This is the second in a series of technical reports presenting tabulations of basic data resulting from questionnaires and interview schedules used in connection with the Russell Sage Foundation program of research on the social consequences of testing, which aimed to examine the possible social impacts of the use of standardized ability tests (such as intelligence, aptitude, and achievement tests) in schools and occupational settings in the United States.

DAVID A. GOSLIN was staff sociologist at the Russell Sage Foundation and author of The School in Contemporary Society.

With each depression emergency measures are embarked upon—and the results generally forgotten. This study recovers and records significant experience in previous depressions for its bearing upon present and future policies. Published in 1936.

Leah H. Feder was associate professor of applied sociology at Washington University.

The work which this book describes had its beginning in the year 1949 when the Russell Sage Foundation and the Jewish Board of Guardians entered into an agreement to conduct a joint project to explore whether cooperation between social scientists and clinicians in child guidance practice could prove to be of mutual benefit. Specifically, it aimed to investigate the contribution potential of the existing funds of social science knowledge to child guidance practice, as well as the research needs encountered by child guidance workers which could be met by social scientists.

Otto Pollack, Child Guidance Institute of the Jewish Board of Guardians

Prepared by the Consortium of Social Science Associations (COSSA), a Washington advocacy group serving the major professional societies in the social and behavioral sciences.

The federal government is a major supporter of research in the social and behavioral sciences, but until now, no single, multidisciplinary directory has been available to guide researchers through the complexities of government funding in these fields.

COSSA’s inclusive Guide to Federal Funding describes over 300 federal programs in impressive detail, including funding priorities, application guidelines, and examples of funded research. Introductory essays describe the organization of social science funding and offer inside views of federal funding practices and contract research.

For anyone who needs to know the ins and outs of government funding in the social sciences and related fields, COSSA’s Guide will be an essential new research.

Contributors: David Jenness, William Morrill, Martin Duby, Felice J. Levine, Janet M. Cuca, Barbara A. Bailar, Steven R. Schlesinger, Janet L. Norwood, and Emerson J. Elliott

This book examines the sociocultural dynamics behind food – dynamics such as access to foods at the domestic level, the cultural influences training tastes, or the micro-politics that govern its distribution – through the lenses of three communities: the Oglala, a Southern community, and an Italian-American community. Contributors: Mary Douglas, William K. Powers, Marla M.N. Powers, Tony Larry Whitehead, Judith G. Goode, Karen Curtis, Janet Theophano, and Jonathan Gross.

Mary Douglas was Avalon Foundation chair in the humanities at Northwestern University.

This book, published in 1959, examines systematic research in the field of parent education – the efforts, particularly between 1934 and 1959, designed to develop in parents a greater competence in the task of rearing their children – and describes the contributions of the social sciences to parent education theory and practice. It aims to provide a solid frame of reference against which the soundness of parent education efforts and concepts can be measured. It seeks to explore and clarify the contributions which social science theory and research have made and potentially could make to the successful planning of educational efforts directed to parents.

Orville G. Brim, Jr., was a sociologist at the Russell Sage Foundation. He taught at the University of Wisconsin and was the author of Sociology and the Field of Education.

The study reported in this 1960 book examined the process of foster home placement and the impact of this process on the foster child. It also aimed to show some of the limits and potentialities of research in an actual practicing agency. The study grew out of a Russell Sage Foundation residency held by the author during 1954–1955 at the Chicago Child Care Society.

Eugene A. Weinstein was professor of sociology at Vanderbilt University.