Regression surface analysis was used to examine sex group differences in relationships between family environments and academic achievement at different levels of intellectual ability for children from different Australian social groups. (Author/RH)

A study attempted to develop an instrument for assessing social integration of ethnic groups in the classroom. Sociometric questionnaires were used to ask second-grade students to choose classmates whose company they most preferred. Preliminary findings indicate that gender is a more divisive factor within the classroom than ethnicity. (JN)

This article uses an examination of the formal instruction of the Bumbudye association in Zaire to point out problems that exist in anthropological writings concerning primitive and modern schooling in nonindustrial, non-Europeanized nations. (Author/EB)

Norman Williams' moral development theory was tested with students, ages 7, l0, l2, and l5, in Durham, England. Tentative support resulted for his classification scheme and conclusion that moral development is cumulative in nature and that it occurs within four parallel modes: expedient, altruistic, intuitive, and heteronomous. (SJL)

In light of the 1975 universal secondary education decree, this paper examines aspirations and access to secondary and tertiary educational institutions among various social classes. It argues that the educational system promotes mobility between lower strata groups, but bars their access to the elite stratum through favoritism toward…

Holds that social violence can best be understood from a perspective of inequality and conflict. Argues against previous theory that views violence by the powerful as normative and violence by the powerless as deviant. Discusses parental violence and differential rates of male and female violence from this new perspective. (GC)

Differences between middle and lower class groups are considered as they relate to counseling with lower class clients. (Author/MC)

This paper examines the social context of female deviant behavior. It is held that the fact that women deviate less than men and in privatized and self-destructive forms is consistent with the ideology of the female nature and with women's social position. (MC)

The college education of upper-class youth facilitates the renewal of the upper class, since colleges give their students the personality, values, and personal contacts needed to manage the modern corporation. Higher education should equalize both cognitive and noncognitive gains for all social classes. (Author/JM)

Two studies examined whether differences in the lexical explicitness with which languages (English, Spanish, Portuguese, Turkish) express false belief and preschoolers' socioeconomic status (SES) influenced children's performance on standard false belief tasks. Found that lexical explicitness influenced responses on the "think" false…

Describes two segregation indices, the index used by Stephen Gorard and John Fitz when examining the segregation of students eligible for free meals in Wales and England, and a version of the index of isolation. Uses both methods to present social segregation data in English Welsh secondary schools (1994-1999). (CMK)

Examines the struggle between dominant and minority groups in terms of the use of language. Traces the development of literacy as a means of social control in the United States and England. Argues that linking literacy with standard language creates an effective form of ideological hegemony. (FMW)

Explores relationship between fear of crime and residential location. Studies sample of more than 3,000 North Carolina residents. Results indicate that rural residents have significantly lower fear of crime than urban counterparts when known correlates are controlled. Discusses implications for future research. (Author/TES)

Defines literacy as the control of secondary uses of language. Differentiates between the natural process of language acquisition and the formal process of language learning. Discusses the social conflict involved for the minority group student in the formal classroom setting. (FMW)

Examines how, in the 1920s, policymakers and teachers in Buffalo (New York) designed and implemented a stratified curriculum as an outgrowth of the school district's character training program. They emphasized academics in higher- and middle-socioeconomic status elementary schools and character training in lower-status schools. (Author/BJV)