Research on educational choice suggests that students do better in schools that their families choose, that this is especially true for lower income and disadvantaged students, and that permitting choice does not adversely affect racial balance but may actually promote racially balanced schools. (Author/GC)

Findings include (1) poor and upper middle classes want to spend more on schools than the middle classes; (2) Blacks and ethnics of European stock want to spend more on schooling than other Americans; and (3) there is no difference in demands for school expenditures between Northern and Southern/Eastern European ethnics. (RM)

Low income parents from diverse ethnic groups and geographical locations express their hopes to be directly related to the success their children can achieve in school. This paper considers ways in which the standpoint of low income parents might be recognized and respected in public schools. There are many obstacles that stand in the way of…

Exploring diversity instills in children an awareness and respect for themselves and others. Research projects that address stereotyping, race relations, and prejudice within ourselves can be developed through collaboration between the librarian and classroom teacher (who may themselves be of different cultures). These research projects help…

Noting that families from different socioeconomic status groups (SES) showed differences in their literacy-related practices, this study examined the importance of considering home literacy activities and parental beliefs on early literacy skills as a potential mediator of SES on early reading. Data were obtained from the base year dataset of the…

The text of an essay submitted to Western Electric in New York to accompany a disc recording entitled "The Dialect of the Black American," produced and recently released by their Community Relations Division. (JM)

Explores the cognitive development of Nepalese students by administering Piagetian-type tasks and comparing geographically and culturally different children. Boys and girls (N=256) of ages 8, 10, and 12 were administered tasks of conservation, classification and seriation, and causality. Implications for curriculum development in Nepal are made.…

Working from Philippe Aries'"Centuries of Childhood," the author argues that nineteenth century demands for the education of children may be reinterpreted as the creation of a means of keeping children in a state of dependence and so maintaining a defense for anxious adults. (Editor)

Time inputs to children are measured using data from a recent time-use survey. Time parents devote to their children, particularly in preschool years, is analyzed in an attempt to find out if there are social-class and education-of-wife differentials which affect the intergenerational transmission of income inequality. (CT/Author)

The rural elderly have been socialized to different values from their urban counterparts. A better understanding of the rural aging is needed by gerontological educators, researchers, and practitioners. Urban methods may not work. Rural programs must build on existing values and social structure. (Author/JAC)

Using aggregate, time series analyses, shows that between 1890 and 1970, immigration differentially affected private and public elementary/secondary school enrollment, depending on the characteristics of the immigrants themselves. (GC)

Reports a British study that explores relationship between social class and personality among 11-year-olds, using the Junior Eysenck Personality Inventory-Short Form. Social class was determined by the father's occupation, and alternatively, by neighborhood. No correlation was found between father's occupation and any of the four personality…

Explores the historical development of adoption and fostering attitudes and practice in Britain, noting the influence of socioeconomic class, of the stigma of illegitimacy, and of national economic prosperity in child welfare trends since the Middle Ages. (HTH)

Describes how a fifth-grade teacher intervened to bridge the language and cultural social divisions in her classroom. By experiencing a key math lesson entirely in Spanish, native English speakers quickly began to understand what it is like to not be able to understand. Teachers reported a profound effect of this experiment on the classroom. (ET)

Studied the role of sociometric status and gender on first-graders' conflict resolution outcomes and compared children's conflict behavior in both mother-child and peer contexts. Found that higher-status children had fewer and shorter disputes, were more likely to invoke skillful verbal resistance strategies, and had more positive affect outcomes…