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In 1976, in a speech at Ruskin College, Oxford, Prime Minister James Callaghan asked ‘Why is it that such a high proportion of girls abandon science before leaving school?’ (Gillard, 2018). Little has changed over the last 40 years; a recent report from the National Audit Office (2018, p. 28) stated that only 8% of science, technology, engineering and mathematics (STEM) apprenticeships were taken up by women in 2016/2017 and that the shortage of STEM skills in the workforce is a key UK economic problem. However, just as the Aldridge marriage has been the source of considerable interest and the site of significant financial investment in terms of designer kitchens and expensive holidays, so has the issue of ‘girls in science’ been a consistently debated topic and taken up a large chunk of government and industry spending. Research (Archer et al., 2013) suggests that although children enjoy their science experiences in school, too few pupils aspire to a STEM career. It reveals that the pupils most likely to aspire to careers in science are those whose families have high ‘science capital’ which ‘refers to the science-related qualifications, understanding, knowledge (about science and “how it works”), interest and social contacts (e.g. “knowing someone who works in a science-related job”)’ (Archer et al., 2016, p. 3).

Episodes of The Archers are full of scientific talk, from herbal leys to plate meters. This chapter looks at how the science capital in Ambridge is shared. Why is Alice Carter an engineer and not Emma Grundy? Will Kiera Grundy choose physics A level? Who are the female STEM role models? How can the concept of science capital help us to understand the career paths of Ambridge residents? Will the young girls of Ambridge remedy the gender imbalance in STEM careers?

Participation in urban horticulture (UH) is increasing in popularity, and evidence is emerging about the wide range of social and environmental benefits “grow your own” can also provide. UH can increase mental and physical well-being, as well as improve nature connectedness, social capital and community cohesion.

This study focusses on allotments, which is one of the dominant forms of UH that takes place in the United Kingdom. 163 volunteers in England and Wales participated in keeping a year-long allotment diary as part of a citizen science project investigating activities on allotment gardens. This study examines the unprompted comments that 96 of these gardeners offered as observations when visiting their allotment plots.

Participants recorded high levels of social and community activities including the sharing of surplus food produce, knowledge exchange, awareness and interaction with wildlife, emotional connection to their allotment, appreciation of time spent outside and aesthetic delight in the natural world around them.

At a time when waiting lists for allotment plots in the United Kingdom are on the rise, and allotment land is subject to multiple pressures from other forms of development, this study demonstrates that these spaces are important sites not only for food production but also health, social capital and environmental engagement.

blueSCI is a not‐for‐profit organisation based in Trafford that aims to enable good mental health through facilitating progress towards personal goals and development for people in the local community. Alicia Clare, Elizabeth Collier and Steven Higgin describe this inclusive, person‐centred, recovery‐oriented service that has emerged from a boundary‐breaking partnership between a mental health professional and a professional artist.

This chapter draws on longitudinal case study research that focused on the experiences of hospitality employees working in a UK university who worked split shifts in the morning and evening while completing NVQ 2 and 3 apprenticeship training. We show how fragmented working time (Rubery, Grimshaw, Hebson, & Ugarte, 2015) rather than long hours led to the apprenticeship training further eroding an already blurred work-life boundary as workers were required to complete training activities in their non-work time which for them is during the middle of the day. We argue current depictions of the positive impact of training and development on low paid workers are decontextualized from the challenges and priorities of workers whose work-life interface is already complex because of working fragmented hours across the day. This is complicated even further by the dynamic and evolving experiences of workers themselves as they experience the highs and lows of combining paid work and training. We situate the research in the context of wider conceptual debates that call for a more inclusive approach to research on the work-life interface (Warren, 2021) and highlight implications for HR practitioners who want to offer such opportunities to low paid workers in sectors such as hospitality, while also recognizing the complex challenges such workers may face.

THE MAJOR CONTRIBUTION, though not the only one, has been made by Scottish authors, both by the well‐known ones, such as R. L. Stevenson and J. M. Barrie, in whose work their Scottish origin has played its part, and by others, like Norman Macleod and Ian Maclaren, whose reputation scarcely extended outside their native country or has been since forgotten.

The purpose of this paper is to explore the potential of incorporating visual methods in the study of identity and identity work.

Scholars have proposed a range of approaches to the study of identity. However, studies have typically relied on interviews or surveys with little exploration of the dynamic narrating of self-in-situ inherent to identity and identity work. The paper reviews the aforementioned methods, builds on the power of visual approaches, and proposes a method involving figurative character image-elicitation (FCI). FCI uses personal, contextual cartoon-style images to mobilize and encourage the narration of identity. The paper details the development of the approach, drawing on a pilot study, and reports its use in an exploratory study of employee identity.

The results suggest that the use of FCI provides a situated focus for the narration of identity with the signifying – self-insitu – nature of the images providing room for participants to position themselves as subject. These features are also suggested to provide a safe distance for a more in-depth and expressive discussion which transcends impression management.

The use of FCI has highlighted the power of visual methods in the exploration of identity and identity work. The approach is personally engaging and contextually adaptable providing methodological opportunities for a range of organizational and societal studies.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.