Through written responses to a questionnaire, adolescents' perceptions of discussions with parents and friends were examined with reference to academic/vocational, social/ethical, family, and peer domains. Findings are discussed in terms of differences in procedures of social construction between parents' and friends' socializing influences.…

The extent to which informal contact socializes students by influencing their educational aspiration level in a commuter setting was investigated using a longitudinal data collection with the student as unit of analysis. Significant interactions between informal faculty-student contact and race were found. (Author/MLW)

The previous articles in this journal on social skills are examined for their implications for training and practice of school psychology. The author concludes that recent developments from studies of social competence and social skills provide increased opportunities for school psychologists to make progress in general areas. (Author/EGS)

The process of self-disclosure among adolescents and parents may change as a result of adolescent development, specifically, changes in cognitive and physical development and self-concept. Implications of changes in self-disclosure are discussed in relation to parent-adolescent interaction. (Author/EGS)

Presents research evidence that exposure to desegregated schools leads to desegregation in other areas of adult life. Includes a table summarizing results from studies on effects of desegregation. (MD)

A cross-cultural sample of 311 teachers reported that students, through class discussions and assigned textbook readings, are being exposed to information about occupations and the communicator styles of organizational/occupational roles. (PD)

Compares and demonstrates a correspondence between L. Kohlberg's stages of moral development and M. Douglas's grid/group theory. Reinterprets Kohlberg's findings and discusses limitations of both theories. (BJD)

The debate about the purposes of education is worthless because the power of education is vastly exaggerated, because it is assumed that improvement can come from within the system, and because the debators are unaware of the real purpose of education: socialization. What happens in the classroom is largely irrelevant. (MSE)

Discusses the social education derived from a group living community service program. Outlines the format and philosophy of the program, discusses the house meeting process, highlights the stages of intensifying tension and release, and defines the role of staff in assuring the group progression. (Author/LLL)

Television viewing has negative effects and positive potential for young children. It is evident that children need to be educated in television viewing in order to understand the differences between fantasy and reality, and sponsor motives. (DF)

A Marxian analysis of the form and content of children's Revolutionary War fiction shows how characteristics of these materials are related to the socioeconomic and historical milieu from which they come. Structural similarities between these novels and Western films reveal historically rooted bourgeois attitudes, social values, and ideologies.…

Argues that politics of research must be considered in study design and interpretation of results. Efficacy studies leave larger ethical and philosophical questions unaddressed, such as who decides what constitutes appropriate objectives for whom, and why. Concerns are raised about social consequences of labeling. (TE)

This paper is based on the premise that one major reason for adolescent pupil dissatisfaction in our schools is the neglect of moral and social education as an essential ingredient of all genuine education. A model is presented to demonstrate the importance of three aspects of the learning situation. (Editor/RK)

Human social and cognitive development is largely an outcome of the child rearing practices of the cultural subgroups which make up modern society. While the social classes are the most pervasive and powerful in their influence, ethnic subgroups are also effective. (MS)

Individuals, to realize democracy, must try to establish their own dominion and supremacy by rejecting the rule of the mechanical and the impersonal in today's technological society. (MB)