This monograph represents a collection of reports on research into various aspects of linguistic attitudes, particularly attitudes that teachers may hold toward children of different ethnic and social status groups. Two research projects are discussed, the Chicago research and the Texas research. The Chicago study was designed to answer two questions: (1) To what extent can teachers be grouped together in terms of the commonality of their attitudinal responses to children's speech? (2) To what extent can groups of teachers be contrasted and compared in terms of teacher characteristics, child characteristics, rating scale characteristics, and selected characteristics of the children's speech? One of the questions the Texas study investigated was how teachers' attitudes toward different dialects might be related to expectancy of pupils' classroom performance. The methodology, results and analyses of both projects are presented in detail. Prior research and other related projects are also summarized. (CFM)