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The norms of behavior and the expectations of a child's primary groupings were examined to determine if they were consistent with those of the larger, more impersonal society. If the norms and expectations were consistent, then primary socialization was likely to be important in shaping the child's sense of nationality. Thus, the school could be viewed as an extension of the family in achieving that objective, or it could be commissioned by society to resocialize him. This filter-effect theory of schooling was examined by means of a survey conducted in St. Lucia, a small island country of about 100,000 inhabitants in the West Indies. Data was collected from 1,448 pupils whose ages ranged from 13-14. The survey focused on 3 main questions: (1) What national type best represented the way of life the pupil would most like to follow? (2) What language would the pupil most like to speak well? (3) Which nationality did the pupil value most? The findings indicated that rural pupils exhibited a greater preference for St. Lucian life ways, languages, and nationality in comparison to their more urban peers; and these relationships generally endured across paternal, occupational, and educational levels. [Not available in hard copy due to marginal legibility of original document] (HBC)

The training of all people on a correctional institution staff is discussed. The point is made that there are special problems about penal institutions in trying to effect behavior change in that people are living there against their will. This circumstance produces a basis for a subculture. It has been found that the criminal subculture is the most important dynamic in the correctional institution, as far as the operation of the institution and the training programs within it are concerned. This subculture contains: (1) the "adapters," or those people who come into an institution with very little prior experience of living in jails, (2) college kids who are caught for using "pot," another type of "adapters," (3) the "solid," the man who teaches the new people the ways of the subculture. It is stated that the most crucial consideration in the operation of an institution is that the warden's office or the administrator's office must be the center of operation. For purposes of this discussion, an "authority figure" is defined as anyone who works in an institution, excluding the inmates. Of special concern is the correctional officer, whose potential as a behavior change agent is an almost untapped resource. In order to change an inmate's behavior, a correctional officer must: (1) Have some contact with him; (2) Build up his trust; and (3) Help him out in a tough situation. (CK)

This study focuses upon the rock concert as a ceremonial or epideictic rhetoric. A major function of rhetoric, Kenneth Burke suggests, is to achieve a symbolic transcendence of the sense of division among men. Rock music, the author contends, fulfills this Burkean definition and serves the dual function of identification and unification for the youth subculture. The rock concert is described as a kind of modern ritual. Associated with rock are prescribed standards of dress, behavior, and performance. A life-style, generally challenging the "official" morality, is established. Messages about human relationships and societal norms are conveyed by the song lyrics of the music and by the progression of the concert itself. These messages are not didactically communicated to the listener, but are open to individual adaptation and interpretation. Thus the music becomes a ritual of self-confirmation. Through the process of sharing the music, youth culture unification is established. (Author/LG)

A study was conducted to determine if eight distinct subcultures of college students reflect differences concerning psychological anomie (alienation) and existential frustration. In addition, the purpose of this study was to explore the interaction among eight college student subcultures and sex and race for psychological anomie and existential frustration. The eight subcultures of college students consisted of eight student types distinguishable in terms of their dominent value commitment. The subject sample consisted of 1306 students drawn from 89 colleges and universities. The eight subcultures were grouped as follows: (1) vocationalists, (2) professionalists, (3) collegiates, (4) ritualists, (5) academics, (6) intellectuals, (7) left activists, and (8) hippies. The results indicated that each of the subcultures studied exhibited some form of psychological anomie. It was suggested that belonging to a vocational or academic subculture might, in itself, reflect purposeful alienation from the institution. A number of implications, emphasizing the difficulty in dealing with alienation, are presented. (Author/BW)

Race and subject-matter influences on performance on the National Teacher Examinations (NTE) were assessed in a study of the effects of changes in content of so-called general education items designed to reflect contributions of black and "modern" subcultures. The test used in the study was a 65-item subtest of the NTE designed to measure candidates' knowledge of subject-matter content in the areas of social studies, literature, and fine arts, sometimes called the general education subtest. Original and replication studies were made and showed consistently the impact on relative performances of black and white candidates that relate to decisions about relative numbers of black, modern, and traditional items included in the NTE. The results leave little doubt that black candidates tend to possess a different set of knowledge than white candidates, and that these differences have little to do with conventional subject-matter areas. (LH)

The historical relationship between members of different racial and ethnic groups and the dominant culture in the United States is characterized by dominant/submissive postures. Communication between such groups in a contemporary setting tends to be riddled by the tensions and hostilities inherent in such an historical relationship. Linguistic barriers to interracial communication are produced by the development and use of contracultural language codes within our society, designed to ensure culture-group survival. Contracultural language codes or argots serve as a means for both expression of hostile reactions and preservation of group integrity. The historical plight of the Jews of Spain during the Inquisition; the code of the Pachuco, an argot of youth drawing from Mexican and American slang; black argot; and Japanese-American Nisei argot are discussed in this paper, in relation to the respective language codes' capacities to serve as a cultural storehouse for expression of hostility toward the dominant culture and maintenance of the identity and group solidarity of these "out groups." (Author/LG)

A hierarchical system concerned with stratum at a given point in time was described in this study. Hypotheses were formulated concerning organizational or associational participation, religious preference, family decision-making, educational aspirations for children, and the assimilation of Negroes and Whites in the community. Survey data were collected from 116 respondents from a rural community in northeastern Louisiana. The conclusions indicated more differences in cultural traits between strata within the Negro and White groups than between corresponding strata of the 2 racial groups. White high school and elementary strata were found to differ on the basis of organizational and associational participation while the 2 Negro strata differed on both family decision-making and parental aspirations for children. It was further indicated that cultural pluralism or a difference in cultural traits does not exist when interracial stratum is held constant, although a small amount of social pluralism or institutional skin color distinction does. Further research was needed to validate the change in the relationship of the Negro subculture to the larger White culture. (HBC)

The Ukranian Studies Schools (Ridna Shkola) during the period 1950-70 are the central focus of this study which discusses issues related to ethnicity, support of non-public education, and minority, core-culture relationships within the community. The study documents the history of Ridna Shkola in the United States from their inception, charting changes, exploring and verifying causation, and analyzing: (1) the relationship of Ridna Shkola and the Ukranian community, (2) the future of these schools, and (3) their specific and theoretical relevance to American education. The underlying consideration of the study (the ethnic factor) is examined in terms of the ethnic community as it is related to American society. (RL)

Teaching of English is involved in the transmission of culture in two ways: (1) it is part of the complex process through which culture is transmitted; and (2) it can be a vehicle for the transmission of culture. The English teacher is faced with a combination of the two tasks of enculturation and acculturation. The effective teacher must clearly understand what she is doing in terms of the cultural milieu of the educational system and the cultural composition of the class, and the concept of culture should be made an explicit part of the English curriculum. The format of literature courses can be designed so as to provide readings that illustrate the variety and the uniformities in American culture (DB)

In this monograph, student protests and disturbances are viewed within a broad and well-informed framework, which includes: (1) the growing importance of youth and college students in American society; (2) the changing social position of youth and the rise of a generalized youth subculture; and (3) perspectives on cooperative subcultures, deviant subcultures, and rebellious subcultures. The author examines comparative theories of student protest movements from other cultures, as well as discussing the varied theories which have attempted to explain the American student protest movement. Also included is a fairly comprehensive overview of the historical development of the student movement in our country. In a final section, the author discusses "what is to be done?" and points to the complexity of developing social and educational policy. Several approaches are presented as possibilities for working with student protest and their possible impact is explored. (TL)

"Integration" is a highly emotive term in New Zealand primarily because it is associated with a government policy that is clearly anything but "true" integration. The big problem seems to be the rather slipshod way the concept is employed. Sometimes one is speaking of cultural integration, again of socioeconomic integration, more likely biological or racial assimilation. These separate dimensions are, then, not considered. One process (e.g. miscegenation) does not, ipso facto, lead to another (e.g. deculturation). Without qualification, the term "integration" is meaningless in explaining anything about culture contact and the complex processes of change and adaptation. Maoris in New Zealand show some tendency toward achieving a kind of cultural integration at the national level; and New Zealand is remarkably successful in giving the Maori room for such cultural expression. However, at the micro-cultural (subcultural) level, Maoris seem to prefer a kind of democratic pluralism. Integration at this level is seen as a threat to their cultural integrity and hence, an undermining of their ethnic identification. [This document is reproduced from the best copy available; parts may not be clearly legible in both hard copy and microfiche.] (Author/JM)

Although the great heterogeneity of Afro-American culture makes the identification of unique culture traits extremely difficult, two cultural extremes may be discerned; most people fall somewhere between. Mainstream culture is best exemplified in the life style of middle class white America. Many Negroes strive to copy this life style in their behavior as much as their economic situations allow and apparently most blacks verbalize such aspirations regardless of how they live. At the other extreme are the members of the folk culture; their life styles, whether they live in the city or the country, are essentially unchanged from those of the black tenant farmer or sharecropper of 50 years age. While women tend to resemble the mainstream more in their behavior patterns, men tend to preserve the folk culture. The differences between the black and white children's perceptions of school can be explained in part in terms of cultural factors. The trickster mentality and the attitude of contest, as well as language and speech style may have at least as much influence as socioeconomic variables, self concept, and teacher bias. Such traits serve as cultural markers, points of identification by which one can know oneself to be a member of one's own group. [This document has been reproduced from the best available copy.] (Author/JM)

Two common perspectives regarding lower-class behavior are examined. The authors find little empirical support either for the "culture of poverty" position, with its singular emphasis on retained and transmitted cultural modes, or for the "blocked opportunity" or "situational" hypothesis. Recent evidence is adduced which shows a 3rd perspective, adaptive drift, to be the most adequate conceptualization. In this perspective, the poor are able to drift between lower-class and mainstream cultural ways because they are marginal to society, and are treated as less than full members of it. The policy implications of all 3 positions are extrapolated. The adaptive drift model is viewed as most clearly related to policies aimed at reducing inequalities by guaranteeing basic rights to the market, to governmental services, and to the control of institutions. (TL)

This study sought to probe the contention that curricular specialization in higher education produces a polarization between the scientific and humanistic cultures. Two randomly selected panels of men enrolled at 25 universities were identified from student directories, and followed by mail surveys during three successive summers. Results were analyzed for 1,858 men who responded to all three surveys. Panels were selected so that during the longitudinal study Panel A members received increasing exposures to chosen major fields of study, while Panel B members received steady (or diminishing) exposures to such major fields. In a quasi-experimental design, changes in student attitudes and in perceived characteristics of peers and teachers were related to temporal variations in the degree of exposure to major fields of study. Predictions concerning differential accentuation of initial major field differences were generally unconfirmed for the attitudes measures, thus failing to replicate the results previously reported by Feldman and Newcomb. Implications for interpreting the impacts of major fields of study upon attitudes and values are discussed. A 31-item bibliography and appendices of research material are included. (Author)

The study investigated the relationship of selected situational attitudes toward food to the subcultural variables of religious locality, race, and age of homemakers in 2 Louisiana communities. A systematic random sample of 362 homemakers from an Anglo-Saxon Protestant community and a French Catholic community was used. Communities were selected for being representative of a distinct subculture; a trade center for a surrounding farming area; and with a population between 4,000 and 8,000. Seventy-one statements related to attitudes about food, its selection, preparation, and service were developed to theoretically fall into the following indexes: propensity to change, convenience, frugality, concern for health, concern for social status, and sociability aspects. Religious locality, race, locality by race, age, age by race, education, and family income were used as independent variables. Some of the findings were: (1) homemakers in the Protestant community scored higher on the quality of product and concern for social status indexes; (2) women under 45 scored higher on the convenience index; and (3) increasing educational levels were positively associated with the concern for health, quality of product, and sociability indexes. (NQ)

Title III projects dealing with cultural diversity in the classroom are described in this issue of the Title III Quarterly. Major articles are devoted to the following projects: Two Arts Culture Three Project, developing the crafts and music of mountain whites, blacks, and Cherokees; the Rota Bilingual Project, the Marianas District, emphasizing the Chamorro language and culture; the Afro-American Curriculum Office and Resource Center, Toledo, Ohio, exposing everyone to Afro-American culture; the Indian Community Guidance Project, Alliance, Nebraska, helping to keep Indian students in high school; the Open-Space Bilingual/Bicultural Approach to Elementary Education, Bristol, Pa., stressing a belief in cultural pluralism; the Open Concept School for Indian Education, Sault St. Marie, Michigan, giving Indian children more responsibility and individual attention; and the Racial Ethnic Action Project, Freeport, N. Y., recognizing the importance of ethnicity as a positive factor common to all people. Short notes are provided on eight other projects. A list of all the cultural diversity projects by state concludes the document. (JH)

The three sociological studies included in this report provide a description and analysis of family and kinship, and neighborhood and community variables that affect lower class children's readiness and competence to enter into formal education. Study topics are: (1) Kinship and Socioeconomic Status, which examines home to school transition and the clash of public and private cultures; (2) An Ethnography of a White Workingclass Community, a description of life in a white, lower class, semi-rural community; and (3) Problems of Competence Development Among Ghetto Residents of a Middle-sized City which defines "competence" as a social dimension and therefore considers that input from family, neighborhood, and community severely limits the part that formal schooling can play in the development of competence. Appendixes contain data collection forms and tables used in the kinship study. (MS)

Recently several attempts at assessing college environments has led to proposals for understanding the development of college students and to preliminary strategies for understanding the kinds of influences that different types of college environments have on such development. This study attempts to determine if relationships exist between student personality types and the students' preferred college subcultures. It was hypothesized that no such relationships exist. The College Student Questionnaire (CSQ) parts One and Two, the Clark-Trow Typology, and Holland's Personality Types were utilized. Subjects were 993 college sophomores. Results are presented in terms of college subculture preferences, and personality type classifications, and show that relationships exist between student characteristics and types of environment in college. It is therefore possible for students to consider their personal orientations and a college dominant subculture in determining their college choice. The colleges can also consider the personalities of students when planning programs to change characteristics of its environment. The use of the Clark-Trow typology helps to identify the relative predominance of its subcultures found on a campus at any one time. (Author/KJ)

Comparative motivational studies of middle class and lower class children show that different economic and ethnic groups vary in their reward-punishment systems. Teachers should have a systematic theory of the working of reward and punishment in learning. Their theory should include the concept of a hierarchy of reward levels, and they should understand what levels of reward are working in their class. Teachers should help a student develop his ego, or internal control, as a controller and rewarder of his behavior. Order and consistency in the class room situation and individualized instruction help strengthen ego control. Students need to learn to predict their own learning in relation to their effort to learn. A successful program should let students know what their responsibilities are, participate in making decisions about their work and give them accurate information on their progress. This theory as applicable to disadvantaged students is discussed in the report. [Not available in hard copy due to marginal legibility of original document.] (KG)

The author lists steps for constructing a research study guaranteeing "statistically significant results when comparing two populations which differ linguistically." Many of these steps are direct quotations from typical research reports--choose a control group as much like yourself as possible; assume your own dialect is standard; encode all directions, questions, and answers in your own dialect; judge responses as correct only if they are properly stated in your dialect; use experiences drawn from the control (your own) group; follow a rule of thumb: if something is important to you, it is important; judge all data as deviation from the control group: you are the norm, all else is deficiency. This facetious model for research is based on a "total fiction: that language can be judged on a single norm and that language difference and language deficiency are synonymous." Every child achieves a basic mastery of his dialect well before beginning school and can express anything important to him to the people in his speech community. He speaks his dialect grammatically: if he didn't, he couldn't be understood since grammar is the system of language and all language is systematic. Because "all people are ethno-centric," we build our stereotypes out of differences between ourselves and others. We need objective humility for effective research, not "elitist" views. (MM)

The fourth in a series of teacher education units on the disadvantaged pupil discusses Mexican Americans, Puerto Ricans, Appalachians and Southern white migrants, and American Indians. It is noted that the Negroes and whites are members of a subculture of the dominant culture, whereas the Spanish background and Indian pupils are products of different cultures and are faced with the added problem of straddling both cultures. The two Spanish background ethnic minorities share a number of characteristics but teachers should also be aware of the differences. The Puerto Ricans, for example, are urban and not so strongly tied to their cultural roots as the Mexican Americans. The Indians, Puerto Ricans, and Mexican Americans are also educationally handicapped by their foreign language background. The whites are more indifferent to schooling and present greater discipline problems. Assimilation and acculturation are probably hardest for the Indian students whose cultural background is the most different from that of traditional education. A summary, discussion questions, and a bibliography are included. For other units in this series see UD 005 367, UD 005 366, UD 006 842, UD 007 191, UD 006 841, and UD 005 472. (NH)

Southern Appalachians who had migrated to East Dayton, Ohio, neighborhoods were studied to determine group characteristics, the degree of urban adjustment, and problem areas in social behavior and culture conflict. Interviews were conducted with 5 community leaders, 5 area students who attended a workshop on urban adjustment of migrants, and 5 migrant families living in a highly concentrated Appalachian migrant section of East Dayton. It was found that a major problem in urban adjustment for the Southern Appalachian has been the underdevelopment of social institutions. Conclusions were: (1) few formal indigenous groups of Appalachian migrants exist; (2) there is a need to encourage leaders to develop social institutions; (3) programs and services should be encouraged that are practical and that are related to immediate needs of the people; and (4) cultural contributions of the Appalachian should be a part of social institutional development. Interview schedules, tract maps, social profiles, and a bibliography are appended. [Not available in hard copy due to marginal legibility of the original document.] (JH)

One of the differences in child development caused by the mother-dominant, father-absent structure of disadvantaged Negro families might be the differential development of resistance to temptation in male and female children. It would be expected that girls would be more resistant than boys, that girls would show no difference whether their father was at home or not, and that father-present boys would be more resistant than father-absent boys. To test these hypotheses, 96 disadvantaged Negro 5-year-olds (evenly divided for sex, father presence, and sex of the experimenter) were taken individually to a room and left alone to play a bean bag game after an experimenter had explained the rules to them and how they could win a prize. Resistance to temptation, in terms of not cheating, was recorded by a hidden observer. The results failed to support the hypotheses. In one of the few significant findings, father-present children resisted temptation more with an opposite sex rule-giver. Also, there appeared to be a trend for father-absent children to resist temptation more with male rule-givers. This effect is explainable by the concept of deprivation of adult male social rewards. (MH)

The Summer Institute of Linguistics runs several bilingual schools in the Andean and Amazonian regions of Peru. These are the only public bilingual schools in the country serving the Indian population, a majority of whom do not speak Spanish as their first language. Although public education is now available to some 80 percent of all children, the school completion rates in rural, monolingual-Spanish schools are less than ten percent. In the Summer Institute of Linguistics schools, the teacher is always bilingual and of the same tribe or region. Typically, the student first learns to read in his native language while studying Spanish orally. After learning to read Spanish as well, the student transfers to the second grade of a monolingual-Spanish school. Evaluation of the efficiency of bilingual schools depends on the criteria used (religious, political, social) and the evaluators (missionaries, government officials, teachers). Objective evaluation is also hampered by the lack of local or national statistics. Preliminary findings based on the achievement of children from bilingual schools transferring to monolingual schools indicates that they have a higher rate of achievement. The author concludes that foreign language learning and second language learning may be much more dissimilar psychological experiences than we have previously supposed them to be. Further interdisciplinary research and cooperation is essential. (JD)

This paper discusses the processes that determine the characteristics of professional sub-cultures. It was postulated that mechanisms of attraction, formal and informal selection, promotion and reinforcement of desired characteristics serve to shape the personality which characterizes the members of a profession and can be expected to result in a common set of values, attitudes and skills. It was also postulated that these mechanisms could be investigated through use of self descriptions which identify the common beliefs, typical behaviors, preferences, and values of members of the profession. The Job Analysis and Interest Measurement (JAIM) was administered to beginning students at schools preparing candidates for five professions: social work, law, public administration, business administration, and army officer. The JAIM was again administered at the end of training to social work students and army officer candidates. Results supported the major hypotheses. Highly significant differences were found (1) among student groups preparing for different professions, (2) among students expressing preferences for different sub-specialties, (3) between students who dropped out of training and those who stayed, and (4) between scores for students obtained at the beginning and at the end of training. (AF)

The study investigated the life career of a sample of native Puerto Rican narcotic addicts who were treated at the Lexington, Kentucky Public Health Service Hospital. Specifically, it deals with the relationship between the addicts' involvement in a drug subculture and their subsequent drug use and abstinence. The hypothesis presented states that the higher the degree of involvement in the drug subculture, the less likely abstinence will follow a period of treatment. The sample consisted of 235 Puerto Rican residents whose post-release information was studied. An interview was conducted to obtain information of each subject's criminality, occupation, hospitalization and drug history. The report contains an index which measures the degree of involvement in a drug subculture. The study also indicated whether or not the patients were cured following a period of treatment. Included are five tables which reflect the findings: (1) the number of years spent taking drugs since onset; (2) the number of years of drug use for the cured group; (3) number of cures categorized by involvement; (4) the social position of the cured categorized by involvement; and (5) the number of cures categorized by involvement using the age of onset of opiate use as a control. (Author/MC)

Two versions (one 'live,' the other by videotape-seminar) of a continuing public health education course on mind affecting drugs were designed and offered in six cities to evaluate the relative effects of the program on knowledge and attitudes of the participants. The 'live' version had been offered four times prior to the study. During the study the course was offered twice more, once 'live' and once by videotape-seminar. In all, 217 adult professionals and semiprofessionals enrolled. Course referenced information and attitude measuring instruments were developed. A before and after tool was designed and used to compare the two groups of current participants enrolled in the two alternative versions. Other participants and sponsors were surveyed by questionnaire and interview for their reactions to the program. Both versions produced reliable increases in knowledge and changes in attitude. Further study of the effects of various program format variables was recommended. (PT)

The El Paso study was directed toward the identification and analysis of cultural and social factors, their variation and magnitude among Spanish-speaking families and their school age children. The premise was that cultural and social variations do exist within as well as between social groupings. A stratified selection technique was employed to select schools for the study. A total of three distinct geographic areas were identified, and three schools from each were selected for the study. Student questionnaires and family interviews were used to obtain data. General conclusions were: (1) just over half of the mothers and fathers were born in the United States; (2) the population was stable; (3) families were large; and (4) education level was low. A major assumption was that an analysis of specific generations might reveal significant sub-group differences in cultural and social patterns. Students were therefore placed in one of four groups: (1) Mexican immigrant; (2) first generation Mexican-American; (3) second generation Mexican-American; and (4) American. Results showed that the greatest changes occur between immigrant children and third generation or more American families. Changes and trends toward acculturation were also evident in the three closely identified Mexican-American groups. (SJ)

This essay on the psychological costs and profits of biculturalism attempts to clear away some of the confusion surrounding the concept of "ethnic identity" as it is applied to Americans of Japanese ancestry; and to suggest ways in which it might be used effectively--both in psychocultural research and in public education. In the course of a comparative study of aging and inter-generational relations among Japanese Americans, Mexican Americans, and Anglo-Americans in San Francisco, the authors developed the concepts discussed in this paper. The traditional culture (ancestral traditions in the country of origin) and the subculture (Japanese-American community culture) of the Japanese Americans are discussed. In addition, ethnic consciousness in relation to identity and self-image is explored. Particularly, differing attitudes toward the Japanese-American relocation during the war and other minority groups are examined. [Not available in hard copy due to marginal legibility of original document.] (Author/JW)

The purpose of this study was to examine children's perceptions of authority figures as a function of the variables of sex, age, ethnic group and socio-economic status (SES). The authority figures included policeman, principal, teacher, father, mother, and overall (cumulative effects of all authority). Questions from the Caldwell Preschool Inventory were administered to 90 preschool children. A modification of this instrument was administered to 526 elementary school children (616--total population). Responses were categorized: threatening, protective, ambivalent, or neutral. Interrater agreement was greater than .90 in all cases. Analysis of the data demonstrated that for preschoolers, teachers and overall were more threatening to boys than to girls, and that teacher, policeman, father and overall were more threatening to lower "SES" children than to middle "SES" children. The elementary school sample demonstrated that threat scores for the principal and overall were greater for intermediate age children than for primary children. The findings suggest that perceptions of authority figures are probably initially modeled by the particular subculture of the child and that these perceptions are subject to change. (Author/AJ)

This paper reviews literature on subcultural differences in language development to find out what the literature suggests about the nature of a language program for lower class 4-year-olds. The following conclusions are reached: (1) differences in syntactic and phonological competence are not important barriers to communication for the lower class preschool child and should not be the focus of preschool language training; (2) of the many subcultural differences in language, the major one which puts the average lower class child at a "disadvantage" is his relative lack of ability to use a precise language of description; (3) the literature on subcultural differences in language use identifies many of the specific language skills used in this abstract type of language; (4) the traditional preschool is not likely to foster the use of the specific language skills which the lower class child most needs to master; (5) of two broad types of more focused language intervention programs (one in which the teacher's response is contingent on the child's and one in which the child's response is contingent on the teacher's), the latter, more highly structured, program will probably be more successful in teaching the crucial language skills. (Author/DR)

The purpose of this study was to establish a population profile of the skid row alcoholic in Houston, Texas and also to compare his demographic and drinking patterns with those of similar groups described in earlier studies made in other cities. Primary data sources for the study were interviews with 100 skid row alcoholics and with police and court officials and other persons involved with the problem. Secondary data were researched from the literature and published statistics. Evaluation of the survey results indicated that the typical skid row alcoholic in Houston resembled his counterpart in other areas of the country. Life styles and histories in the subculture are detailed and a demographic profile of the typical alcoholic is derived. Sample questionnaires and tabulated data are appended. (MF)

SINCE ONLY ONE FOURTH OF THE POPULATION SPOKE SPANISH, THE LANGUAGE OF INSTRUCTION, EDUCATION BEFORE 1955 WAS ESSENTIALLY PRECLUDED FOR 150,000 MIXTECAN INDIANS LIVING IN SOUTHERN OAXACA, MEXICO. IN 1955, 7 ELEMENTARY SCHOOLS WERE ESTABLISHED BY THE NATIONAL INDIAN INSTITUTE, WITH TEACHERS FROM THE LOCAL POPULATION AND INSTRUCTION IN MIXTECO, THE TRIBAL TONGUE. SPANISH WAS TAUGHT USING CONVERSATIONAL TECHNIQUES WHICH COULD BE PRACTICED. AGE AND SEX WERE FOUND TO BE CRUCIAL VARIABLES IN LEARNING STYLES. OLDER BOYS WERE ACCUSTOMED TO STRENUOUS WORK, AND EXPERIENCED DIFFICULTY IN WRITING DUE TO POOR HAND MUSCLE CONTROL. GIRLS OF THE SAME AGE DISPLAYED A FACILITY FOR WRITING ATTRIBUTED TO MUSCULAR COORDINATION ATTAINED LEARNING TO SPIN, WEAVE, AND SEW. OLDER STUDENTS OF BOTH SEXES WERE EXTREMELY TIMID. WITHIN 4 MONTHS, MIXTECAN CHILDREN KNEW THE RUDIMENTS OF READING AND WRITING, AND WITHIN 9 MONTHS MOST CHILDREN COULD READ AND WRITE THEIR OWN LANGUAGE AND SPANISH. THESE RESULTS WERE ATTRIBUTED TO TEACHERS WHO WERE FAMILIAR WITH LOCAL CULTURAL PATTERNS, AND TO PROFUSELY ILLUSTRATED PRIMERS THAT RELATED LESSON MATERIAL TO THE CHILDREN'S DAILY LIVES. AFTER 2 YEARS IN AN INSTITUTE SCHOOL, A CHILD COULD ENTER A SPANISH-LANGUAGE FEDERAL SCHOOL AT THE SECOND OR THIRD GRADE LEVEL. THIS PAPER WAS PRESENTED AT THE SYMPOSIUM ON CROSS-CULTURAL COGNITIVE STUDIES, AERA MEETING (CHICAGO, 1968). (DA)

This pamphlet contains the lectures delivered during an inservice course for staff in the Boston public schools to acquaint them with the characteristics of their Negro students. The contents include: Rev. Edward L. Murphy, S.J., "The Urbanization of America"; Catherine M. Maney, "Preventive and Remedial Programs for the Disadvantaged Child"; Robert A. Feldmesser, "The Street and the School in Disadvantaged Areas"; Jack R. Childress, "The Neighborhood School: Pros and Cons"; Melvin Howards, "The Language Skills in Disadvantaged Areas"; Herbert E. Tucker, Jr., "Negro History and the Negro Future"; Roger T. Lennon, "Testing the Culturally Disadvantaged Pupil"; A. Harry Passow, "Education in Depressed Areas"; and Erich Lindemann, M.D., "Some Psychological Aspects of Subcultures in Disadvantaged Areas." (NH)

This teaching guide for the study of minority groups in America is intended to help the secondary school student (1) improve his self-image through an appreciation of his heritage, (2) recognize the contributions of the diverse groups that make up American society, (3) realize that interdependence is a part of American life, and (4) develop skills in interpersonal relationships. Typical problems arising in newly integrated schools and appropriate reactions to these problems are outlined. Background information on the culture, history, and aspirations of nine American minority groups is provided, in addition to brief guidelines for lessons on the building of America; on the causes of riots; and on developing definitions of an American, a neighborhood, and a democracy. Activities and lists of materials--including books, articles, films, filmstrips, recordings, and pictures--are suggested. (JS)

To investigate the use of measures of belief and systematic observations of classroom behavior to increase consistency between beliefs and teaching practices, 3 questions were posed: (1) Will teachers develop a more consistent body of beliefs when given empirical evidence of their logical inconsistency? (2) Will such teachers come to behave more or less in accordance with their professed beliefs? (3) Can measures of a teacher's beliefs be used to predict changes in behavior that occur when he is exposed to empirical evidence of his personal inconsistency? The Teacher Practices Inventory, the Personal Beliefs Inventory, and the Teacher Practices Observation Record were used to measure beliefs and behavior in terms of agreement or disagreement with John Dewey's philosophy of experimentalism; Rokeach's Dogmatism Scale was used to measure openness to change. Fifty-three teachers were tested and observed teaching both before and after an extended inservice program. Statistical analysis of the data provided negative answers to all three questions. A particular difficulty encountered in this research was the existence of white and Negro subgroups in the group of teachers tested. The Negro teachers in this rural area of South Florida, apparently anxious to avoid contact with white authority whenever possible, seemed particularly threatened by the white observers. (SG)

FOR STUDENTS FROM FAMILIES CHARACTERIZED BY CHRONIC UNEMPLOYMENT, UNDEREMPLOYMENT, AND SOCIAL DISORGANIZATION, THE EDUCATIONAL INSTITUTION IS VIRTUALLY THE ONLY AVENUE OF UPWARD MOBILITY. AT PRESENT, THE PUBLIC SCHOOL SYSTEM IS NOT GIVING THESE STUDENTS ACADEMIC SKILLS IN EARLY GR ADES NECESSARY FOR THEIR LATER SUCCESS MANY COMPENSATORY EDUCATIONAL PROGRAMS HAVE BEEN INITIATED WITH VARYING RESULTS, INDICATING THAT A TRUE REMEDY TO THE EDUCATIONAL DEFICIENCIES OF LOWER LOWER-CLASS STUDENTS CAN ONLY BE FOUND IN A WHOLE COMPLEX OF FACTORS AT ALL LEVELS OF ANALYSIS. THE FACTORS WHICH AFFECT THESE STUDENTS EXIST AT (1) THE CULTURAL LEVEL, INCLUDING SUBCULTURAL FACTORS, (2) THE SOCIAL ORGANIZATIONAL LEVEL, INCLUDING STUDENT-TEACHER RELATIONS, (3) THE PRIMARY GROUP LEVEL, AND (4) THE INDIVIDUAL LEVEL. A MASSIVE ATTACK AT ALL LEVELS, ALONG WITH THE DEVELOPMENT OF A NEW LEGITIMATE OPPORTUNITY STRUCTURE FOR THOSE FEW WHO WILL NEVER BE ABLE TO ADVANCE IN THE EDUCATIONAL INSTITUTION, IS NEEDED. THE COST IS GREAT BUT THE SOCIAL COST OF NOT IMPLEMENTING AN INTEGRATED PROGRAM OF THIS NATURE WILL BE FAR GREATER IN THE LONG RUN. (DK)

Research was conducted regarding the lack of information about (1) the relations of open-closed mindedness (dogmatism, authoritarianism, and rigidity) to reactions to a social studies methods course; (2) the possible biasing effects of drawing samples of teacher education students from different groups, subcultural and educational; and (3) the comparative central tendencies on measures of open-closed mindedness of teacher education students in the U.S. and in Germany. A correlational study was made of F-Scale, Dogmatism Scale, and Gough-Sanford Rigidity Scale scores of three social studies methods classes at one university, of a national sample of teacher education students on nine campuses, and of German students in three institutions. Differences between the scale means of American and German samples were significant. Comparisons of teacher education students from different universities confirmed the importance of religion as a sampling variable, but data provided little evidence that age, college class, sex or commitment to elementary or secondary education are potent variables for anticipating variability in open-closed mindedness. Teaching major appeared to be related to the scores, and thus a matter of consideration in drawing teacher education samples. There was no evidence that students in teacher education are more authoritarian or dogmatic than university students in general. (Included are a 345-item bibliography and discussion of the validity of the F- and D-Scales.) (JS)

This bulletin on the Puerto Rican migrant consists primarily of (1) a review of research which examines the social science literature dealing with the island background of the Puerto Rican immigrant as well as his life on "La Vida" which questions whether the family described by Lewis is representative of slum dwellers in urban San Juan who migrate to the mainland. Also included in the bulletin is a brief review of Piri Thomas'"Down these Mean Streets," a book which describes the experiences of a Puerto Rican youth growing up in the Spanish Harlem area of New York City. An annotated bibliography on the Puerto Rican population and a list of reviews of "La Vida" are also presented. (LB)

Contained in this volume are the major addresses and the comments by participants at a 1967 conference. The goals of the program were: (1) to develop insights about the Delta Negro, the non-reservation Indian, and the rural poor of the Ozarks; (2) to clarify and amplify the issues of self concept and communication skills; and (3) to stress the need for clear statements of behavioral objectives for compensatory early childhood education programs. (NH)