| Sumario: | The article examines the educational implications of certain social-cultural phenomena on the culturally disadvantaged children in the U.S. The author assesses the socio-cultural forces that affect the situation of the culturally disadvantaged in urban settings. The social-cultural differences on the school affect the individual pupils, the pupil-pupil relationships, teacher-pupil relationships, and school-community relationships. The author offer several solutions in addressing such issues which includes: (1) the increase of coordinated efforts among schools, local government, and other concerned agencies; (2) the necessity of schools to carry out a self-study of the impact of school-by-school social-class differences on students and teachers; and (3) the need for direct teaching to aim at changing attitudes and self concepts for students and parents.
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