In these studies, authors sought to examine the role of mode of presentation in a verbal learning task, within the context of age-grade differences in two social groups. (Authors/CB)

A study of 141 representative school boards shows that American schools attended primarily by the poor are governed primarily by upper middle class, propertied, moneyed, white, middle-aged Republican men. (DM)

Revised version of paper appearing in: F. Williams (editor), Language and Poverty: Perspectives on a Theme," Chicago, Markham, 1970. Interprets differences in child language associated with class as a systematic difference in choice of linguistic options as a function of the situation as perceived by the child. (JM)

Educational researchers must clarify the distinction between the terms "ethnicity" and "ethnic membership." The use of broad terms based on easily observed traits, such as racial characteristics or language, has infiltrated otherwise well-executed studies and undermined their validity. (PP)

Discusses the findings of studies of how parents' work experiences affect children, pointing out methodological problems as well as areas for further research and emphasizing the need for a shift from studies of parents' work status per se to investigations of coping strategies in a time of dual-earner families. (RH)

The neuropsychological status and neuromotor performance of adolescent boys from lower-middle-class social environments who were detained as juvenile delinquents were compared to those of nondelinquent lower- and upper-middle-class controls. Principal aims were to investigate relationships between delinquency and learning disabilities,…

Administered three self-concept instruments to 374 students in grades 7, 9, and 11. By using total scores as well as subscale scores, indications were obtained of global self-concept as well as perceptions of various dimensions of self. Data indicated significant sex, race, grade level, and social class differences. (RC)

Working-class girls in the Norwegian educational system are viewed in relation to sex-specific and class-specific socialization. The relationship perpetuates the suppression of the working class and maintains class distinctions. The general differences between social classes are described, and the familism of working-class women is examined. (JN)

Economically, immigrant workers have been important to German production and labor. However, ambivalence in immigration policy has led to confusion and a new subproletariate. The German educational system has served to perpetuate class differences and has reinforced the marginal position of the guestworkers in the society. (JN)

The first part of this paper challenges the traditional dichotomy between formal and informal education. Part two discusses a variety of nonformal education programs in the United States. The concluding section highlights the biases in favor of more affluent youngsters and the national character of much nonformal education. (Author/SJL)

The author delineates four distinct sectors of higher education which have developed in contemporary France, and discusses how this system has managed to absorb social demand and deflect challenges to its historically stratified and elitist nature. (SJL)

Word lists were given to 176 Scottish children, ages 15, 11, 8, and 6. Analysis of variance on recall scores indicated that Jensen's findings of greater recall by middle class children may be only a transitory phenomenon, not evidence of permanent middle class superiority in Level II ability. (Editor/SJL)

Following a mathematics test, 134 sixth-graders from different social class/national origin groups, were asked to attribute causality for their success or failure. All groups tended to attribute success more to internal than external causes and more to stable than unstable causes. Attributions of failure varied between the groups. (Author/SJL)

Using the Flanders model, compares verbal interaction patterns in 16 New York City classrooms to determine if these patterns vary according to the social class and racial composition of the student populations. (BE)

Discusses the meaning of coping style and reviews research tasks which appear to be particularly sensitive measures of cross-cultural differences in active-passive coping style. (SS)