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While not representative of all students, those who demonstrate a sense of entitlement demand a great deal of instructors' time and energy. Our article places student entitlement in its social context, with specific attention to the prevalence of the consumer mentality, grade inflation, and the self-esteem of the student generation. We then outline several strategies for dealing with entitlement behavior. We suggest that greater clarity in standards and assessment, combined with specific requirements guiding teacher-student interactions and general efforts to resocialize students and faculty, will help to curb these behaviors. (Contains 1 note.)

The number of children and youth being schooled at home is increasing yearly but there is little literature available on the size and nature of family involved. One of the reasons is that home schoolers resist being involved in such research. It is estimated that more than 300,000 children are now involved, and the number is growing. Home schooled children are very similar to others., More parents are home schooling their children than ever before. Accurate estimates of the number of home schooled children are hard to obtain. Lines (1991) estimates that between 250,000 and [...]

Uses a sample of high school students to examine the impact of both student-perceived counseling resources and counselor-defined counseling activities, on the quality of counseling services. Results indicated counseling resources were more important to students than counselor activities. Services related to continuing education were the most highly valued. (JAC)

A comparison of two major studies on high school seniors' views of themselves and their schools reveals how their attitudes changed during the 1970s. The article discusses academic issues, future expectations, values, the schools, and major trends. (WD)

This paper examines race and ethnicity differences in the early socialization experiences of children. We use the National Household Education Survey of 1993, which employed a large, national random sample of parents of preschool children, kindergarten children, and primary school children. These data shed light on race and ethnicity differences in the following categories of early socialization experiences: home life characteristics, family activities, developmental and medical characteristics, school-related characteristics, and values placed on intellectual and other skills. We place our findings in the context of the larger literature on race and ethnicity differences., Introduction Parents, teachers, and educational researchers have tried to understand how children develop cognitive and other skills. We do know that expectations and perceptions of parents and other significant others [...]

The article discusses the increasing dropout rate of students from high schools in the United States. Nearly one-third of ninth graders do not graduate from high school. However, this overall rate masks substantial local variations. For example, Minnesota has the lowest rate (9.4 percent) and Louisiana has the highest (45.3 percent). Also, most major cities have dropout rates approaching 50 percent or higher. In short, most school districts suffer at least a moderate dropout rate; over half of the administrators in districts with at least 25000 students report this problem. In 1900, 90 percent of those attending high school failed to finish. By 1920 that figure had declined to 80 percent, and in the 1950s it sank below 50 percent. The rate has hovered around 25 to 30 percent since the late 1960s. The negative status of being a dropout is not expected or planned by most students. Becoming a dropout is apparently more a largely unintended social transition produced by a complex interaction of personal, social, and structural factors than a deliberate individual choice made after careful consideration of all the options.