Intergenerational Activities that Promote Engaging Conversations are Preferred among Young and Older Adults

ABSTRACT

Loneliness negatively affects young and older adults. Intergenerational activities foster social connectedness. Using quantitative and qualitative methods, this study explored which intergenerational activities are most enjoyable for college students and retirement community residents. Demographics, loneliness, enjoyment, conversation level, and type of activity were analyzed. The enjoyment and conversation variables were positively correlated (r = .59, p < .001) which was supported by participants’ narratives. Both populations most enjoyed the activities with higher conversation levels, with the first being committees, followed by meals, one on one activities, and transportation. Retirement communities and universities should promote intergenerational activities, which include meaningful conversations.     

Actual Versus Perceived Generational Differences in the Preferred Working Context: An Empirical Study

ABSTRACT

This study extends generational research by delineating actual versus perceived cohort differences through a theoretically grounded model using the Social Identity Approach (SIA). Subjects rated how much they valued 15 workplace characteristics and then provided value ratings for generational cohorts based on their perceptions of said cohorts. This allowed for the determination of actual and perceived cohort differences by characteristics. Results revealed actual cohort value differences across seven characteristics; however, perceived differences exceeded actual ones. Post-hoc, an examination of cohort values by characteristics revealed generational identities and the presence of prototypical distancing between cohort in groups and out groups.     

Ethnic–Racial Socialization in the Family: A Decade's Advance on Precursors and Outcomes

In the current decade, the U.S. population reached historically high levels of ethnic–racial diversity and reelected the nation's first Black–White biracial President. Simultaneously, scholars also documented significant ethnic–racial inequities in education, increased xenophobia, and a racial climate that revealed deep-seated ethnic–racial tensions. Given this backdrop and acknowledging the significant role that families play in youths' abilities to navigate their social contexts, the current review focused on the literature on families' ethnic–racial socialization efforts with youth from the 2010 decade. Our review of 259 empirical articles revealed that there has been an exponential increase in research on family ethnic–racial socialization in this decade. Furthermore, although it is clear that family ethnic–racial socialization is a robust predictor of youths' adjustment, the associations between socialization and adjustment must be considered with attention to specific socialization strategies, the confluence of strategies used, and the unique contexts within which families' lives are embedded.     

Applying a Critical and Peace Education Lens to the American Revolution in the Social Studies Classroom

Abstract

The American Revolution is central to the identity of citizens of the United States. It is, therefore, rarely critiqued in the U.S. social studies classroom. This article examines how teachers can discuss the American Revolution using both a critical historical approach and the ideas of peace education, particularly the strand that focuses on the problematization of war. Specific examples are given for how teachers can critique some of the national myths surrounding the American Revolution. Furthermore, the rationale for this critique of the American Revolution is presented, particularly as it relates to the problematic history of minorities in the aftermath of the Revolution and the relationship between students’ views of the American Revolution and the ties to modern-day violence and military engagements. The goal for this more nuanced understanding of the American Revolution is not only to make students more critical thinkers in regard to their history but hopefully to also help them gain a healthier societal outlook in regard to the issues of peace and conflict.     

Comfort Women: Enhancing Students’ Global Awareness through Human Right Education

Abstract

Teaching about the comfort women of World War II offers a compelling case study for the social studies classroom and human rights education. The topic will educate students to become knowledgeable about the larger world and its dark histories that have been omitted or scarcely mentioned in U.S. history textbooks. This article provides high school social studies teachers with the historical background of comfort women, rationales for including this topic in social studies curriculum, and teaching strategies and resources that teachers can use in their classrooms.     

Factor Structure and Reliability of the Advantages of Children Scale with Latino and Caucasian Male Emerging Adults

Abstract

Based on the value of children theory, the purpose of this study was to develop and establish the factor structure and internal consistency reliability of the Advantages of Children Scale (ACS), a self-report measure of a modification of Hoffman and Hoffman’s value scheme of the psychological needs children meet for their parents. Data were collected from 685 emerging adult men identifying as Latino or Caucasian who were not parents. Results of the confirmatory factor analysis found a good fit for the six hypothesized subscales on the ACS: connectedness, expansion of self, family heritage, adult status and social identity, development of self, and family maintenance. We discuss potential applications of the measure in research and practice.