The conservation task is analyzed into three essential components, a theoretical framework for interpreting cross-cultural studies is presented, and its applicability to existing empirical results is demonstrated. (JM)

Revised version of a paper presented at the TESOL Convention in New Orleans, Louisiana, March 1971. (VM)

Investigates the locus of control orientation of Fijians and Fiji-Indians and examines its influence on academic performance. States that locus of control, a culturally influenced factor, is one variable underlying the disparity in achievement between the two groups. (CMG)

The Twenty Statements Test was administered to university students in Japan, the United States, and Hong Kong to assess cultural influences on self-concept. Numerous cultural differences were found in the frequency of categories and subcategories used for self-statements and in the level of self-esteem. (AOS)

The comprehensive nature of the Education for all Handicapped Children Act of 1975 is why educators question its applicability to the United States Pacific Territories. The components of the act are viewed against a framework of the territories' traditional cultural values and current economic needs. (Author/TLJ)

The quality of the Bender-Gestalt performance of normal class-six children in four Sierra Leone subcultures with varying degrees of modernization showed the quality of the reproductions of the most modern subcultures to be significantly higher. The interaction of gender and the parallel to adult divisions of labor are discussed. (Author/CM)

Suggests that the notion of "reverse discrimination" is a cultural belief representing a racial ideological process. Describes how the notion (1) emerged from past racial belief patterns; (2) differentially influences policy on the allocation of privileged economic roles among social groups; and (3) reintegrates cultural beliefs into…

The growth of educational cooperation among nations in the European community is discussed, as is the difficulty of balancing national interests with the pursuit of common purposes in the development of curriculum about Europe. Efforts to conduct multilateral research and to develop curriculum models for education about Europe are recounted. (PP)

Presents the theory that to understand himself/herself in humanity, the college student must encounter cultural diversity on the campus through language, sharing of sub-cultures and the presence of diverse cultures. The college degree is not the end goal but establishes the need for life-long learning and growth. (RC)

Reports development and validation of a semantic differential type instrument for measuring students' attitudes toward school subjects. The instrument is comprised of 24 bipolar work pairs with three factors or dimensions: evaluation, usefulness, and difficulty. Reliabilities on various dimensions of various subjects and grade levels range from…

Mexican Americans, Puerto Ricans, and Cubans have had different geographical and cultural experiences. Problems specific to each group, and educational strategies to solve them, are presented to promote cultural pluralism in the schools. (JN)

The current belief is that Japanese Americans are passive, industrious, respectful, patient, and intelligent. They have been transformed from the "yellow peril" into the "model minority". Education featuring respect for and awareness of various ethnicities will eliminate much prejudice. (JN)

The significance of culture and the need to distinguish between cultures that can be transmitted by future generations and cultures that have been reduced through the loss of their core values is emphasized. This concept of ethnic cultures is discussed within the framework of values shared by Australian society. (Author/MLW)

Based on interviews conducted on the Mohawk Reservation at Akwesasne in 1980, this article focuses on some of the spiritual values which have deep roots in Mohawk culture. (CM)