Educational Sociology Commons^™

Factors Socially Relevant To Agricultural College Enrollment Rates: (A Study In The Social Foundations Of Career Decisions), Paul S. Anderson

Journal of the Minnesota Academy of Science

While a considerable literature has accumulated on career development, most of it, as can be expected, has been produced by persons with counseling, psychological or labor market orientations. Hence, little in the current literature applies directly to a sociological conception of careers. Three recently published works in divergent ways sum up the field: The Sociology of Work, by Theodore Caplow (1954) The Organization Man, by William Whyte (1957) and Men and their Work by Everett Hughes (1958). While these works contain valuable insights, all of them focus primarily on activities which are the consequences of careers and career decisions without …

Some Comments: School, Family, And The Social Worker, Leonard Schneiderman

Journal of the Minnesota Academy of Science

The previous paper has covered a good deal of ground. In the present discussion, taken from the point of view of a social worker, several reactions, ideas, and questions may be raised as a point of departure. One may, in fact, begin with the reference to the idea of subculture and its frequent misuse by social scientists. It seems reasonable that reference to deviant sub-culture often fails to take into account the fact that even deviant behavior may be structured and patterned according to the norms of the so-called majority.

This point has particular meaning in view of the fact …

Some Relations Of School And Family In American Culture, Robert F. Spencer

Journal of the Minnesota Academy of Science

Virtually any statement made about the contemporary American system of education can be subjected to infinite documentation. What the school should accomplish, what is has accomplished, what its curricula ought to be, how far it should or has become a kind of surrogate for the family, church or other institution, emerge as vital questions for the professional educators, questions, clearly, for which there is no single answer. Judgments become normative, ameliorative, critical, and certainly, nearly always fraught with overtones of emotionalism. This leaves the non-specialist who attempts to gain an over-view of the nature and image of the educator and …