and socially stratified as doctors from more advantaged backgrounds are more likely to train for specialities with more competitive entry. However, in research to date the causes and consequences of social stratification have been overlooked. We explore this subject here, drawing on a qualitative study comprising in-depth interviews with 30 medical students and doctors from less advantaged socio-economic backgrounds negotiating medical school and early careers. Using Bourdieu\'s \'theory of practice\' we show how socialisation in the family and at school influences how aspirant medics from less advantaged backgrounds view the world, suggesting some inclination towards more community orientated careers, which may be less competitive. However, these tendencies are encouraged as they lack stocks of social, economic and cultural capital, which are convertible to power and position in the field. While allowing for both choice and constraint our core argument is that speciality outcomes are sometimes inequitable and potentially inefficient, as doctors from more advantaged backgrounds have privileged access to more competitive careers for reasons not solely related to ability or skill. Our main theoretical contribution is to literature in the sociology of medical education where ours is the first study to open-up the \'black box\' of causal factors connecting medical students\' resources on entering the field of education and training with speciality outcomes, though our findings also have important implications for practitioners, the profession and for patients. We discuss the implications for safe and effective healthcare and how this informs directions for future research.

BACKGROUND: Interprofessional student-led clinics offer authentic clinical experiences of collaborative patient care. However, theoretical research on the sustainability of these clinics, considering forms of capital beyond the economic, remains limited. This study addresses this gap by employing Bourdieu\'s theoretical framework to explore how alternative conceptions of capital; both social and cultural might sustain conditions for interprofessional working in a student-led clinic serving patients living with a chronic neurological impairment.
METHODS: The teaching and learning focussed clinic was established in 2018 to mirror a clinical service. Semi-structured focus groups with participants involving 20 students from 5 professions and 11 patients gathered in-depth insights into their experiences within the clinic. A thematic analysis was guided by Bourdieu\'s concepts of field, habitus, and capital.
RESULTS: In the complex landscape of the student-led clinic, at the intersection of a patient support group, a hospital-based aged care facility, and university-based healthcare professions, three pivotal mechanisms emerged underpinning its sustainability: Fostering students\' disposition to interprofessional care, Capitalizing on collaboration and patient empowerment, and a Culture of mutual exchange of capital. These themes illustrate how students and patients specific dispositions towards interprofessional healthcare enriched their habitus by focusing on shared patient well-being goals. Diverse forms of capital exchanged by students and patients fostered trust, respect, and mutual empowerment, enhancing the clinic experience.
CONCLUSIONS: This study bridges an important gap in theoretically informed explorations of the conditions for sustaining student-led clinics, drawing on Bourdieu\'s theory. It accentuates the significance of investment of diverse forms of capital in such clinics beyond the economic, whilst emphasizing a primary commitment to advancing interprofessional healthcare expertise. Recognizing patients as equal partners shapes clinic dynamics. In order for student clinics to thrive in a sustainable fashion, educators must shift their focus beyond solely maximizing financial resources. Instead, they should champion investments in a wider range of capital forms. This requires active participation from all stakeholders; faculties, patient partners, service providers, and students. These findings underscore the importance of investing in interprofessional learning by optimizing various forms of capital, and embracing patients as dynamic contributors to the clinic\'s sustainability.

The National Health Service (NHS) cardiac rehabilitation patient care pathway has remained largely unchanged for many years despite, on average, half of all eligible patients declining to engage. To investigate reasons for non-engagement, we explored the experiences of ten cardiac patients who participated in cardiac rehabilitation, dropped out, or declined, as well as experiences of seven people deemed significant others by participants. Our ethnographic study involved participant observations, repeat in-depth semi-structured interviews, and reflexive journaling. Reflexive thematic analysis was conducted, focusing on participants\' lived experiences. Utilising Bourdieusian concepts of habitus, capital, and field, this article highlights how personal biography, material conditions, and dispositional inclinations combine to make cardiac health care decision-making individual and complex. Despite this, health professionals were not always attuned to specific circumstances arising from differences in patients\' experiences and lifeworlds. By considering service improvement recommendations that acknowledge socio-cultural influences, cardiac rehabilitation can work towards providing patients and their significant others with more appropriate, personalised, and person-centred support.

To Bourdieu, interaction with culture has symbolic power and drives the manifestation of social stratification. Many have adapted his theory and methodology, developing new models of cultural engagement. Here, to further integrate these theoretical and methodological approaches, Bourdieu\'s tools were used to operationalise and interpret a Latent Class Analysis of cultural engagement in the Understanding Society dataset. Six classes of increasing engagement were established, and were increasingly correlated with youth, capital and social advantage. However, some qualitative differences in engagement were also seen. The classes also varied by which characteristics correlated with membership. For example, economic capital was associated with sports engagement, while advantaged social position was associated with broad-scale engagement. Overall, this analysis combined Bourdieusian theory with contemporary methodology in the largest representative UK dataset and highlights the broader relevance of cultural engagement patterns in indicating (and possibly generating) status, identity, capital and social position.

Social practice theories have attracted attention for their potential insights into how to change transport systems towards \"healthier\" states. However, most evidence is from small-scale qualitative case studies. We explored whether a synthesis of qualitative evidence on mobility practices in one country, informed by meta-ethnography and a Bourdieusian approach to practice, could produce theory that is of sufficient abstraction to be transferable, yet also capable of informing intervention planning. The synthesis identified three third order constructs: mobility practices result from habitus plus capital in fields; specific configurations of local mobility practices are shaped, but not determined, by material infrastructures and social structures; and changes in practice happen across a number of scales and temporalities. This body of evidence as a whole was then interpreted as an integrative \"storyline\": Mobility systems are complex, in that outcomes from interventions are neither unilinear nor necessarily predictable from aggregations of individual practice changes. Infrastructure changes may be a necessary, but not sufficient, condition for change. Moving systems towards \"healthier\" states requires changing habitus such that \"healthier\" practices align with fields, and that interventions take sufficient account of the power relations that materially and symbolically constrain or enable attachments to and changes in mobility practices. Meta-ethnography is a useful approach for integrating qualitative evidence for informing policy.

Based on fieldwork in an urbanized village of Shenzhen, this paper analyzes the place of schools in the reproduction of Chinese state capitalism. It retraces the circuit of socialized capital that allows for the social reproduction of the native elite and the exclusion of many migrant workers in the context of Shenzhen\'s development as a special economic zone and its efforts to upgrade the economy. The native villagers, now forming an urban upper-class of rentiers, have capitalized on their overseas connections and capital accumulation to finance their school, allowing for their elite\'s upward social mobility after, but also already under Mao. After China\'s transition to capitalism, this school has served as an asset in generating value in the context of redevelopment and the real estate-driven upgrading of Shenzhen\'s economy. Property ownership is now a major criterion in points-based systems for accessing school places. I make two interrelated arguments. First, there is a closer relationship between the secondary circuit of socialized capital and the larger circuit of capital than what the literature on social reproduction implies. Second, the conditionality of quality education upon value generation amounts to separating the population deemed worthy of socialized reproduction and the surplus population that is left out. The paper connects diverse strands of social reproduction theory, Althusser\'s interpellation and ideological state apparatuses, feminist agentive social reproduction theories, and Bourdieu\'s capital conversion recuperated within a Marxian framework, to provide an integrated approach to social reproduction within capitalism.

This article questions why violence carried out by men toward their female romantic partners remains so prevalent today by examining how it has been understood and talked about over time. The aim here is twofold: the first is to historically map the changes in how male partner violence has been addressed in society-and to what effect. The second is to examine subtle dynamics within this historical map in order to suggest how language could be used to destabilize its fixture in society.

There has been an outpouring of research on right-wing populist conservatism since the advent of the Trump presidency and right-wing movements in Europe. Yet, little research has been devoted to divisions among conservatives themselves, especially among conservative academics. Although Trump has maintained remarkable unity within the Republican Party for electoral reasons, he has fostered sharp divisions among conservative intellectuals and academicians. This article compares 102 politically conservative professors who are Trumpists and 80 conservative professors who are anti-Trumpists. All 182 function as public intellectuals who advocate their views in print and digital media. Drawing on recent research in the sociology of intellectuals and particularly Pierre Bourdieu\'s analytical field perspective, this article proposes a fielding political identities and practices framework to show how these two groups of professors (Trumpists and anti-Trumpists) differ in where they teach, their intellectual orientations, their scholarly productivity, where they network with think tanks, scholarly professional associations, and government agencies, and their stances on key issues surrounding the Trump presidency. The academic Trumpists embrace the right-wing populist wave mobilized by Trump and the conservative academic critics resist this move. This polarization of views between these two groups of conservative professors is enduring and rooted in two distinct social networks that connect positions in the academic field to affiliations with think tanks, government agencies, and professional associations in the field of power that reinforce their respective political identities. This research contributes to political sociology, the sociology of intellectuals, and the sociology of conservative politics in American higher education.