Suggests the development of school science curricula on the basis of the societal philosophy which is derivable from culture core, or heritage, and present and future society's and individual's needs. (CC)

Presents a case study of student involvement in decision-making at Chicago's Metro High School and proposes a supportive role for research, evaluation, and feedback to strengthen alternative schools within a framework of shared analysis and decision-making. (Editor/GB)

The author argues that disjunction of culture from social structure is not peculiar to affluent capitalism but inherent in the modernization cycle. He suggests a theory of psychocultural modernization. (JB)

In his overall assessment of works on the black family the author concludes that imposition of ethnocentric values on the analysis of black family life preclude application of much of the current research to the development of a viable sociology of the black family. (Author)

The application of Western methods of development had impeded rather than encouraged progress in many countries. Cultural differences influence the success or failure of a program. (JB)

Poverty may resist elimination because society needs it for its own security and well being. (DM)

A student, herself a member of the movement, urges the organization of a cell of high school women. She discusses the need, as she sees it, and some of the practical points to be considered in establishing a cell. She calls upon other Movement members for suggestions to help such a cell become a reality. (CJ)

Discusses the concept in the context of the conceptually designed and sequentially organized social studies instructional materials developed at the University of Illinois Social Studies Curriculum Study Center in cooperation with USOE/DHEW. Copies of the final report, An Evaluation Report of the Sequential Social Science Courses for the Secondary…

Suggests ways in which school social worker can help youngster and his family adjust to the school and community, as well as ways in which the school can create a learning climate which takes into consideration the cultural differences of thechild. (CJ)

The hypothesis that, when occupationally based pressure for transformation of identity is greatest, there will be a weakening of kinship solidarity, was tested on a comparable sample of American and Japanese students. Findings supported the hypothesis for the American sample but not for the Japanese sample. (Author)