"Meredith v. Jefferson County/Parents Involved v. Seattle" ruled that K-12 public-school districts could no longer use the race of an individual student for placement in schools, which resulted in districts adopting new "race-neutral" assignment plans. This qualitative research study on school assignment and school choice…

The question of why we need to think about how we research race demands a conceptualization of race that captures both its social construction and its temporal evolution. We need both an understanding of race and clarity about how we talk about it in our design and conduct of research, and in how we interpret and apply it in our findings. As a…

Objective: This article identifies how social class differences in undergraduates' relationships with their parents shaped their responses to educational disruptions caused by the COVID-19 pandemic. Background: The mechanisms through which parents transmit class advantages to children are often hidden from view and therefore remain imperfectly…

In addition to fostering bilingualism and biliteracy for all students, one of the main goals of Two-Way Immersion (TWI) programs is building positive cross-cultural relationships (). This can lead to TWI programs having ambitious goals for the kinds of bridges it can build between students, families, and communities, which is a challenge when the…

This article investigates how 15-year-old white and Turkish students in two Inner London comprehensive schools, one in a predominantly working-class area (Millroad School) and the other in a more middle-class environment (Darwin School), construct their identities. Drawing on mainly qualitative data from documentary sources, focus groups and…

Six hundred boys divided by age (6-8), race (black and white) and social class (middle and lower) were given tests for memory, intelligence, learning, and transfer. Findings indicated social class differences on learning and intelligence tests, with racial differences on intelligence, digit span, and paired-associate learning. (Author/MV)

This paper examines how a group of mostly white, (upper) middle class pre-service teachers expressed resistance in one multicultural education course. We analyze how these students re-evaluated their educational autobiographies upon comparing their educational "story" with that of an "other" of a different race and social class whom they had…

The purpose of the present investigation is to assess social class and race differences in the use of reinforcement by mothers and children. The general hypotheses underlying this approach is the expectation of a functional similarity between social class and race effects on the use of reinforcements by mothers and children. The subjects were 109…

Social class and ethnic differences in the use of the three conceptual styles of cognitive performance (Relational, Descriptive, and Categorical) were examined in this study of 112 grade-school boys. The subjects were divided into four groups, black and white middle class, and black and white lower class. Two instruments were used to assess…

Constructive memory in low socioeconomic status (SES) Black and middle-SES White children was evaluated. The fourth-grade subjects in the study were tested by a recognition procedure. Results indicated that the nature of test instructions given to subjects can alter estimates of population differences in inference retention. (DWH)

In order to assess the degree to which teachers' expectations are related to children's social class characteristics, 96 elementary school teachers of lower and middle-upper class children were asked to judge performance potential and related characteristics, including SES background, from a set of photographs of black and white children.…

A study was conducted of how children's expectations for their own school performance develop over their first-grade year and what factors influence these expectations. Expectations for performance in reading and arithmetic were studied. Both middle class and lower class (black and white) children have higher expectations than their subsequent…

Preferences for 92 values, obtained from a survey of cross-cultural studies of values, were obtained from two separate and geographically distant sets of groups consisting of black and white males and females of lower- and middle-Class status. The middle-class black population was of insufficient size to include, however. Value preferences were…

Fifty-four middle and lower class, black and white adolescents were observed interacting with their mothers during a discussion of seven child rearing problems. Maternal references to a range of disciplinary measures were identified, analyzed, and related to the subjects' scholastic performances. A factor analysis of process measures confirmed…

Twenty primary grade teachers of inner-city, lower class, Afro-American students and 20 primary grade teachers of suburban middle class white students were interviewed using George A. Kelly's 'Rep Test' technique, in order to elicit the categories or constructs through which they customarily perceived their students. Two judges applied content…