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The work of French sociologist, anthropologist and philosopher Pierre Bourdieu has been influential across a set of cognate disciplines that can be classified as physical culture studies. Concepts such as field, capital, habitus and symbolic violence have been used as theoretical tools by scholars and students looking to understand the nature and purpose of sport, leisure, physical education and human movement within wider society. Pierre Bourdieu and Physical Culture is the first book to focus on the significance of Bourdieu's work for, and in, physical culture. Bringing together the work of leading and emerging international researchers, it introduces the core concepts in Bourdieu's thought and work, and presents a series of fascinating demonstrations of the application of his theory to physical culture studies. A concluding section discusses the inherent difficulties of choosing and using theory to understand the world around us. By providing an in-depth and multi-layered example of how theory can be used across the many and varied components of sport, leisure, physical education and human movement, this book should help all serious students and researchers in physical culture to better understand the importance of social theory in their work.

Action research was conceived as a method of collaborative, self-reflective problem-solving in a community context. Yet many believe it has evolved too far away from its original, directly activist roots. As a direct response to calls for a rejuvenation of the social agenda of 'action research', this volume provides an all-inclusive road map to generating and implementing politically active grass-roots research activities. It is a priceless practical guide for the newly minted researcher wanting to make a tangible difference in their profession and in the world. Where some action research mode.

Motherhood has different meanings for women and there are a multitude of factors that shape experiences of parenting. Heuristic inquiry was used to examine the lived experiences of motherhood among 20 Mexican-origin women parenting alone. In-depth, semistructured interviews were conducted and data were organized and presented by six domains: (a) description of self as a mother, (b) perceptions of strengths, (c) perceptions of challenges, (d) influences as a parent, (e) meaning of motherhood, and (f) mothering as a woman of Mexican origin. Quotes were used to illustrate the six domains and a composite depiction to summarize our description and interpretation of the phenomenon of parenting alone as a Hispanic mother. Despite their challenges, participants described themselves as good mothers, who were protective, loving, and devoted to their children; they also described their culture as enriching their experiences of mothering although they faced obstacles due to marginalization and discrimination. A feminist-informed, intersectionality lens is used to discuss the findings.

AbstractWe report results from two studies testing the Mediation Model of Research Experiences, which posits that science (or engineering) self‐efficacy and identity as a scientist (or engineer) mediate the association between support programs and students' commitment to science, technology, engineering, and mathematics (STEM) careers. Study 1 included 502 matriculated and recently graduated undergraduate STEM students. Structural equation modeling analyses indicated that research experience, instrumental mentoring, and involvement in a community of scientists were associated with commitment to a STEM career, mediated through science/engineering self‐efficacy and identity as a scientist/engineer. There were few interactions with ethnicity and none with gender. In Study 2, 63 undergraduate students in science/engineering support programs were surveyed with a similar instrument at the beginning and end of their programs. Pre–post analyses indicated that increases over time in community involvement were associated with increases in science/engineering self‐efficacy, and increases over time in science/engineering identity were associated with increased commitment to a STEM career. Taken together, these two studies show the importance of psychological processes such as identity and self‐efficacy in understanding the specific ways in which science/engineering support programs lead to enhanced commitment to a career in STEM among White and underrepresented minority undergraduate students.