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A needs assessment survey was conducted in the Meadowfair neighborhood of the southern part of Eastside San Jose (California) during January and February 1975. Its purpose was to poll community feelings and experiences in regard to careers--whether people understood that word to mean present employment, a future goal, or any purposeful life activity. Interviewers went door-to-door to approximately every tenth house within the census tract, talking in English and/or Spanish with one adult in each household, asking them what kind of help they needed with their careers. A card sort method was used to solicit career needs statements and was organized into four groups: Need to learn something, personal support needs, community or agency assistance needs, and directly employment-related needs. Open-ended as well as pre-categorized questions were used. Percentage data, based on the total sample of 184, was developed for the various categories and questions used in the survey. Written responses of the interviewees were analyzed. Chapter headings in this process and product summary report are Careers and Jobs, Needs and Priorities, People/Demographics, and Background Methodology. The appendix includes the introductory letter carried by interviewers, card sort content, and the final interview instrument. (TA)

To fulfill the requirements of the hierarchically stratified workplace, schools socialize students in terms of the socioeconomic status of their parents. Forty-five students in two first grade public schools--one in an upper-middle class neighborhood, the other in a lower-middle class neighborhood--were observed. Both classrooms and teachers were representative of their schools and typical of the social class background. Researchers recorded classroom behavior which focused on discipline and values taught (including internal and external control schemes), role of the student in the classroom, and presentation of cognitive materials. Results focus on the internal (self-directed) and external (authority-directed) source of responsibility, since these control schemes also reflect stratification in the workplace. Although children at both schools were socialized to external behavioral standards, only students in the upper-middle class school were personally responsible for maintaining the quality of their academic work. The internalized sense of responsibility parallels the internal controls demanded of their professional parents on the job. Lower-middle class students were taught to rely heavily on external controls provided by the teacher to perform academic tasks. (KC)