Traces some of the evidence that supports the full employment minority advancement thesis, and discusses some additional measures required to assist full employment in achieving racial equality. Most of the discussion focuses on black workers. (Author/AM)

Suggests that an atmosphere of full employment, of expansiveness, of opportunity, would be a favorable atmosphere for the achievement of many other issues that women consider essential such as day care and health care. (Author/AM)

Proposes a model of ethnic behavior that describes group behavior as constrained by the following aspects of social structure: demographic opportunity, economic opportunity, and cultural heritage. Tests the model by comparing the single ancestry rates of the following ethnic groups: Italian, Polish, Slovak, and Hungarian. (Author/BJV)

Asserts that Spearman's g is a real phenomenon with great impact on economic and social life. Discusses key areas of personnel selection, vocational counseling, education, labor market functioning, and equal employment opportunity. (Author/ABB)

Research into return migration of Blacks to four urban communities in North Carolina suggests that differences in motivation existed between older, female and younger, male return migrants. The former returned for personal social reasons mainly, the latter for economic reasons. (RDN)

Presents survey and observational and interview data from recently arrived Haitians regarding (1) individual background experiences; (2) arrival and early resettlement experiences; (3) educational level, knowledge of English and of the United States; (4) current employment status and occupation; (5) income and use of public assistance; (6)…

Presents results of a survey concerning the daily life of Turkish women working in West Germany, both those working for pay and those working within the family. Focuses on the interrelationship between women's roles outside and inside the family and the effects of paid work on women. (KH)

Outlines the conceptual framework of the Political Economy of Adult Education Project. From a materialist perspective, this analysis considers the ways a society is connected to the global means of production and the ways in which adult education provides differing opportunities for various social classes. (SK)

Examines the validity and implications of the success image of Asian Americans through a case study of recent Korean immigrants in Los Angeles. Asserts that Asian Americans are generally excluded from full participation in the broader society and that this exclusion cannot be interpreted as an expression of personal preference. (KH)

The future economic value of college-going is examined in a reply to the pessimistic view offered by Freeman and Hollomon in a 1975 article. It is shown that the issue will remain urgent for years to come, but that the social return on the college investment has not declined. (LBH)

Describes a comprehensive project aimed at providing multi-services directed at total family rehabilitation--the Arizona Job Colleges, a private non-profit corporation formed as a demonstration project in residential family rehabilitation of the rural poor in Casa Grande, Arizona. (Author)

An intensive logical and empirical critique of Herrnstein's suggestion that a state of equal social, economic, and educational opportunities in a society would inevitably produce a meritocracy based on hereditary potential for intelligence. (JM)

An equation in which median income for states is the dependent variable and years of school completed and other population characteristics appear as independent variables is presented. The need to invest in more schooling in relatively poor areas is evaluated in light of the empirical results. (Author)

The Ford Service School was a program established by the Ford Motor Company to train a small core of highly educated, well-connected men to set up the most important automotive empire in Latin America. This core group was crucial in setting up sales branches and assembly plants in foreign markets. (NQA)

Describes self-help programs initiated by Black women between 1895 and 1925 in Tuskegee, Alabama; Hampton, Virginia; Atlanta, Georgia; and Baltimore, Maryland. Poor housing, health concerns, racial discrimination, inadequate schools, and the lack of economic opportunities were some of the barriers challenged by these programs. (Author/GC)