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This paper aims to study vertical gender segregation, which persists even in the fields where women are represented at junior levels. Academia is an example. Individual performance and lack of a critical mass do not fully explain the problem. Thus, this paper adopted an intergroup perspective (i.e. social identity and competition theories) to study how a majority (i.e. men) can influence the advancement of a minority (i.e. women).

The paper investigated promotions from associate to full professor in Italy. The original data set included all promotions from 2013 to 2016. To study intergroup dynamics, individual-level variables were analysed together with structural factors, such as gender representation and availability of resources.

The effect of gender representation was significant in that promotions were more likely when full professor ranks within academic institutions were men-dominated and associate professor ranks were women-dominated. Concurrently, the analysis of individual-level variables supported the existence of discrimination against women. The paper argues that the majority grants more promotions under the pressure of change; however, this does not contrast with discrimination at the individual level.

The paper focused only on one country. However, the framework can be applied in other contexts and used to study segregation based on factors other than gender.

This study explored gender segregation from a new perspective, highlighting the importance of the interplay between individual and structural factors. This interplay might be one of the causes of the slow progress of gender equality.

Comparative studies have confirmed that the current types of cohabitation (defined as living together as a couple without being married) and the meanings attached to them differ across Europe. This variation could reflect differences in the levels of progress or the stages countries have reached in a common developmental process, as suggested by the theory of the Second Demographic Transition and Kiernan’s stage model of cohabitation. However, it may also indicate that countries are on different developmental paths, as suggested by path dependency theories. To examine whether changes in the prevalence of cohabitation follow a common script, this study analyses types of cohabitation within emerging family formation patterns over cohorts and across countries.

For this purpose, sequence methodology is applied to analyze cohort-specific family trajectories in France, western Germany, Norway, and Italy. In particular, using data from the German National Educational Panel Study (NEPS) and the Generation and Gender Survey (GGS), patterns of union status and co-residence with (own) children between ages 15 and 35 among the 1935–1969 birth cohorts (for Germany, among the 1940–1974 birth cohorts) are compared.

Our findings provide some support for the claim that there were common patterns of change. However, also country-specific variations in family trajectory patterns were detected, which suggests that general processes of change were mediated through country-specific institutions (path dependencies). The empirical evidence for convergence as well as for divergence indicates that both theoretical strands add to our understanding of the spread of cohabitation in European countries.

In the Europe of the nineteenth century, a significant increase in abandoned children was caused by demographic pressures and growing economic difficulties that progressively afflicted the lowest social strata of the population. Those who had neither family, nor school, educated themselves in the streets or learned from patron‐tutors who aspired to produce a specific social subject, channelizing their “congenitally” subversive tendencies through a certain kind of structured apprenticeship. This model of education (or “bad education”) can be defined as the formalization, paradoxically devoid of symbols and alphabet, of the experience of the street within a specific system of knowledge. The purpose of this paper is to seek to encounter in literary sources the traces of the education of these marginalized children.

The authors intend to study, by means of the testimony of novels, the mentality of this historic period and the phenomenon of this very different kind of childhood. The epistemological and methodological viewpoint that is adopted is both ethnographic and historical, since the authors are attempting to understand and establish the evolving nexuses and dynamics of the educational phenomenon that is the object of the investigation.

The central objective of this investigation lies in the notion of “bad education”. By “bad education” the authors mean the presence of an educational itinerary, an acculturation, a personality formation, and a professionalization that have all strayed from the dominant, hegemonic social models. This “model” of education forms part of the prevailing educational philosophy of a particular epoch and historical situation, as demonstrated throughout this paper.

This paper proposes an operation of educational archaeology. However, this operation can contribute to an epistemological awareness that can greatly benefit both the pedagogical reflections of our time and the educations of so many marginalized children who inhabit the destitute streets of the contemporary metropolis.

The purpose of this paper is to discuss integrative environmental assessments applicable to estuarine sediments, including the advantages and limitations of different lines of evidence that could form part of such assessments and their application to ecosystem services.

Weight of evident framework integrating multiple lines of evidence for sediment quality assessment.

Integrative environmental assessments are required to fully address the risks to resident fauna of anthropogenic contaminants deposited in estuarine sediments.

The paper presents an updated discussion of the methodologies for environmental assessments of contaminated estuarine sediments.