The normal perspective of socialization theory does not show why some values of a model for imitation, but not others, are adopted. Games played by adults in Inuit society offer children simplified models for adult behavior & values. These games teach not only approved but disapproved values, making it necessary for children to resolve the conflicts thus aroused. The fear produced by awareness of the danger of responding to negative values leads to emotional investment in behavior that avoids these dangers. This process also dramatizes participants' trust in each other not to perform the disapproved acts. W. H. Stoddard.
Due to the "economic miracle" of the 1960 and 1970. West Germany suffered an acute labour shortage and invited guest workers from different countries, where Turkish citizens soon became the largest group of guest workers. The perception at the time on the part of both the West German Government and the Turkish Republic representatives was that working in Germany would "only" be temporary.
A survey of att's toward the position of F's in society among 60 Wc, 60 middle-income, & 60 higher-income couples, & 100 students,in France. Among the couples interviewed, the spouses were interviewed separately & simultaneously. It is noted that 'women usually support anything which is likely to bring their emancipation nearer, although they are sometimes afraid of their own aggressive reactions when they do achieve equality with men, & esp when they are in a superior position.' The We has more traditional att's re the role of F's than does the Mc. We M's often protest against mothers working outside the home because it involves a change in fam roles. In the LMc on the other hand, M's take a larger part in fam life & it is thus easier for the F's to engage in outside employment. In this group, therefore, the idea of F's having greater freedom can be readily accepted. Those who move to new cities are more conscious of the changed status of F's & more likely to support their emancipation than people who have long residence in an old-fashioned district. (See also SA 0715-A8860). I. Taviss.
For several decades now scholarly concern with native Amer's has reflected an interest in Pan-Indianism. Perhaps one of the most important instit'al settings fostering Pan-Indianism has been the federal boarding Sch. The broad hyp is examined that the boarding Sch has led to decreased intertribal hostility, by assessing the extent of intertribal animosity among boarding Sch youth from several southwestern tribes. In the main, the study focuses on 5 important tribal groups: the Apaches, Navajos, Hopis, Pimas, & Papagos. The findings indicate: (1) that on the whole these native Amer students were relatively tolerant; (2) that there is great variation by tribe in intertribal antipathy & outright positive feeling for certain other tribes; (3) that in certain instances interbribal att's seem to reflect cultural & traditional diff's between tribes; & (4) that problems in the past & future development of Pan-Indian movements may be partially explained by persisting intertribal animosities. AA.
The people of Romonum, Truk were found to compare themselves &--apparently--their culture unfavorably with US culture. This seems to contradict the widely held belief that ethnocentrism is universal. Attempts to explain the findings on the basis of flattery, assimilation, love of Amer's, & a general absence of ethnocentrism were unsatisfactory. An analysis of the concept 'ethnocentrism' as advanced by Sumner & as commonly used showed that this concept contains 2 elements: one's group is the standard by which all groups are judged, & each group thinks itself superior to all others. It is maintained that while the 1st requirement of the concept is met by the Trukese & the 2nd is not, no general devaluation of their culture takes place in their minds, & the belief that the notion of own-group superiority must accompany the use of own-group as a standard is incorrect. This false connection is shown to arise from the implicit assumption that the members of a group recognize basic value diff's between themselves & members of other groups. Data are introduced which show that at least in Truk, only specific diff in practice is perceived in foreigners & that general similarity in values is assumed by the Trukese. Given this belief in essential similarity between own & other groups, positive evaluation of some of the diff's which are noted in foreigners is shown to be enentirely compatible with the general concept of ethnocentrism since, far from attacking the basic values of own group, they are in support of those values. AA.
An evaluation is presented of the improvements in Maori educ in New Zealand since the Report of 1962 by the New Zealand Commission on Educ set up in 1960 by the Minister of Educ. The commission expressed its approval of a recommendation made by the Nat'l Advisory Committee in 1955 re the gradual transfer of the Maori Sch's to educ board control. Transfer took place smoothly. The question of teaching the Maori language in Sch's remains an issue of great controversy. Maori Studies courses are being developed at the U's. Although some developments have taken place at the primary Sch level since 1962, the problem remains of successfully integrating Maori children from Ru areas into Sch & community in Ur areas. A number of the commission's recommendations in the area of secondary educ have been adopted, eg, Maori scholarships were increased, but there is still a high % of Maori Sch-leavers. It is shown that some action has been taken on most of the commission recommendations relating to Maori educ. The general policy followed by the Dept of Educ is to cater for the special needs of individual children in the Sch's wherever they are found rather than to adopt a 'crash program' scheme by providing massive assistance to groups on the basis of ethnic origin. However, there are at present several groups in New Zealand who claim that the gov should take greater steps to promote developments in Maori educ, although they recognize the limitations of the economy to provide assistance on a scale similar to Amer programs such as Headstart. The teachers' org has been particularly vocal in this regard. The diff's between Maori & non-Maori Sch achievement are attributed to overcrowded & substandard housing, larger fam's, language difficulties, diff cultural background & low value placed on the soc & econ importance of educ. But it has also been suggested that the basically ethnocentric Sch system fails to cope adequately with children from a diff cultural background. Machinery is already in action to get at the roots of problems in the educ of Maori pupils, with a strategy of involving the Maori people themselves in the analysis & in the establishment of positive programs in res, U & training Coll teaching & in admin. Gov, parents & res'ers must all increase their efforts, however, to reverse the current trends which make Maoris unskilled & under-privileged. 2 Tables. M. Maxfield.
