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The various specialty occupations dealing with the rehabilitation of the disabled, retarded, disfigured, emotionally disturbed and socially disadvantaged have for a number of years suffered a manpower shortage. Since rehabilitation clients are stigmatized as unpleasantly different, and dealing with them is therefore considered "dirty work," it has been difficult to recruit rehabilitation workers as agents of social control. Data from a sample of rehabilitation counselors show that even some of these workers agree that clients are physically unpleasant and persons who have a disability are over-represented in this occupational group. Data from a sample of college students reveal variations in possible acceptance of rehabilitation clients on the basis of sex, race and occupational values with females, Blacks and those with people-oriented values the most accepting. Implications of the interactions of the staff and client stigma for manpower recruitment in the field are discussed. (Author)

A roster of all persons who perform rehabilitation counseling in the United States was compiled, and random samples of 40 each were selected from 25 sampling cells representing the total population of 4,559. Case records, job histories, early career aspirations, and education were examined in order to place the rehabilitation counselor in the second or first career group. Second careerists were considerably older on their entry into the profession than the first careerists. Their modal entry age was 35 to 39 while the modal age of the first careerists was 25 to 29 years of age. Significant differences in undergraduate grade averages were found. Over 60 percent of the second careerists had grades of B or better, while over half of the first careerists were admitted with grades of B- or below. Over half of the second careerists had majored in education or the humanities, and nearly 50 percent of the first careerists had college majors in sociology, psychology, or social work. No difference was found in the rehabilitation counselors' place of work. Equal percentages of the two groups worked for the three most frequent employers of rehabilitation counselors--the Veterans Administration, private agencies, and Federal and state offices of the Rehabilitation Services Administration. (BC)

Current sociological theory, in which students are viewed as comprising a "new class," is discussed. "Student consciousness," an analogue to "class consciousness" in the Marxist social change model, is viewed from the aspects of dress, life style, taste, its common fate of dependence on academia and the aggregation of members in and around the academic milieu. These are viewed as forming and validating a consciousness, on the part of students, of themselves as a class whose "mission" it is to reshape society. The specific question to which this study addresses itself is: do students see themselves as change agents and what effect do father's occupational level, student's occupational expectations and mobility expectations, as well as age, race and sex have on students having"class consciousness." Findings indicate that 1/3 of the respondents support the idea that students comprise a meaningful change agent. Social class background does not appear to be a significant factor, though age, race, and future occupational and mobility plans definitely discriminate supporters of the "student consciousness" idea from non-supporters. All findings are carefully presented, and some interpretation given. (TL)

Eight dimensions of occupational prestige are examined for their effect on the general prestige ratings accorded various occupations within the medical profession. Stepwise multiple regression analyzes the relative weight of these dimension among 410 persons. The findings suggested that public stereotypes exert a normative pressure on individual judgments. (Author)

Designed by the authors as an aid to parents of children with speech and language delay, the book includes information on how language and speech develop, discipline training for children with a speech delay, suggestions for an educational program, methods of stimulation and motivation, training the ear, and auditory and visual memory. Also discussed are the problems of the hearing impaired child and the parent as a teacher. A bibliography, appendixes of children's books, records, organizations, and directories, journals, and magazines are presented. (JM)

Findings indicate that an in-service educational program can help an agency achieve two ends: determine the types of persons to hire and plan future training. This analysis of a program for juvenile court personnel points out how this might be done. (Author)

A supervisor's and a teacher's views on the priorities of skill training for the handicapped. Basic concepts as guideposts for organizing shop programs as a part of a school system, and the role of the teacher are discussed. (SB)

In light of the spread of unionization to professional fields and rising client rejection of professional rights to unique expertise, the estimate may well be that professionalization is no longer the preferred route to job autonomy, high income, and social status for occupations with knowledge claims. (Author/MB)

Evaluates empirically the probable effect on family social class measurement of considering women's work roles and education, using data collected in several studies to estimate the extent to which families' class positions would be changed if the wife's job and schooling were taken into account. (Author/JM)

This reply to the ARCA Research Committee's criticisms first offers a brief review of the contents of Working Paper No. 7 as well as a history of the controversy surrounding the paper. (Author)

Two objectives of the paraprofessional model-to open pathways for upward mobility in service jobs and to use indigenous people as mediators between agency and clientele-seem to conflict with each other. This study investigates the extent to which this potential dilemma is reflected in the aspirations of paraprofessional trainees. (Author)