Thesis (M.A.)--University of Chicago. / Includes bibliographical references. Also available on the Internet.

Bibliography: pages 236-242. / This thesis is an exploratory endeavour to investigate 'white' and 'coloured' schooling and the relationship between this schooling and performance in Sociology at the University of Cape Town. It investigates these aspects using a number of methodologies. The first chapter reviews the South African literature on the relationship between schooling and university performance and how schooling is generally portrayed. It then proceeds to lay a theoretical basis for investigating schooling and how schooling influences performance in Sociology. The theoretical framework was significantly influenced by my empirical research. In this chapter, although the primary focus is on white and coloured schooling, some attention is also given to African schooling. The theoretical framework stresses the relative autonomy of the school and the importance of the social class origins of pupils. It illustrates that the social class composition of a school is crucial in shaping the pedagogical process and academic achievement. It shows that schools in the same educational authority can be very different primarily due to the differing class origins of their pupils. This is illuminated firstly, by reviewing the literature in this area and secondly, empirically; for example, by showing how matric results are clearly related to a school's class composition. The second chapter is a statistical investigation of the relationship between schooling and Sociology results at the University of Cape Town. It examines the Sociology results of students who have emerged from schools under the white educational authorities and compares them to the results of students who have emerged from schools under the Department of Internal Affairs educational authority. It indicates that the differences are often not statistically significant and thus that the racial structuring of the educational system does not necessarily lead to students who have emerged from the white educational authority schools being academically superior. It also investigates the relationship between matric aggregate/matric English symbols and Sociology results. It illustrates that although a relationship generally does exist there are also many individual exceptions. The third chapter is based on in-depth interviews with Sociology students, school teachers and principals. Drawing on the interview material it argues that different types of schools can be identified. Each type is dominated by a specific pedagogical process and students who attend one type are more likely to be prepared for Sociology than students who attend another type. This section thus draws on, substantiates and develops the theoretical framework outlined in chapter one and moves beyond the purely statistical approach of chapter two. The fourth chapter summarises the results of a questionnaire survey. It endeavours to assess the relationship between social class, schooling and Sociology results. It thus complements the proceeding chapters. An important finding is that a very small proportion of students who enter the Sociology Department are of working class or lower petit bourgeois origins. A second important finding is that very few students felt that they were prepared by their schooling for Sociology.

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The conception of British West Indian societies as structured into a hierarchy based on skin color is firmly embedded in the scholarly literature and the popular mind, as is the assumption that the free colored became the "brown middle class." Using a wide variety of archival documents, as well as a series of family histories, this study argues that these assumptions both misinterpret the relation between class and skin color, and obscure the changing nature and membership of each class. It traces the emergence of two middle classes in Antigua, the first of which developed after emancipation in 1834 and lasted until the mid-1890s, and the second of which developed in the late nineteenth century and lasted until the arrival of the U.S. armed forces to build a base in 1940. Part 1, "Sugar and Empire," discusses the political economy of sugar and the planter class that controlled it as both developed from colonization until the late 1890s. It outlines the problems of sugar production and labor control, which culminated in a major economic, political, and social crisis in the mid-1890s, and describes the negotiations that led to the arrival of outside capital to take control of the sugar industry. Part 2, "The Class Called Coloured, 1834-1900," begins with a discussion of the free colored in Antigua and then uses a sample of families to trace the emergence and decline of the "first" middle class, which had its roots in the free colored population. Part 3, "Arrivance, 1900-1940," turns to an analysis of the "second" middle class, tracing a sample of families from their roots in the nineteenth century to their ascent into the middle class in the beginning of the twentieth. It describes their education, their economic and occupational roles, their politics, and their social life. It ends with a discussion of the demise of this class, by-passed by the working-class-led trade unions and disoriented by the social upheaval caused by the arrival of the American armed forces.

published_or_final_version / Business Administration / Master / Master of Business Administration

This study examined the relationship between attitudes toward authority, identification with authority and conformity in relation to authority in American undergraduate college students. The study consisted of two parts. The first part examined correlates of attitudes toward authority according to social class. Undergraduate college students attending Portland State University canprised the samples in which two groups, a middle-class group and a working-class group of equal sizes (n=63), were formed. A relatively new, standardized measure of attitudes toward institutional authority, the GAIAS (Rigby, 1982), was used to measure orientation toward authority by social class. No significant differences in attitudes toward authority emerged for the two social class groups. A significant preference was shown 2 by middle-class students for self-employment over an organizational setting, while working-class students showed a preference for employment within an organizational setting. The second part of the study used a single subject sample (n=100), and compared responses of American college students on the GAIAS with those of English and Australian college students in the Rigby (1984) study. American college students were more pro-authority than Australian college students but not more pro-authority than English college students. In terms of political party affiliation and attitudes toward authority, American college student Democrats were more pro-authority than either the Australian or English Labour Party supporters. There were no significant differences between the U.S., Australian and English samples in attitudes toward authority for conservative political party supporters.

Thesis (Ph.D.)--Cornell University, 1988. / Includes bibliographical references.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 370-433).