Differences in Understanding Generation in the Workforce

From an analysis of two age diverse samples in which we explored the ways “generation” is understood in the workforce, we make several contributions to generational research. First, we propose new conceptualizations on generations in the workforce. They are: contribution (a generation is defined based on the impact its members make on society or organizations) and generation as an ambiguous or irrelevant concept (generational categories are meaningless or inconsequential). Second, we note that individuals draw on a combination of multiple understandings of generations, making each person’s understanding unique and nuanced. Third, though most of our study participants leveraged age in their definition of generation, they did so in different ways. Fourth, we discuss outcomes of different understandings of generation, including conflict and identity work.     

Labor market institutions and demographic employment patterns

We study collective bargaining’s effect on relative employment for youth, women, and older individuals. Our model of collective wage setting predicts that unionization reduces employment more for groups with relatively elastic labor supply: youth, older individuals, and women. We test this implication using data from 17 Organization for Economic Cooperation and Development (OECD) countries over the 1960–1996 period. We find that time-varying indicators of unionization decrease the employment–population ratio of young and older individuals relative to the prime-aged, and of prime-aged women relative to prime-aged men, and unionization raises the unemployment rate of prime-aged women and, possibly, young men compared to prime-aged men.

“I am here for a reason”: minority teachers bridging many divides in urban education

Minority teachers are overwhelmingly employed in urban schools in underserved, low-income communities with large minority student populations. They receive little in the way of multicultural preparation, mentorship, and professional induction to meet the demands of teaching diverse student populations. This grounded theory study explores the experiences of novice teachers from various minority backgrounds working in urban classrooms. A tentative grounded theory, ‘I am here for a reason’ emerged, suggesting that minority teachers rely on their personal backgrounds and experiences to help them take an insider’s perspective with minority students in light of poor multicultural preparation and limited support in schools. The shared cultural perspective with students enables teachers to connect with and advocate for students, which represents both a strength and challenge for minority teachers. Finally, minority teachers are motivated by a strong desire for social justice as they work to bridge many divides, and are intentional in their work despite facing significant obstacles in training and teaching.     

Elder mistreatment in underserved populations: Opportunities and challenges to developing a contemporary program of research

ABSTRACT

This article provides an overview of the status of research on elder mistreatment among underserved populations in the United States, including gaps in our current knowledge base and scientific and structural barriers to growing research on the exploitation, neglect, and abuse of older people from diverse and disadvantaged ethnic/racial, geographic, sexual identity, and socioeconomic groups. High-priority areas in need of new elder mistreatment research with underserved populations are identified, and suggestions are given for how this research can be facilitated by researchers, university institutional review boards, and funding agencies.     

Collaborative Partnership in Age-Friendly Cities: Two Case Studies From Quebec,Canada

This article aims to explain the collaborative partnership conditions and factors that foster implementation effectiveness within the age-friendly cities (AFC) in Quebec (AFC-QC), Canada. Based on a community-building approach that emphasizes collaborative partnership, the AFC-QC implementation process is divided into three steps: (1) social diagnostic of older adults' needs; (2) an action plan based on a logic model; and (3) implementation through collaborations. AFC-QC promotes direct involvement of older adults and seniors' associations at each of the three steps of the implementation process, as well as other stakeholders in the community. Based on two contrasting case studies, this article illustrates the importance of collaborative partnership for the success of AFC implementation. Results show that stakeholders, agencies, and organizations are exposed to a new form of governance where coordination and collaborative partnership among members of the steering committee are essential. Furthermore, despite the importance of the senior associations' participation in the process, they encountered significant limits in the capacity of implementing age-friendly environments solely by themselves. In conclusion, we identify the main collaborative partnership conditions and factors in AFC-QC.     

Lessons Learned From a Canadian Province-Wide Age-Friendly Initiative: The Age-Friendly Manitoba Initiative

The Age-Friendly Manitoba Initiative was launched in 2008. A formative evaluation we conducted in 2011 with 44 participating rural and urban communities demonstrates considerable progress, with virtually all communities having formed an Age-Friendly Committee and conducting a community assessment to identify priorities for action. The majority of communities implemented one or more age-friendly projects. Major barriers to becoming age-friendly identified by participants included lack of funding; lack of capacity, particularly in small communities; and lack of leadership or direction. The study highlights the importance of strong leadership at all levels of government (municipal, provincial, federal); the need to support communities, particularly rural ones, as they try to become more age-friendly; and the importance of ongoing promotion of age-friendliness locally and more broadly (e.g., provincially).