Cultural Disadvantage Research Articles

Cultural Disadvantage and Vygotskii's Stages of Development∗

Cultural Disadvantage and Vygotskii's Stages of Development∗

The Cultivation of Animal Cells in the Chemostat: Application to the Study of Tumor Cell Multiplication

This chapter outlines some of the restrictions of conventional cell culture and describes an alternative system—chemostat continuous-flow culture—the use of which can overcome some of the disadvantages of conventional cell culture. It also outlines the basic principles of continuous culture without entering into a detailed analysis of the mathematics of the continuous culture theory. The chapter discusses the cultivation of animal cells in continuous-flow culture and illustrates the usefulness of chemostat continuous-flow culture for the study of tumor cell multiplication by describing experiments in which the chemostat has been used for (1) the production of tumor cells and tumor cell products; (2) the study of some specific aspects of tumor cell multiplication; and (3) the study of the mechanism of action of antitumor agent interferon. The traditional method of culturing animal cells is in batch culture. A batch culture is a closed system in which a given number of cells are inoculated into a limited amount of nutrient medium. As cell multiplication proceeds, nutrients are consumed and metabolites accumulate, thereby changing the environment of the culture. The characterstics of the chemostat culture of mouse leukemia L1210 cell are discussed in the chapter because the mouse L1210 leukemia represents a useful model for human leukemia and is used for the study of anticancer agents.

Response of nine soybean lines to soil moisture conditions close to saturation

The effects of two constant water table treatments, maintained at 3 and 15 cm below the soil surface (CWT 3 and CWT 15, respectively), were compared with the effect of overhead irrigation (OHI) on dry matter production of nine soybean (Glycine max) lines, grown for 36 days in beds of soil in the glasshouse. The lines represented a range of maturity groups. Water for each irrigation treatment was supplied with, or without, dissolved inorganic nitrogen (100 ppm N), on a split plot basis. CWT 15 plants accumulated 37% more dry matter, and 35 times more nodule dry matter, than did OH1 plants. CWT 3 plants became very chlorotic within a week of imposing the water table, but recovered to produce only 18% less dry matter than the OHI plants. CWT 3 plants accumulated the greatest amount of nodule dry matter, and this fraction accounted for 5% of total plant dry weight in some lines. Plants in both of the water table regimes were taller than the OHI plants, even for lines that flowered in 21 days, and this effect reduced the cultural disadvantage of short stature normally noted in early flowering lines. Nitrogen application marginally increased shoot proportion, plant height and node number, but decreased nodule mass in CWT 15 and OHI plants. The study indicated that soybeans can respond well to permanent water tables maintained close to the soil surface, and attain rapid early growth independent of applied nitrogen. Projections suggest that high yields of seed are feasible in 80-85 day soybean crops growing on a controlled water table system. This system also may promote other operational efficiencies related to a shortened cropping cycle, simplified water management, and weed control.

Ethnic Inequality in Israeli Schools and Sports: An Expectation-States Approach

Ethnic inequality in educational achievement between students of European-American (Ashkenazi) and Asian-African (Oriental) origin in Israel has been generally attributed to the lower SES and cultural disadvantage of Oriental Jews. More recent research indicates that Israeli teachers tend to generalize the characteristics of ethnic origin so that Orientals are considered less capable intellectually and motivationally to such an extent that their handicaps are irreversible. Using the framework of expectation-states theory, this study proposes that these prevailing tendencies are an inevitable consequence of the functioning of ethnicity as a diffuse status. This interpretation suggest that ethnic prejudice in Israel is a relatively general phenomenon, not limited to the schooling process. The proposition is examined in the context of achievement in professional soccer, where intellectual prerequisites are less demanding. The findings support the proposition, showing similar patterns of ethnic inequality...

Rethinking the Issues regarding the Culturally Disadvantaged Gifted

Rethinking the Issues regarding the Culturally Disadvantaged Gifted

Education and Cultural Disadvantage

(1979). Education and Cultural Disadvantage. Educational Philosophy and Theory: Vol. 11, No. 1, pp. 17-21.

Children of the Dispossessed: A Consideration of the Nature of Intelligence, Cultural Disadvantage, Educational Programs for Culturally Different People, and of the Development and Expression of a Profile of Competencies.

Children of the Dispossessed: A Consideration of the Nature of Intelligence, Cultural Disadvantage, Educational Programs for Culturally Different People, and of the Development and Expression of a Profile of Competencies.

Dr. McMahon Replies

Dr. Stein's points are well taken. Making the diagnosis takes as much, if not more, knowledge and acumen than the administration of the medication. The term "organicity" as used in the statement is meant to differentiate the condition from that due to environmental causes or emotional disturbance. As in most forms of treatment, it is difficult, if not impossible, to rule out all psychogenic factors. The description of "the hyperactive child" was intended to rule out failure due to retardation or cultural disadvantage rather than to imply the necessity for academic achievement.

On the Evolution of Algerian Women

The role of Algerian women in their own society has rarely been what it has seemed. Outside observers have often indulged in generalizations based on a lack of understanding, in judgments represented by only partial truths. David Gordon's recent pronouncement (1968) that “women are the serfs of Algerian society” is, for example, a fair enough description of the position of the majority, but it is, in the end, no more accurate than Jacques Berque's (1967) axion that “there were not even any bastards” produced by the temporary sexual relations between Algerians and European settlers in the 1930s. What is quite clear is that women have played and continue to play important roles in Algerian society although they have always suffered definite legal, social, and cultural disadvantages that have not been essentially changed by independence. Historically, Algerian women have enjoyed more freedom than is usually admitted by Western authors. In rural areas women were allowed to go about daily routines without hiding. Only in cities was the wearing of the veil normal, and even this practice can be easily explained. Germaine Tillion's interesting and convincing interpretation (1964) on this issue comes to mind: the practice of wearing a veil in countries bordering the southern shores of the Mediterranean is simply an attempt of basically nomadic peoples to maintain privacy in the crowded cities. Nor is this custom unique; Spanish women wear black, a practice that serves much the same purpose as the veil in Muslim lands.

BOOK REVIEWS

Book reviewed in this article Speech Correction in the Schools. 3rd Ed. J. Eisenson and M. Olgivie. Collier‐Macmillan Educational Research in Britain. Edited by H. J. Butcher and H. B. Pont Language for the Pre‐School Deaf Child. 3rd Ed., Grace M. Harris Children and Adolescents: Interpretive Essays on Jean Piaget. David Elkind Ethnological Studies in Child Behaviour. Ed. N. Blurton Jones Psychoeducational Evaluation of the Preschool Child. E. Jedrysek, Z. Klapper, L. Pope and J. Wortis. Drug Abuse and Personality in Young Offenders. R. Cockett. Psychopathological Disorders of Childhood. Eds. Herbert C. Quay and John S. Werry. The Myth of the Deprived Child: Poor Children's Intellect and Education. Herbert Ginsberg. Personal Change and Reconstruction: Research on a Treatment of Stuttering: F. Fransella Challenge to Society: The Education of the Culturally Disadvantaged Child. Socio–Psychological Concepts Relating to Teaching the Culturally Disadvantaged. G. H. Hyram A Seminar for Teachers of the Culturally Disadvantaged. Reba S. Mosby Specialized Literature and Reading Skills for the Culturally Disadvantaged. T. M. Shea

Cumulative deficit: A testable hypothesis?

Cumulative deficit is an hypothesis concerning the cause of lower mental test scores of groups considered environmentally deprived. It presupposes a progressive decrement in test scores, relative to population norms, as a function of age. Clarification of the theoretical issues and the methodological problems involved in establishing the progressive decrement phenomenon are discussed in relation to the relevant research on disadvantaged groups, especially American Negroes. In this group in particular there is no methodologically adequate evidence in the literature for a progressive decrement in IQ or other mental measurements. The present study,'using differences between younger and older siblings, which satisfies more rigorous methodological requirements for the detection of progressive decrement than have existed in previous studies, found a significant age decrement in verbal but not in nonverbal IQ among a large sample of Negro elementary school children, although the mean white-Negro difference is similar for nonverbal IQ and verbal IQ. The term cumulative deficit refers to one of the most fundamental concepts in the now vast literature of environmental deprivation and cultural disadvantage. It is also the keystone of the rationale for compensatory

DO SCHOOLS CHEAT MINORITY CHILDREN?

Large representative samples of Negro and Mexican‐American children from kindergarten to eighth grade in largely de facto segregated schools were compared with white children in the same California school district on a comprehensive battery of tests of mental abilities and of scholastic achievement, in addition to personality inventories and indices of socio‐economic and cultural disadvantage. It was found that when certain ability and background factors, over which the schools have little or no influence, are statistically controlled, there are no appreciable differences between the scholastic achievements (as measured by the Stanford Achievement Tests) of minority and majority pupils. Moreover, there was no evidence of a ‘cumulative deficit’ (an increasing gap from lower to higher grade levels between the mean achievements of minority and majority pupils), when the majority‐minority differences were measured in standard deviation units. It is concluded that schools in the district under consideration do...

Quantitative Judgments of Culturally Advantaged and Disadvantaged Preschool Children

Four quantitative judgment tasks in which psycholinguistic and motivational variables were minimized were presented to 35 advantaged and 35 disadvantaged Ss comprising 7 age levels from 2 yr. 4 mo. through 4 yr. 7 mo. of age. Responses indicate that conservation-like cognitive operations may be affected by: (a) difficulty of the discrimination task, (b) presence of cultural disadvantages, and (c) age of advantaged is.

MOTHERS AS TEACHERS OF THEIR OWN PRESCHOOL CHILDREN: THE INFLUENCE OF SOCIOECONOMIC STATUS AND TASK STRUCTURE ON TEACHING SPECIFICITY

Informational specificity in the teaching of mothers interacting with their own preschool children was studied in relation to SES and aspects of situational press. Specificity in the form of verbal labels and attention-focusing techniques was found to vary both with SES and with differences among task components in their tendency to elicit specificity from the mothers. The data suggest that SES differences in maternal teaching are not describable in terms of two contrasting styles, but instead represent variation from limited, primarily reactive teaching to more diversified, proactive teaching. In general, SES digerences in parental behavior should be greatest in activities initiated and structured by parents and least in reactive situations in which the parent is responding to overt action by his child. Until recently, studies of parental behavior and socialization methods have been concerned primarily with the development of social and personological variables in children, relating them to parental differences on dimensions such as permissiveness-strictness and love-hostility (Becker 1964). However, with the reemergence of Piaget (Flavell 1963), with renewed interest in the effects of environment on the development of intelligence (Hunt 1961), and with general concern over the national problem of cultural disadvantage, socialization research has widened in scope and be

An Introductory Study of Art as Creative Learning for the Rural Culturally Disadvantaged

An Introductory Study of Art as Creative Learning for the Rural Culturally Disadvantaged

The Concept of Culture and Its Significance for School Counselors

Understanding the role of culture, as it affects attitudes and behavior, can be extremely useful in the social service fields for enabling more effective communication across social barriers. However, in connection with the “culture of poverty,” or “cultural disadvantage,” the culture concept has often been distorted, and transformed into a stereotype behind which the individual is not revealed, but hidden. Specific examples of productive and unproductive uses of the concept in school guidance work are discussed. Another aspect of the cultural dimension, understanding of which is useful to the school counselor, is the nature of the counselor's role in relation to the institutional structure of the school.

Drop-out Prone Feelings with Urban and Small Town Culturally Disadvantaged Pupils

Drop-out Prone Feelings with Urban and Small Town Culturally Disadvantaged Pupils

The Social Choices of Students in Racially Integrated Classes for the Culturally Disadvantaged Talented

Sociometric choices of 100 gifted disadvantaged children in 4 intermediate racially integrated classrooms were analyzed. The relationship of choice of seating, working, and playing companions to race, sex, and intelligence was studied. Substantial cross racial choices were made; however, various factors, such as sex and racial proportion in the classroom, appeared to influence the nature and kind of choice. Resulting sociometric patterns did not justify generalizations regarding social structures in integrated classrooms beyond the statement that some cross racial social choices can be expected for this age group.

Teaching the Culturally Disadvantaged Pupil

Back to table of contents Previous article Next article Book ReviewNo AccessTeaching the Culturally Disadvantaged PupilHaim G. Ginott, Ed.D.Haim G. GinottNew York, N.Y.Search for more papers by this author, Ed.D.Published Online:30 Apr 2018https://doi.org/10.1176/appi.psychotherapy.1966.20.4.687AboutSectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail "Teaching the Culturally Disadvantaged Pupil." American Journal of Psychotherapy, 20(4), pp. 687–688 Access content To read the fulltext, please use one of the options below to sign in or purchase access. Personal login Institutional Login Sign in via OpenAthens Purchase Save for later Item saved, go to cart PPV Articles - APT - American Journal of Psychotherapy $35.00 Add to cart PPV Articles - APT - American Journal of Psychotherapy Checkout Please login/register if you wish to pair your device and check access availability. Not a subscriber? Subscribe Now / Learn More PsychiatryOnline subscription options offer access to the DSM-5 library, books, journals, CME, and patient resources. This all-in-one virtual library provides psychiatrists and mental health professionals with key resources for diagnosis, treatment, research, and professional development. Need more help? PsychiatryOnline Customer Service may be reached by emailing [email protected] or by calling 800-368-5777 (in the U.S.) or 703-907-7322 (outside the U.S.). FiguresReferencesCited byDetailsCited byNone Volume 20Issue 4 1966, pp. 561–717Pages 687-688 Metrics PDF download History Published online 30 April 2018 Published in print 1 October 1966

Review of Teaching the Culturally Disadvantaged Child.

Review of Teaching the Culturally Disadvantaged Child.