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The purpose of this chapter is to provide a comprehensive analysis of how sentiments may be a part of, or adjacent to, status generalization. We demonstrate why this problem is so difficult to solve definitively, as many resolutions may exist. Sentiments may present the properties of graded status characteristics but may also be disrupted by processes of the self. Sentiments may have status properties enacted within dyadic interactions. However, sentiments may also be status elements during triadic constellations of actors. Finally, we discuss current research that is underway to provide more empirical evidence to offer confirmation or disconfirmation for some of our proposed models.

We provide a synthesis of literatures, including pieces from group processes, neuroscience, psychology, and network scholarship, to address the relation between sentiment and status processes. Accordingly, this is a conceptual chapter.

We attempt to motivate future research by exploring the many complications of examining these issues.

Understanding how social inequalities may emerge during group interaction allows researchers to address their deleterious effects. Positive sentiments (in other words, “liking”) should bring actors closer together to complete tasks successfully. Ironically, when paired with negative sentiments within task groups, inequalities in group opportunities may result. To address these social inequalities, a thorough understanding of how they develop is necessary, so that efficacious interventions can be adopted.

This deep dive into the relation between sentiment and status processes joins the 25-year quest to understand the issues surrounding this relationship.

This chapter examines trans and gender non-conforming persons' experiences of recreational sport and physical activity (PA). Semi-structured interviews were conducted with trans and gender non-conforming people, which were then analyzed using critical discourse analysis (CDA). Participants highlighted that while they did derive enjoyment from sport and physical activity, most mainstream spaces they had experienced, such as organized sport and gyms, were still unsafe and unwelcoming. These experiences were largely due to the continued influence of binary notions of gender on the organization of sport and physical activity as well as assumptions about bodily performance and presentation. Participants discussed how gendered bodily norms influenced the way they experienced their own bodies, both a result of others' perceptions and through self-surveillance. They also reflected on creating their own physical activity communities as a way to derive the benefits of physical activity while avoiding discriminatory experiences in mainstream spaces.

In this chapter, we share narratives from our personal experiences with a shared focus on the relationships between personal identities and family language. The acquisition of a family language is said to be accompanied by a specific ‘intercultural burden’ (Kagan 2012), which is manifested at the intersection of different influences and psychological tensions. This psychosocial and cultural reality has the potential for the development of a true intercultural identity that brings together contradictions and conflicts of inherited cultural differences. Here, through a prism of three personal narratives, we create a series of questions and reflections in relation to the family language. The three voices are articulated through three auto-ethnographic accounts of individuals – two linguists and a theatre scholar who are both personally and professionally invested in the topic of post-migration. The common thread of the three narratives is the experience of Serbian as the first language. As an aspect of personal identity, the idealised concept of family language affects one's identity and makes a decisive impact on investment and potentially life-defining decisions.

This study employs Stein Rokkan's methodological approach to analyse state formation in the Greater Middle East. It develops a conceptual framework distinguishing colonial, populist and democratic pacts, suitable for analysis of state formation and nation-building through to the present period. The framework relies on historical institutionalism. The methodology, however, is Rokkan's. The initial conceptual analysis also specifies differences between European and the Middle Eastern state formation processes. It is followed by a brief and selective discussion of historical preconditions. Next, the method of plotting singular cases into conceptual-typological maps is applied to 20 cases in the Greater Middle East (including Afghanistan, Iran and Turkey). For reasons of space, the empirical analysis is limited to the colonial period (1870s to the end of World War 1). Three typologies are combined into one conceptual-typological map of this period. The vertical left-hand axis provides a composite typology that clarifies cultural-territorial preconditions. The horizontal axis specifies transformations of the region's agrarian class structures since the mid-19th century reforms. The right-hand vertical axis provides a four-layered typology of processes of external intervention. A final section presents selected comparative case reconstructions. To the authors' knowledge, this is the first time such a Rokkan-style conceptual-typological map has been constructed for a non-European region.

This paper aims to ascertain whether and to what degree universities are becoming organizational actors globally. Utilizing an original dataset of a sample of 500 globally oriented universities, we explore how universities have increasingly become organizational actors as is the case of American universities. We consider the following indicators of university transformation into organization actors: development or institutional advancement, diversity or inclusion, legalization, and internationalization goals and structures. We find that these globally oriented universities have created international, development, and legal offices. Surprisingly, nearly half of the universities in our sample also have diversity offices. These “getting organized” indicators are somewhat similar to what holds for American universities, suggesting that there is globalization of organizational actorhood among universities. At the same time, however, we find that there are pronounced regional differences, especially when it comes to organizing around diversity and legal affairs.