This article examines East‐West differences in attitudes toward the traditional gender division of labor among German women and men, using data from the 1991 German Social Survey (ALLBUS). We test hypotheses about the effects of region and gender, and the interaction of both, in shaping gender‐role attitudes. The results indicate that the combination of region and gender produces (1) a similar gender gap in attitudes in both regions, with women in East and West voicing stronger opposition to traditional gender roles than their male counterparts and (2) regional differences in attitudes, with East Germans more likely than West Germans to oppose a gender‐based division of labor. Thus, this study shows that although state socialism was successful in fostering more progressive attitudes among East Germans, especially women, it did not eliminate the gender gap in attitudes about gender, work, and family.

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This article examines the socio-cultural context of early childhood socialization in Hungary. Using a macroscopic lens, we describe the national demographic situation and the social organization of early childhood education and care. Our analysis then shifts to a microscopic focus on parental values and beliefs about the substance of what young children should be learning in different settings. Results from our national survey suggest that Hungarian parents tend to view the socialization roles of childcare workers and parents as different, but complementary: good manners should be learned at home, while cognitive and social skills should be learned in nurseries. Most respondents also think that young children should learn about the world, others, and themselves through play in group settings, while reading and math lessons should wait until elementary school.

This article examines East-West differences in work values among German women, using data from the 1991 German Social Survey (ALLBUS). Our analyses indicate a clear regional gap in work values: East German women are more likely than West German women to consider employment to be very important and to highly value its socioeconomic and social rewards. We contend that this gap exists because of the effect of preunification differences in state ideology and policy on the life experiences of German women in the two regions. We discuss the implications of the findings for the claim that East Germany was more successful than West Germany in fostering positive attitudes toward market work among women.

Contemporary museums define educational programs for children as a central and straightforward component of their stated missions. We problematize these programs in our critical discussion of the role of the museum as a source of non-classroom education and the centrality of these lessons in the maintenance of the museum as an organization. Our exploratory study investigates educational programs for children within two traditionally adult-centered museum settings in the US: (1) an architectural museum in a mid-sized city and (2) an art gallery on a university campus. We compare the organizational goals of the two museums with respect to their programs for children and the attempts of museum educators to accomplish these goals through specific programs. Based on interviews with museum officials and field observations, we argue that museum programs attempt to promote both cultural and content lessons to children and teachers through school tours within museum spaces and that their success is tied to the training and beliefs of tour guides, the suitability of museum spaces for children as a participatory audience, and the techniques used to control children’s social behavior.