Describes dilemmas for United States universities and for political and professional leaders in the Third World that result from an ambivalence in the relationship between the universities and Third World countries. Argues that as more foreign students enroll in United States universities, the dilemmas will become more acute. (SB)

Five individual-level independent variables--life stage (age), social status, health, informal social support, and stress--were measured to assess the dependent variable, use of social services. Only the existence of informal social support proved significant, indicating a need for informal networks and educational programs, as well as for…

This study investigated similarities and differences in Egyptian Arabic and American English refusals, using a modified discourse completion test (DCT) consisting of three requests, three invitations, three offers, and three suggestions. Each situation included one refusal to a person of higher status, one to a person of equal status, and one to a…

Among Swedish youth, (1) higher social status was associated with more conservative political party preferences and greater capitalist orientation, punitiveness, support of social inequality, and racism; (2) economic inequality and social conservatism emerged as discriminators of social class categories; and (3) Lipset's theory that working class…

Publications on women's education in relatively non-industrialized countries are listed in 14 categories: overview, history and status of education, access, process, achievement, higher education, aspirations of female students, nonformal education, work force, professions, social status, and the family. Reports from three international meetings…

Analysis of self-report data from middle class adolescents shows that both peer relationships and elements of adult-child conflict affect the probability of vandalism. The strongest factors are peer-related, possibly because vandalism may be seen as a way of establishing positions within peer hierarchies. (Author/MC)

Holds that so long as schooling reflects the racial, cultural, and class biases of society, desegregation as provided for by the Brown decision will not lead to social or educational equality for Blacks. Also criticizes social science theories which argue that racial separation, per se, psychologically damages Blacks. (GC)

Discusses early experiences of school governing bodies in South Africa. Examines governing bodies' powers to set fees, resulting impact on resources for different types of schools, and implications for equity and equality. Explores governing bodies' admission policies and how this led to school populations differentiated by class and race. (CAJ)

Discusses poverty and its implications for education in Latin America. Focuses on gender as a social construct that differentiates the impact of poverty. Analyzes interaction of gender, class, and public policy. Examines aspects of national and global policy processes and educational disparities in society related to the education of girls. (CAJ)

Describes field and experimental research that sought means to promote respect for lower status outgroups. Explores alternative approaches to improving justice. Reviews recent empirical work focused on the following topics: (1) reducing negative stereotypes; (2) diminishing justifications for bias; and (3) increasing intergroup attraction. (JS)

Contends that during the colonial period, approximately half of the white immigrants to America were indentured servants. Presents a high school lesson plan on indentured servitude using William Buckland, an indentured servant at George Mason's Gunston Hall Plantation, as a case study. (CFR)

Asserts that culture was and is a major focus of much sociological research and writing and that music is often a subject of such research. Proposes using music as a teaching tool in a course about issues of race, class, and gender. Describes the use of musical lyrics in the course, and reports on student attitudes toward the course. (CFR)

Unpopular students in grades 5-11 were compared with average and popular students among 319 high ability students. Unpopular students were distinguished by lower social self-concept, lower academic self-esteem, and less prestigious paternal occupations. Unpopular students were not found to be academically less capable, less mature, or more…

Analyzes religious, environmental, and imperialistic rationalizations for racism throughout history. Examines how racist doctrines, stereotypes, and racial prejudice were instilled in the British education system through school textbooks and children's literature. Suggests this process of socialization created implicit, deeply rooted prejudices…