Racial/Ethnic Socialization and Parental Involvement in Education as Predictors of Cognitive Ability and Achievement in African American Children

Racial/ethnic socialization has not been studied in the context of other parenting behaviors such as parental involvement in education and its relationship to children??s cognitive outcomes. The present study tested the impact of racial/ethnic socialization and parental involvement in education on cognitive ability and achievement in a sample of African American youth. Two dimensions of racial/ethnic socialization, cultural exposure (i.e., exposure to diverse cultures) and cultural socialization (i.e., in-group pride), were examined in a sample of 92 African American mother?Cchild dyads, of which 50% were female. Maternal reports of involvement during their child??s 5th grade year were examined as a moderator in the relationship between racial/ethnic socialization and cognitive ability and achievement. Hierarchical regression analyses revealed that mothers?? reports of cultural exposure messages measured in 4th grade predicted children??s scores on 5th grade assessments of passage comprehension. There was also a significant interaction indicating that greater cultural exposure and more parental involvement in education predicted better reading passage comprehension scores over time. The implications for assessing dimensions relevant to cognitive ability and achievement in African American children are discussed.     

Selling Nostalgia: Mad Men, Postmodernism and Neoliberalism

Postmodernity, the cultural mode of neoliberalism, reduces history to a set of discourses with the concomitant assertion that the individual??s knowledge of the real emerges from an engagement with images of the real The economic structures of neoliberalism encourage rugged individualism, self-reliance, and assert a spurious gender equality. Mad Men, a contemporary media product situated in media-derived nostalgia demonstrates how audiences read the past through the postmodern, neoliberal discourse of style. These readings encourage an ahistorical understanding of gender and class that reinforces neoliberal suppression of people as members of political classes.     

Quantification of Morphine,Codeine, and Thebaine in Home‐Brewed Poppy Seed Tea by LC‐MS/MS

Recently, medical examiners reported two cases of a 21‐year‐old male and 24‐year‐old male with high amounts of morphine in their blood at autopsy. It was suspected that the decedents ingested lethal amounts of morphine from home‐brewed poppy seed tea. No studies to date have investigated opium alkaloid content extracted from poppy seeds by home‐brewing methods. Various poppy seed products were purchased from online sources and extracted with four home‐brewing methods representative of recipes found on drug user forums. Morphine, codeine, and thebaine were quantified in the tea extracts by liquid chromatography‐tandem mass spectrometry using a validated analytical method. Morphine, codeine, and thebaine concentrations from seeds were <1–2788 mg/kg, <1–247.6 mg/kg, and <1–124 mg/kg, respectively. Alkaloid yield varied between extractions, but regardless of extraction conditions, lethal amounts of morphine can be rinsed from poppy seed coats by home‐brewing methods.     

Moral judgment development: The effects of education and occupation

Data from the Rest longitudinal study of moral judgment development were used to (i) consolidate past research into a single process model of moral judgment development, and (ii) assess the relative contributions of education and work to moral judgment development. Subjects were 102 individuals who were first interviewed in 1972–1974 and were followed up in 1983. A general model was specified which included moral judgment development in adolescence, dedication, educational attainment, occupational attainment, fulfilling career, and adult moral judgment development. The model was tested on the total sample and in a subsamples analysis that examined the unique pathways to moral development of subsamples which had either completed 2 years or more of college (higher education) or had completed less than 2 years of college (lower education). The general model confirmed that both education and occupation play important roles in the explanation of adult moral judgment development; the subsamples analysis suggested that work-related variables were the most important determinants of development in the lower education group and that education was the most important determinant of the higher education group.Dr. Boldizar died on March 28, 1992.