Scholars have observed the historical change in emphasis in American society from Anglo conformity and the melting pot to the notions of cultural mosaic and cultural pluralism. A large number of institutions offer studies of ethnicity, racism, cultural differences, value clarification, and experience in teaching from a multicultural perspective.…

Compared undergraduate women students' attitudes during 1972 and 1979. When compared to the 1972 sample, the 1979 sample desired fewer children, was more accepting of nonparenting decisions, expressed more uncertainty regarding desire for parenting as a factor in selection of a mate, and appeared less concerned about overpopulation. (Author)

Criticizes several clinical and theoretical perspectives on the family for paying insufficient attention to class and cultural distinctions both in constructing normative images of the family and in conceptualizing therapeutic intervention. Suggests that the "democratic" model of healthy family interaction is class- and culture-specific. (Author)

Argues that the discipline of organization development needs to be scrutinized from a critical perspective. Objects to mainstream consulting practices and organizational theory. Urges the legitimacy of advocacy intervention and a recognition of the political and economic context within which the practitioner operates. (Author/RC)

Replies to Paul V. Crosbie's criticisms. Argues that: reports of teenage sexuality and pregnancy are exaggerated; sex education programs encourage acceptance of every form of sexual expression; parents cannot always control their children's participation in sex education; and teachers are not equipped to teach sex education in a neutral fashion.…

Drawing from his experiences at the University of the South Pacific, the author considers ways that the university can teach not only cognitive knowledge, but also altruism and active community concern to its students. (SJL)

Work values of groups of Maryland high school seniors were measured using the Maryland work Value Inventory, to find if students from different backgrounds would have different work values. It was found that categorizing students on the basis of how they classified their parents' occupations did produce different work value profiles. (MF)

Presents common arguments against sex education, responses to such arguments, and views regarding how sex education proponents should present their concerns. Some research data are offered regarding outcomes for students in sex education classes. (DB)

Histories of alcohol use and of alcohol education indicate that the teaching of responsible drinking for those who choose to drink is a more relevant model of alcohol education. (JN)

In a rural population, the homespace values within a particular age group provide a framework for the problem-solving paradigm in which students brainstorm ideas, select examples of the values that make sense to themselves personally, articulate and justify the strong values, and make decisions based on an internally satisfying rationale. (Author)

Characteristics of population and economic measures as traditional social indicators are compared to more recent quality of life measures to demonstrate that social indicators are value statements at the policy level. Alternative perspectives are illustrated and the importance of assumptions implicit in a given indicator is discussed. (Author/MH)

The author discusses simulations and curriculum materials which will help students to consider the energy v environment issue. (SJL)

Reviews 22 kits, texts, supplements, and professional references for various grade levels on energy resources, environmental values and decision making, ecology, and solar power. (SJL)

A study of high school students produced information on their age at learning about sex-related topics, and the source and accuracy of their knowledge. Peers were cited most often as the source of information. Many sexual concepts were acquired by the age of eleven, and the overall accuracy was 78.7 percent. (FG)

Critiques the prescriptions and policy implications of the National Science Foundation (NSF) institute on curriculum priorities in the natural and social sciences. Proposes that NSF's withdrawal from the politics of curriculum reform is an abdication of its responsibility to provide national leadership in these fields. (SK)