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Although there is considerable empirical evidence that college-educated people have distinctive values and attitudes, existing research presents both positive and negative evidence that colleges serve as actual agents of moral socialization. To order these findings and generate research hypotheses, a typology of client-serving organizations is developed. This typology differentiates client-serving organizations which do and do not induct their clients into the organization. It further distinguishes among varieties of inducting organizations. By employing the typology it is possible to determine the extent to which these organizations can mobilize mechanisms of moral socialization and confront organizational problems lowering the effectiveness of these mechanisms. From this typological framework, a set of predictions about the differing moral impact of certain kinds of inducting organizations is derived, and their application to the study of colleges is discussed. [ABSTRACT FROM AUTHOR]

The article presents a study of gifted children in Cleveland, Ohio examining multiple superiority generally associated with individuals of high intelligence and its relation to socio-economic status. The gifted children selected for participation in the research project were drawn from communities defined as upper and lower status within the urban area. More lower status gifted children than upper status gifted children usually played outdoors. A factor contributing to the upper status emphasis on reading is the availability of books in the home. Differences in the kind of reading books chosen were noted in responses from the two groups. The evidence demonstrates that among children with unusual mental ability important differences do exist.

Presents the authors' response to an article related to self-perceptions of disadvantaged children that was published in the November 1969 issue of the "American Educational Research Journal." Discussion on the relationship between social class and self-esteem; Views on the role of social context in interpreting one's own success; Discussion on the difference between the academic achievement of disadvantaged and advantaged children; Information on reasons for the positive self-perceptions of disadvantaged children.

Presents the author's opinions on self-perceptions of disadvantaged children. Views on differences between good and poor school achievers from a lower-class, or disadvantaged, environment; Information on differences in self-perceptions of advantaged and dis-advantaged children; Views on ratings of poor school achievers; Discussion on measurements of self-perceptions.

This article focuses on the educational techniques and methodologies used in the stimulation and development of cognitive processes of disadvantaged students. Furthermore, the overall effect of such study is to bring the area of mental retardation much deeper into the educational and psychological mainstream. Moreover, there has been a growing interest in evaluating the effects of environmental conditions on mental functioning wherein the emphasis lies on the identification of the socially deprived and retarded and in terms of a more global evaluation of the effects on intellectual performance of disadvantageous environments. Additionally, studies were also made to examine the relationship of social conditions to the intellectual and language development of such students. It is also a major emphasis in educational programming for disadvantaged children to initiate programs before the gap between these children and their more advantaged peers widen beyond reach. Finally, such emphasis has led to the development of programs on the nursery school levels.

The article examines the educational implications of certain social-cultural phenomena on the culturally disadvantaged children in the U.S. The author assesses the socio-cultural forces that affect the situation of the culturally disadvantaged in urban settings. The social-cultural differences on the school affect the individual pupils, the pupil-pupil relationships, teacher-pupil relationships, and school-community relationships. The author offer several solutions in addressing such issues which includes: (1) the increase of coordinated efforts among schools, local government, and other concerned agencies; (2) the necessity of schools to carry out a self-study of the impact of school-by-school social-class differences on students and teachers; and (3) the need for direct teaching to aim at changing attitudes and self concepts for students and parents.