This paper is based on a dissertation submitted to the faculty of the Committee on Human Development at the University of Chicago in partial fulfillment of the requirements for the Ph.D. degree. (DR)

This study is based on data gathered from previous studies concerning the transition period between school and work for adolescents. A group of working class youth is followed from school to their first jobs. (JN)

Discusses ways in which the Brown decision challenged the liberal concept of judicial restraint and the idea that law simply reflects social forces. Considers the constitutional role of the Supreme Court, particularly in addressing social and economic inequalities among races and classes rather than among individuals. (GC)

Children and adolescents from four social classes were asked to describe rich and poor people and to indicate how the rich and the poor are different from and similar to each other. Responses were classified into three categories of person description: peripheral (possessions, appearances, and behavior), central (traits and thoughts), and…

To shed light on the prevalance of families choosing one residential area over another on the basis of the quality of schools in each area, the article explores whether a geography of intelligence exists in a small Kentucky town of approximately 20,000 people. Findings indicated significant spatial associations among IQ, achievement, and…

A comparison of elderly members of two ethnic groups using the Computer-Derived Mental Health Rating showed that Mexican Americans exhibited more psychological distress than Anglos. Controlling for socioeconomic status and/or sex indicated no observable differences by ethnicity. These findings are contrary to those of previous studies. (Author/MK)

Six hundred boys divided by age (6-8), race (black and white) and social class (middle and lower) were given tests for memory, intelligence, learning, and transfer. Findings indicated social class differences on learning and intelligence tests, with racial differences on intelligence, digit span, and paired-associate learning. (Author/MV)

Inequalities in schooling may be seen in relation to two types of educational outcomes: quality and quantity (or achievement and attainment). The qualitative dimension, a major concern of Coleman, Campbell, Hobson, McPartland, Mood, Weinfeld, and York are considered first, followed by the Blau-Duncan and Wisconsin studies of years of schooling…

Examines longitudinal data on Mexican-Americans and Negroes to determine if, over a period of 11 years, they have become more like their Anglo hosts in terms of occupation, income, and level of living. Finds little significant change in the relative position of Mexican-Americans and Negroes and suggests that the community is organized to…

Compares tabloid and traditional broadcast news magazine coverage of crime and the content of their crime narratives. Finds that tabloid shows are more likely than traditional shows to feature crime stories. Tabloid shows are more likely to feature criminals of the middle and upper classes, while traditional shows are more likely to feature…

Examined children's conceptions of the causes of wealth and poverty. As their ages increase, children explain wealth and poverty by referring to individual differences in work, effort, and intelligence rather than social, structural, or political factors. (PCB)

Examines the perceptions of Israeli college students toward the modal intelligence of and social distances among the following groups: (1) European Jews; (2) Eastern Jews; (3) Christian Arabs; (4) Moslem Arabs; and (5) Druze. Concludes that perceptions are molded by and function like cultural group stereotypes. (FMW)

Proposes that literacy must be judged against social background. Analyzes the racial and social differences in the interpretations of a story by a working-class Black student, a working-class White student, and an upper-class White student. (FMW)

Identifies and explains the nature of syntactic and pragmatic codes on prime-time television which distinguish characters on the basis of gender and social class. Finds that middle-class television characters employed a syntactic code by using linguistic elaboration and structural complexity. (SR)

Discuses briefly how, by understanding the social distances that define and separate students' self-selected peer crowds in secondary schools, school staff can help students with peer pressures, develop their own identities, and succeed academically. (SR)