Clarifying the link between acculturation experiences and parent–child relationships among families in cultural transition: The promise of contemporary critiques of acculturation psychology

The field of acculturation psychology has been the focus of recent critique, calling into question current conceptualizations of acculturation experiences among families in cultural transition. This paper will consider how these critiques can inform theory and research that aims to clarify the link between the process of acculturation and the quality of parent–child relationships among families in cultural transition. For example, while the concepts of process and change are central to psychological approaches to understanding acculturation, this has not always been successfully reflected in choice of research methodology. Further, some theorists highlight the problem of conflating culture and national identity and of homogenizing culture into a few essentialize traits, psychological characteristics or sets of discourses. This paper will outline how a focus on the dynamic and complex process of acculturation opposes ideas of acculturative experiences as acontextual, ahistorical, and independent with some teleological endpoint. It is suggested that acculturation experiences should be reconceptualized as a dialogic, relationally constituted, and continually negotiated (unfinalizable) process. Finally, it is suggested that narrative and qualitative methodologies represent an especially useful way to highlight the fluctuations in acculturative experiences within a family context, and might offer greater promise in clarifying the link between acculturation experiences and the quality of parent–child relationships among families in cultural transition.     

Congressional access to executive branch information: Lessons from Iran-Contra

The Iran-Contra affair highlights the ongoing contest between Congress and the President over access to information. To carry out their constitutional functions, each branch needs information and the ability to protect the disclosure of that information. In the case of Iran-Contra, legitimate protection of information was replaced by lies and deception on the part of Executive officials, the pursuit of contradictory policies by the Executive Branch, and the violation of congressional statutes. Congress was denied the information it needed to discharge constitutional responsibilities, requiring it to reassert legislative prerogatives by tightening oversight statutes and scrutinizing presidential nominees who had some involvement in Iran-Contra. As a result of prosecutions by the Independent Counsel, a number of Executive officials and private citizens who participated in Iran-Contra have already pled guilty or been found guilty by Federal juries. Other than some temporary mending of fences and promises of good-faith, it is uncertain whether Iran-Contra will yield more permanent and beneficial lessons.     

Performance of black and white children on the bracken basic concept scale

One hundred fourteen matched pairs of black and white children were compared in their performance on the Bracken Basic Concept Scale. It was found that the white children attained scores that were nearly identical with the national average, but the black children performed approximately one-half standard deviation below their white counterparts. The black and white children exhibited similar patterns of performance on the BBCS subtests, suggesting a similar cognitive approach to the tasks.     

The Pros and Cons of Graduate Students Working Part-Time in Industry

To provide a method for graduate engineers to acquire advanced degrees, some industrial organizations have instituted a part-time employee program. The difficulties encountered by an industry, an employee and an educational institution which have been involved in such a program are indicated in this paper. Suggestions are made, which should improve the benefits derived from such a program. Since programs of this type will provide a better qualified technical force for industry and the nation, they deserve the attention of educators at this time. Greater cooperation between industry and educational institutions will provide a benefit to all.     

The Welfare to Work Transition in the United States: Implications for Work-Related Learning

This paper summarizes the legislation upon which the current welfare-to-work transition in the United States is based and describes characteristics of the former welfare population from which various tiers of employment options have emerged: unsubsidized-employed workers, subsidized-employed workers, subsidized-unemployed recipients, and unsubsidized-unemployed individuals. It also discusses current program emphases, and presents a format for directions for future program development which includes academic programs, situated cognition programs, integrated literacy/occupational skills programs, and integrated literacy/soft skills training.