Class and social structure within early seventeenth-century Saxon units, including the Mansfeld Regiment, seems to have been different from later armies in several important respects. Although commoners were less well-represented in more honorable or prestigious roles, the army could be a source of social mobility. Some men served in the Saxon army for multiple years, and some families for multiple decades. Soldiers probably picked up military experience through long immersion in the military way of life rather than formal drilling. Within this context, social distance between ranks seems to have been less pronounced in early seventeenth-century armies than in later armies or contemporary civilian life. The close social and physical proximity between officers and men led to fights.

The final chapter of this book teases out the empirical and theoretical threads of respectability politics in the French Muslim context. It stresses the ways in which this form of politics operates as a reactive, embodied, gendered, racialized, and class-layered tactic of community advancement, resulting in both conservative and emancipatory outcomes for minority citizens. It further reflects on the relative failure of respectability politics, which falls short of its promise to French Muslims to fully exercise their citizenship. This argument goes beyond the French case; although the problematic relationship between religion and citizenship is often deemed “typically French,” respectability politics seems to be pervasive in Muslim-minority contexts and accompanies the reconfiguration of Islamic traditions into ethical projects of self-fashioning. The chapter concludes with a discussion on the importance of breaking away from the insularity of Islamic scholarship and opening up a transatlantic conversation about the role of ethics and religion in minority politics. The ambition of this chapter, then, is to look beyond the Muslim case and draw parallels with other minority citizens, such as Black elites in the US and European Jews. It examines how these groups have resorted to inconspicuous religiosity and social upliftment to advance their conditions, as well as how such stories reflect the intricate workings of power in situations of subjection.

This chapter, written by a founder of the field and a historian with a long-term interest in DOHaD, examines the key (long) decade in the history of DOHaD, bookended by two conferences: one in 1989 and the other in 2003. At the 1989 workshop, David Barker presented his retrospective epidemiological research to an audience of fetal physiologists and clinicians. Discussions about the plausibility and underlying mechanisms of Barker’s findings fostered new research collaborations, methodologies, and projects, which over the next decade produced a new field. By 2003, DOHaD had grown sufficiently in both numbers and ambitions to host a major global conference. This chapter argues that to understand the objectives, methods, research questions, and intellectual networks making the field of DOHaD, the reactions that it provoked, and how it responded to them, we must understand the historical and geographical context in which it was created, first in Europe, especially the United Kingdom, and then globally. Here we identify and explain three key drivers that shaped the field: interdisciplinarity, the history of social class and attempts to address health inequalities in the United Kingdom, and the globalisation of the 1990s informing the intellectual underpinnings of the global health agenda.

This chapter focuses on social individual differences in relation to second language learning. It explores how the social, cultural, and political context that a learner is situated in affects their success of second language learning. The chapter begins by explaining how society and social interaction that second language learners encounter influence the access they have to second language education. This includes the differences between foreign vs. second language learning contexts. It then focuses on social identity theory, acculturation theory relevant to immigrant learners, and transdisciplinary framework (by Douglas Fir Group). The chapter covers other socially constructed individual differences related to intersectionality, diversity–equity–inclusion (DEI), and heritage language learning. The chapter also addresses socially constructed biases related to race and ethnicity, social class, sexual orientation, and LGBTQ+. The chapter ends with a series of pedagogical recommendations that mitigate the impacts of socially constructed biases on second language learning in the classroom.

Little work has focused on the college enrollment process of students from immigrant families. Research suggests the intersection of social class and nativity is salient for understanding the college enrollment process. This study draws on data from the Education Longitudinal Study of 2002 to examine (1) the extent to which stages of the college enrollment process systematically vary by parental nativity and education and (2) the extent to which each stage of the college enrollment process contributes to differences in postsecondary outcomes. Findings show that students with <BA parents receive less consistent messaging about the importance of college compared to students with BA+ US-born parents. Moreover, students with <BA parents and students with BA+ immigrant parents are less likely to rely on their parents for college information and are less likely to complete important college enrollment steps. Differences in the college enrollment process account for some of the differences in immediate postsecondary outcomes. Findings have implications for research on immigrant-origin and first-generation college students as well as for institutional college readiness strategies.

College access does not begin or end with an acceptance letter; it continues throughout students’ college experiences, especially for first-generation, working-class Latinx students who are experiencing many college milestones for the first time. It is predicted by scholars that the rapid growth of the Latinx population will make them a large college applicant pool in the near future. These predictions show that retention efforts for Latinx students are an important investment for institutions of higher education. However, support for Latinx first-generation, working-class college students is often lacking at universities. In this conceptual chapter, we center on first-generation, working-class Latinx students of immigrant origin and the identity intersections experienced by individual students to equip administrators, academic advisors, and university data analysts with the knowledge to improve Latinx student success efforts through an overview of (1) academic advising, (2) data analytics, (3) social class, and (4) theories and frameworks related to the identity intersections of Latinx students.

Class has been crucial both to how individuals have experienced their desires and to how those desires have been interpreted, categorized, and articulated. This chapter offers an overview of the intersectional relationship between class and sexuality and demonstrates that the nuances of class difference and division, across continents and within regions of the same country, could drastically alter the lived experience of sexual desire. Class influenced notions of private and public spaces and the impact these had on sexual activity. Class differences mixed with racial differences also determined ideas of sexual respectability or sexual danger, both on an individual level with the erotic appeal of class differences and on a group level in eugenics. Class divisions have also been significant in shaping how the history of sexuality has been written, since it has shaped the nature of archival sources. The example of English author Edward Carpenter (1844-1929) demonstrates these themes.

A defence of traditional approaches to the Structure-Agency Problem with agents being reduced from those actively shaping their society to being passively shaped by the social order. Their possession of personal causal powers is unconvincingly downplayed.

This is the main methodology and first-results chapter. It opens with an introduction to the lexeme-based approach used for the investigation, contrasting this to previous, variationist approaches. The chapter proceeds to explain the data retrieval and screening processes and presents an overview of the data, the nearly 65,000 intensifier tokens found in the corpus, across the three main categories (maximizers, boosters, downtoners), and the descriptive results across time for the most frequent items. The word counts of the different sociopragmatic groups of speakers (divided by speakers’ role in the courtroom, gender and social class) are introduced, as well as the diachronic distribution of intensifiers across the genders and social classes. Results are presented within the descriptive statistics framework, but the chapter also briefly introduces the regression model, or the inferential, multivariate statistical method to be used in Chapters 8–11 to disentangle the complex interplay of the sociopragmatic variables of speakers on the use of intensifiers.

The chapter deals with the influence of gender and social class on intensifier usage in the Old Bailey Corpus (1720–1913), based on an overview of both modern sociolinguistic research and an overview of gender and class in Late Modern London. Gender is statistically a more important predictor than class for intensifiers as a whole and for boosters in particular. Similar to modern findings, a male preference for downtoners, maximizers, and generally more formal types is found here. Female speakers exhibit a booster preference also both today and in the Old Bailey data, but they show a generally less varied inventory of intensifiers in the past. Late modern higher-class speakers, who belong to the more educated segments of society, use more maximizers and more downtoners (excluding a little), which mirrors modern tendencies. They also prefer more formal, borrowed items and they use a greater diversity of types.

Young Black changemakers take pride in their connection to Black communities of past and present. This strong and positive Black identity motivates their changemaking. Black identity intertwines with other identities – such as gender and social class positions – to inform experiences of oppression and changemaking in response. Commitment to and love for Black communities empowers young Black people to cope with and resist racism in ways that protect their personal identities from threat and draw on the strengths of their personal narratives. Young Black changemakers find civic purpose and power in the legacy of Black social justice leaders and lean into that history to honor their place in Black communities. The relationship between identity and changemaking is reciprocal. For these young people, pride and connection to being Black fed their desire to eradicate racism through changemaking. Engaging in changemaking for a better world for Black people also deepened their connections to Black people and Black communities.

Darwin’s Origin of Species [GK26][GK27](1859), despite its almost complete silence about human evolution, was the catalyst for widespread discussion and debate during the 1860s about the history and future of humanity; about slavery and the identity of the human ‘races’; and about competition and struggle in Victorian society. Three popular novels of the early 1860s – George Meredith’s Evan Harrington [GK28](1860), Charles Dickens’s Great Expectations [GK29](1860–61), and Charles Kingsley’s The Water-Babies [GK30](1862–63) – illustrate how quickly Darwin’s ideas were appropriated into fictions dealing with race and social class in the decade of the American Civil War, the Morant Bay Rebellion, and the Second Reform Bill. Although generally associated with literary realism, Darwin’s work may be better aligned with the new narrative form so popular in the 1860s: sensation fiction.