| Summary: | This article presents a review of studies providing evidence of social class differences in general attitudes and behavior and to the theoretical important studies dealing with social class differences in child rearing. Considerable evidence exists of class differences on such broad dimensions of behavior as quality of family relationships, patterns of affection and authority, parents' conceptions of parenthood and their expectations for the child, children's perception of parents, general expressive styles, and modal reactions to stress. In conclusion, the author said that the positions mentioned differ in the contribution of each factor. It may be concluded that the isolated emphasis on child-training practices taken out of context is probably of limited value.
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