English language sociological research on higher education in Canada from 1970-1980 is reviewed. Functionalists have tended to concentrate upon the task of describing the perceived functions of the educational system in the society and have usually considered major educational change as occurring in response to the requirements of the polity and the economy. Conflict theorists tend to emphasize features of social life that involve conflict, coercion, and the struggle for scarce resources. Some evidence indicates that the university expansion has not been accompanied by more than a small increase in the participation rates of lower class student relative to the participation of students from the more privileged classes. Community college students in two-year terminal programs appear to be representative of all socioeconomic groups in the Canadian population, while undergraduate students and community college transfer students appear to be much more likely to be drawn from the upper socioeconomic strata. Findings concerning the relationship between social background, level of educational attainment, and occupational choice are analyzed. It is suggested that the sociological study of educational organizations, including universities and colleges, has hardly begun in Canada, and that even the postsecondary expansion of the 1960s stimulated no substantial flow of research on Canadian campus life or student attitudes. Another neglected research field is the academic profession, the Canadian professoriate. A bibliography is appended. (SW)