Administered three self-concept instruments to 374 students in grades 7, 9, and 11. By using total scores as well as subscale scores, indications were obtained of global self-concept as well as perceptions of various dimensions of self. Data indicated significant sex, race, grade level, and social class differences. (RC)

Working-class girls in the Norwegian educational system are viewed in relation to sex-specific and class-specific socialization. The relationship perpetuates the suppression of the working class and maintains class distinctions. The general differences between social classes are described, and the familism of working-class women is examined. (JN)

Economically, immigrant workers have been important to German production and labor. However, ambivalence in immigration policy has led to confusion and a new subproletariate. The German educational system has served to perpetuate class differences and has reinforced the marginal position of the guestworkers in the society. (JN)

The first part of this paper challenges the traditional dichotomy between formal and informal education. Part two discusses a variety of nonformal education programs in the United States. The concluding section highlights the biases in favor of more affluent youngsters and the national character of much nonformal education. (Author/SJL)

The author delineates four distinct sectors of higher education which have developed in contemporary France, and discusses how this system has managed to absorb social demand and deflect challenges to its historically stratified and elitist nature. (SJL)

Word lists were given to 176 Scottish children, ages 15, 11, 8, and 6. Analysis of variance on recall scores indicated that Jensen's findings of greater recall by middle class children may be only a transitory phenomenon, not evidence of permanent middle class superiority in Level II ability. (Editor/SJL)

Following a mathematics test, 134 sixth-graders from different social class/national origin groups, were asked to attribute causality for their success or failure. All groups tended to attribute success more to internal than external causes and more to stable than unstable causes. Attributions of failure varied between the groups. (Author/SJL)

Using the Flanders model, compares verbal interaction patterns in 16 New York City classrooms to determine if these patterns vary according to the social class and racial composition of the student populations. (BE)

Discusses the meaning of coping style and reviews research tasks which appear to be particularly sensitive measures of cross-cultural differences in active-passive coping style. (SS)

Reports on the findings of a comparative study of mental abilities of Mexican and American children. Discusses age, sex, social class, and urban-rural differences, as well as cultural differences. (SS)

Critically analyzes the different arguments presented in an article by James S. Frideres to support his assertion that provincial governments in Canada are consciously and systematically attempting to destroy the social and cultural framework of the Hutterite culture. (EB)

Discusses trends in German higher education over the last decade, focusing on the expansion and differentiation of postsecondary education, societal changes in the student population, and the relationship between education and social class in light of the "individualization thesis" of sociologist Ulrich Beck. (MDM)

Explores the emphasis on parental involvement in education from the perspectives of children and young people. Draws on data from a study about children's perceptions of home-school relations to develop a typology on the ways children and young people talk about parent involvement in their education. Includes references. (CMK)

Discusses the study findings about mostly white teacher candidates (n=35) at a Canadian university. States that the study is based on a Ph.D. dissertation on how teacher candidates negotiate social difference. Explores white racial identity and beliefs about causes of educational inequality in relation to teacher candidates' value systems. (CMK)

Discusses the social implication of the emergence of a stratified system of schooling. Presents the results of sociological surveys carried out over a five year period to evaluate the differences between general and special schools, focusing on upper-grade, secondary school students, administrators, teachers, and parents. Includes references. (CMK)