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Bourdieu clearly articulates how cultural capital works at the macro-level and how it leads to the reproduction and legitimation of inequality. He is less clear about other levels of analysis. We address this gap by drawing on social psychological theories and by suggesting that cultural capital is best treated as a multi-level concept – with “cultural capital” produced at the macro-level, “subcultural capital” produced at the meso-level, and “multicultural capital” produced at the micro-level. We illustrate with an exploratory analysis of an advertising agency in Eastern Europe, thereby highlighting legitimacy processes occurring among its departments and personnel.

In this contribution, we systematically review the extant global leadership literature to identify important bibliometric and thematic patterns in evidence in this evolving field of scholarship. Conceptualizing the phenomenon to include leaders/managers/supervisors who hold global, expatriate, or international positions, we draw out insights accumulated from a total of 327 published articles in key management and organizational behavior journals listed in Scopus. Our analysis proceeds in two sequential phases. Our bibliometric analysis first identifies the most cited articles, most published first authors, country bases of first authors, and frequently publishing journals in this field. This characterizes both the diversity and innovative nature of scholarship in the field. Our thematic content analysis, generated through Nvivo 11, isolates two dominant overarching themes that represent the wellspring for the body of literature, namely global leader development and global leader effectiveness. These themes of development and effectiveness are further explicated through six distinct lenses namely cultural, cognitive, learning, personality trait, social/relational, and political. These lenses are underpinned by a suite of theoretical perspectives encompassing individual, system, and contextual considerations. In combination, these sets of analyses bring added systematics to the field and serve as a point of departure for future inquiry.

Turkey hosts the largest number of refugees of any nation globally, and the influx of Syrian refugees has placed massive strain on the Turkish education system. In response, the Promoting Integration of Syrian Children to the Turkish Education System (PICTES) program was implemented to help strengthen the Turkish public-school system and increase education access for Syrian refugee students. This chapter uses Bacchi’s (2009) method of policy analysis to look deeply at the underlying assumptions in the PICTES program. This analysis reveals that while the PICTES program has made great strides toward helping refugee students gain more long-term and sustainable access to education, it reflects cultural deficit thinking and focuses more on what refugees’ lack and need than on what they already have. The author argues that the PICTES program needs to be revised to change the current deficit approach and emphasize recognizing and leveraging refugees’ cultural wealth.

At the beginning of the nineties, the Danish construction market was in the midst of a severe slump (Eurostat, 1995). At the same time, the German market was beginning to boom, due to the process of unifying the two German states (European Construction Research, 1995). Because of the poor home market circumstances, many Danish construction industry actors, including individual architects and architectural firms, attempted to find work in Germany (Halskov, 1995). However, the aspirations of most of these actors were dashed. By 1996, many of the largest Danish civil engineering and contracting firms had lost billions of Danish kroner, and a great number of small firms, typically architectural firms or subcontractors in the construction process, had also experienced severe losses, some of which had jeopardized the very existence of these firms (ibid.). This turn of events surprised both insiders in the Danish construction industry and the general Danish population as both groups believed that Denmark has high construction standards and that the most of the firms that had attempted operations in Germany were technically competent and had sound domestic business policies.

This case study explores the ways in which black and Latino women who graduated from a predominantly white, elite public high school in the Northeastern United States engaged in varied acts of resistance while students there, both within the classroom and within the larger community. The women accessed the high school through one of the three ways: as town residents, as commuters, or as boarders through two distinct voluntary racial desegregation programs. Through in-depth interviews with 37 women, two overriding trends appear in the data – a form of “resistance for liberation” or “political resistance” in which women push against stereotypes, introduce new programming, and work to reform policies and curriculum, and a smaller strain of “resistance for survival” in which women actively utilize stereotypes. Women with greater amounts of both dominant and nondominant forms of cultural capital are more likely to engage in “political resistance,” while women with lesser amounts of dominant cultural capital show more evidence of “resistance for survival.” Variation exists by point of entry into the system, with town residents showing the lowest levels of either form of resistance.

We examine the cumulative effects of mothers’ and grandparents’ institutionalized cultural capital (educational credentials) on parenting approaches and children’s educational outcomes to determine if degree attainment in one generation equalizes educational advantages for children. Using data on kindergarteners, first-graders, and their mothers from the 1998 to 1999 Early Childhood Longitudinal Study, we find minor differences in parenting approaches: When grandparents and mothers all have college degrees (Continuing-Generation), children are involved in more activities and have more books at home; however, school involvement is similar whether mothers have more education than their parents (First-Generation) or are Continuing-Generation. There are no differences between children of First- or Continuing-Generation mothers in how they are rated for effort by teachers. Differences in first-grade math achievement scores between children of First- and Continuing-Generation mothers disappear once controlling for parenting approaches. However, significant differences remain between the groups in how teachers rate the children’s language and literacy skills, even after controlling for parenting approaches. These findings imply that attaining a college degree may not benefit the children of First-Generation mothers to the same extent that it does the children of Continuing-Generation mothers for some academic outcomes. Moreover, children whose mothers and grandparents have only high school diplomas are at a disadvantage compared to children of First-Generation mothers for first grade math achievement and language and literacy ratings, as well as for growth in these outcomes between kindergarten and first grade.

This ethnographic case study examined college pathways of rural, first-generation students. Current research primarily examines factors predicting rural students’ college aspirations, participation, and completion. This study examined why and how such factors influenced students in a rural, high-poverty county and explored how rural culture influenced pathways. The study found that attachment to family significantly influenced college-going decisions and behaviors. Families provided support necessary for high aspirations, college-going, and persistence. Students’ decision to leave, return, or stay was difficult given this attachment; yet, lack of economic opportunity affected decisions also. Cultural legacies influenced college-going. Schools, communities, and peers were also relevant. Given the importance of family, institutional, state, and federal policies and practices must involve families and replicate family support models.

Purpose – The connections between religious factors and stratification outcomes were long ignored in the sociological literature, yet a growing number of studies show that religion remains important for determining the life chances of individuals. I add to this literature by examining how religious affiliation is associated with the structure of occupational attainment in the United States.

Methodology – I analyze data from the 1972–2008 General Social Surveys to show how religious affiliation is related to occupational attainment and occupational mobility by gender and race.

Findings – I find that sectarian Protestants occupy the lower rungs of the occupational structure, even relative to their low rates of educational attainment. In contrast, Jews and nonidentifying respondents show considerable occupational advantage. Catholics also have specific patterns of occupational attainment that hint at their growing wealth parity with mainline Protestants. I also show that religious influences hold across racial and gender groupings, and across cohorts.

Social implications – Religion continues to significantly influence the occupational structure in the United States, and sectarian religion serves as an important anchor hindering occupational attainment.