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The article reveals that crisis of public education is basically a problem with the big cities in the United States. Since socioeconomic status is generally measured rather crudely by combining indices of parents' educational level, prestige of father's occupation, and family income, it is recognized that these are the only indicators of processes occurring in the home to help or hinder a child's learning in school. Upper middle-class domination and anglo racism are the root cause of this problem. The American uppermiddle class has dominated the public school system, structuring it and administering it to favor the children of the middle class, severely limiting the educational opportunity of poor people, European ethnic minorities, and black and Spanish-origin minorities. Thus to find a way out of it, the United States government has passed the Elementary and Secondary Education Act in order to raise the school achievement of students in the lying in the low-income areas of the great cities.

This article presents a study on aging and psychological adjustment in education in the U.S. It is estimated that the number of people over age 65 enrolled in public school education programs is between 5 and 20 percent of the total enrolment. There is a growing amount of preretirement education conducted by business and industry for employees, and there are indication that Agricultural Extension Services and various university adult education programs are increasing their services to older people.

This article discusses the implications of combining the concepts and methods of psychology and social anthropology on personality development. Theories of learning and motivation were developed to the point were they could be applied usefully to the study of environmental conditions under which personality is learned. Correspondence of child development in the various social classes of the American society have shown how systematic personality differences arise between the American cultural sub-groups.

Focuses on the effects of social environment on the development of children in Chicago, Illinois. Description of the community social structure; Characteristics of individuals belonging to the social class; Importance of social mobility in modern communities analysis.

Although the family in some form or other is universal among human societies, the particular form which the family takes is an aspect of the culture of a society. Different cultures are associated with different kinds of family life. Consequently a country such as the U. S. A., which includes diverse cultural groups, will present a variety of types of family life, complicating the task of education for family life by the fact that school children represent this cultural diversity of family life practices and values. The principal cultural sub-groups in the United States, judged by their differences in family-life patterns, are; Ethnic Groups--Italian-American, Polish-American, Japanese-American, Mexican-American, German-American, etc. Religious Groups--Jewish, Catholic, Protestant, Mormon, Mennonite, etc. Social Class Groups--Upper Class, Middle Class, Lower Class. The cultural differences between middle-class and lower-class or working-class families will be discussed in this paper, together with their implications for family life education in the secondary schools. The material cited is only suggestive. There are other cultural differences which are not mentioned here. [ABSTRACT FROM AUTHOR]