Search

This paper reviews a number of studies which indicated that the sociocultural context wherein the schools function influences a great many school characteristics. The study was based on the general hypothesis that the structure and functioning of the public schools is influenced by the modernity of the sociocultural context which they serve. Sixty-seven Florida counties and their school systems provided the analytical units of the study. The structural index of modernity was constructed using the attributes of median level of education, proportion of county residents employed in white collar occupations, the percent of families earning over $10,000 per year, and population density. To assess the validity of the general hypothesis, 12 specific hypotheses were developed. These hypotheses focused on relationships between the level of modernity predominating in the social system and selected school district attributes The school district attributes were grouped into: (1) the characteristics of the district's personnel, (2) its financial attributes, and (3) the attributes resulting from the types of orientation instilled in its pupils. Results for nine of the specific hypotheses supported the general hypothesis. The conclusions and implications of the study are discussed and suggestions provided for further research. (Author/MLF)