Reports on the findings of a comparative study of mental abilities of Mexican and American children. Discusses age, sex, social class, and urban-rural differences, as well as cultural differences. (SS)

Critically analyzes the different arguments presented in an article by James S. Frideres to support his assertion that provincial governments in Canada are consciously and systematically attempting to destroy the social and cultural framework of the Hutterite culture. (EB)

Discusses trends in German higher education over the last decade, focusing on the expansion and differentiation of postsecondary education, societal changes in the student population, and the relationship between education and social class in light of the "individualization thesis" of sociologist Ulrich Beck. (MDM)

Explores the emphasis on parental involvement in education from the perspectives of children and young people. Draws on data from a study about children's perceptions of home-school relations to develop a typology on the ways children and young people talk about parent involvement in their education. Includes references. (CMK)

Discusses the study findings about mostly white teacher candidates (n=35) at a Canadian university. States that the study is based on a Ph.D. dissertation on how teacher candidates negotiate social difference. Explores white racial identity and beliefs about causes of educational inequality in relation to teacher candidates' value systems. (CMK)

Discusses the social implication of the emergence of a stratified system of schooling. Presents the results of sociological surveys carried out over a five year period to evaluate the differences between general and special schools, focusing on upper-grade, secondary school students, administrators, teachers, and parents. Includes references. (CMK)

Examines neo-Marxist curriculum theories and the mainstream liberal concept of multiculturalism. An alternative nonsynchronous approach to multicultural education is based on the theory that individuals and groups in relation to economic, political, and cultural institutions have different and often conflicting outlooks at the same time. (JD)

Analysis of the cultural content of Spanish textbooks used in New York secondary schools revealed that the majority of Spanish-speaking countries and Spanish-speaking groups within the United States were underrepresented. Photographs and references tended to depict the middle and upper classes, and few references were made to poverty,…

Discusses racism and ways in which children learn racism. Describes five techniques teachers can use to discourage racism. (RJC)

Reconsiders S.M. Lipset's thesis on value differences between Canadians and Americans. Uses data from national surveys to test Lipset's argument. Analyses reveal no national differences or differences that are opposite to those hypothesized by Lipset. Speculates on contemporary reasons for new findings. Discusses inherent difficulties associated…

Analyzes responses of Brazilian and American students to measures of behavioral intention, perceived norms, and feelings regarding prosocial behaviors in both public and anonymous conditions. Concludes that Brazilians had internalized ingroup norms but that Americans had complied with norms because of social desirability pressures. (FMW)

Reviews anthropological studies and demonstrates how the term "literate" has replaced the term "civilized" and how literacy is currently used to distinguish between different social groups in modern, technological societies. Discusses how teachers of English are actually teaching a set of oral and written social practices associated with the…

Examines Supreme Court decisions on information policy during the 1980s. Finds they support socioeconomic class divisions by: providing relatively few protections for media available to those of low socioeconomic status; directly limiting expenditures for court costs; deferring to labor law; and defining informational rights and responsibilities…

Studies perceptions of causal attributions pertinent to success and failure in two social class groups from Belgium, West Germany, India, South Korea, and England. Found high agreement among the two social classes as well as among four of the nations, but Indians rated all causes as more external, variable, and uncontrollable. (FMW)

Examines the effects of linguistic and cultural diversity on the educational achievement of working class and minority students by reappraising the deficit/difference controversy of the 1960s and 1970s and examines how class and politics shape both cultural-linguistic and school-based assumptions about language and literacy. (Author/BJV)