Supports the belief theory of prejudice which states that racial prejudice is the result of the anticipation of belief differences. (Author/ML)

Based on senior author's M.A thesis in Psychology at Howard University. Examines race and social class differences in the expression of fear of success (termed M-s) in college women. Hypothesis that black women would show less M-s than white women was supported. Social class differences not found. (RJ)

In addition to ethnic origin, the subjects were further grouped by social class, middle and lower only. Social Class was a more important factor than ethnic origin in WISC differences; and, nonverbal ability differences (Cohen factors) were found to relate only to S's membership in a particular social class." (DB)

Fifth article in a sequence that originated with a controversial article by Arthur R. Jensen (1969) criticized by Richard J. Light and Paul V. Smith (1969) and countercriticized by the author (1971). (SE)

This paper is based on a dissertation submitted to the faculty of the Committee on Human Development at the University of Chicago in partial fulfillment of the requirements for the Ph.D. degree. (DR)

This study is based on data gathered from previous studies concerning the transition period between school and work for adolescents. A group of working class youth is followed from school to their first jobs. (JN)

Discusses ways in which the Brown decision challenged the liberal concept of judicial restraint and the idea that law simply reflects social forces. Considers the constitutional role of the Supreme Court, particularly in addressing social and economic inequalities among races and classes rather than among individuals. (GC)

Children and adolescents from four social classes were asked to describe rich and poor people and to indicate how the rich and the poor are different from and similar to each other. Responses were classified into three categories of person description: peripheral (possessions, appearances, and behavior), central (traits and thoughts), and…

To shed light on the prevalance of families choosing one residential area over another on the basis of the quality of schools in each area, the article explores whether a geography of intelligence exists in a small Kentucky town of approximately 20,000 people. Findings indicated significant spatial associations among IQ, achievement, and…

A comparison of elderly members of two ethnic groups using the Computer-Derived Mental Health Rating showed that Mexican Americans exhibited more psychological distress than Anglos. Controlling for socioeconomic status and/or sex indicated no observable differences by ethnicity. These findings are contrary to those of previous studies. (Author/MK)

Six hundred boys divided by age (6-8), race (black and white) and social class (middle and lower) were given tests for memory, intelligence, learning, and transfer. Findings indicated social class differences on learning and intelligence tests, with racial differences on intelligence, digit span, and paired-associate learning. (Author/MV)

Inequalities in schooling may be seen in relation to two types of educational outcomes: quality and quantity (or achievement and attainment). The qualitative dimension, a major concern of Coleman, Campbell, Hobson, McPartland, Mood, Weinfeld, and York are considered first, followed by the Blau-Duncan and Wisconsin studies of years of schooling…

Examines longitudinal data on Mexican-Americans and Negroes to determine if, over a period of 11 years, they have become more like their Anglo hosts in terms of occupation, income, and level of living. Finds little significant change in the relative position of Mexican-Americans and Negroes and suggests that the community is organized to…