ERIC Number: ED158424
Record Type: RIE
Publication Date: 1977
Reference Count: 0
Explorations in Social Inequality Stratification Dynamics in Social and Individual Development in Iceland. Studien und Berichte 38.
Bjornsson, Sigurjon; And Others
Having passed through a period of rapid and intense modernization and industrialization in the last two generations, Icelanders still retain the myth of social equality that more properly accompanied the earlier agrarian society. This study looked for evidence of the emergence of stratified social classes and for effects of this class structure in Iceland. Researchers examined the impact of social class on child-rearing patterns, cognitive functioning, educational achievement, and mental health. Utilizing data from 1100 Reykjavik children aged 5-15, the study found a stratified class structure that can be seen in cognative, socioeducational, and socialization terms. Particularly, three underprivileged groups emerged: females, children of lower classes, and children of entrepreneurial classes. All showed lower scores on IQ, grade point average, and mental health measures. Rather than being the only casualties of industrialization, these underprivileged groups are merely the most conspicuous examples of the overall cognitive and affective deprivation that result from rapid industrialization and social change. Although not intended to produce policy recommendations, the study suggests the need for political action focusing on three areas: underprivileged groups, socialization processes, and the inability of the school to deal with socially generated cognitive handicaps. (Author/JM)
Descriptors: Academic Achievement, Elementary Secondary Education, Foreign Countries, Human Development, Industrialization, Social Development, Social Stratification, Tables (Data)
Ernst-Klett-Verlag, Abt. Information u. Beratung, Expedition Postfach 1170, D-7054 Korb, West Germany (German DM 18,--)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Max-Planck-Institut fuer Bildungsforschung, Berlin (West Germany).
Note: Footnotes may be marginally legible due to small print