Staff Reactions Toward Lesbian,Gay, or Bisexual (LGB) People Living in Residential Aged Care Facilities (RACFs) Who Actively Disclose Their Sexual Orientation

Fifty-three staff members currently working in residential aged care facilities located in Barcelona, Spain, were asked about the way they would react if a resident told them that he or she felt sexually attracted and had maintained sexual relationships with another resident of the same gender. Acceptance of non-heterosexual sexual orientation was a frequent answer, and around one in four professionals stated that they would try helping the resident in question, by offering a private space or giving some emotional support. However, some reactions were not consistent with a respectful approach toward sexual diversity, as, for instance, informing the resident’s family or advising the resident to keep his or her sexual orientation hidden. We highlight the importance of developing formal policies and offering formal training to staff in order to address the specific needs of older LGB people living in RACFs.     

The Immigrant Advantage in Adolescent Educational Expectations

Previous research has shown uniquely high expectations among children of immigrants. However, existing studies have not focused on why children of immigrants have an expectations advantage over their native‐born counterparts or if this has changed over time. This study shows that an immigrant advantage in graduate school expectations persists among adolescent children of immigrants today. Regression analyses reveal that this advantage is largely explained by higher parental expectations, greater interest in school, and foreign language use in early childhood. We argue that these factors can be conceptualized as forms of cultural capital stemming from unique aspects of the immigrant experience that are common across immigrant families.     

Educational selectivity in U.S. Immigration: How do immigrants compare to those left behind?

Current immigration research has revealed little about how immigrants compare to those who do not migrate. Although most scholars agree that migrants are not random samples of their home countries' populations, the direction and degree of educational selectivity is not fully understood. This study of 32 U.S. immigrant groups found that although nearly all immigrants are more educated than those who remain in their home countries, immigrants vary substantially in their degree of selectivity, depending upon the origin country and the timing of migration. Uncovering patterns of immigrant selectivity reveals the fallacy in attributing immigrants' characteristics to national groups as a whole and may help explain socioeconomic differences among immigrant groups in the United States.     

Women of Vision: Unique Insights into Women of the 20th Century. edited by Eileen A. Gavinn,Gavin, Aphrodite Clamar,and Mary Anne Siderits

The purpose of this study was to explore comparatively personality variables, subjective well-being variables, and participation in daily life activities in 150 women aged 50 to 82 years with different employment status. Moreover, we also analyzed the extent to which personality and participation in daily life activities accounted for life satisfaction, positive affect, and negative affect. Results from analyses of variance showed that there were significant differences between women with different working status. Multiple regression analyses revealed that self-esteem, optimism, and social activities accounted for a significant amount of variance in predicting life satisfaction and positive affect.     

The Benefits of Biculturalism: Exposure to Immigrant Culture and Dropping out of School among Asian and Latino Youths

Objective . This study examines how retaining an immigrant culture affects school dropout rates among Vietnamese, Koreans, Chinese, Filipinos, Japanese, Mexicans, Puerto Ricans, and Cubans. Methods . I use 1990 Census data to analyze how language use, household language, and presence of immigrants in the household affect dropping out of school. Results . Overall, I found that these measures have similar effects on these diverse groups: bilingual students are less likely to drop out than English-only speakers, students in bilingual households are less likely to drop out than those in English-dominant or English-limited households, and students in immigrant households are less likely to drop out than those in nonimmigrant households. Conclusions . These findings suggest that those who enjoy the greatest educational success are not those who have abandoned their ethnic cultures and are most acculturated. Rather, bicultural youths who can draw resources from both the immigrant community and mainstream society are best situated to enjoy educational success.     

Mapping Civic Engagement in Later Life: A Scoping Review of Gerontological Definitions and Typology Proposal

VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations - Research on older people’s civic engagement has increased significantly in the last two decades, as have policy and...     

A Field in Search of Concepts: The Relevance of Generativity to Understanding Intergenerational Relationships

Intergenerational relationships are increasingly recognized as an important field of practice and research. However, it has been argued that appropriate concepts and theories are still required to guide and consolidate the discipline. Although a number of concepts borrowed from the social sciences have been used with some success thus far, few attempts have been made to conceptualize intergenerational relationships from a psychological and developmental perspective. This article explores the usefulness of the Eriksonian concept of generativity as a framework for understanding intergenerational relationships. We describe the contribution of generativity to the intergenerational field and we explore the prospects, limitations, and potential of this contribution.     

Grandmothers Offering Regular Auxiliary Care for Their Grandchildren: An Expression of Generativity in Later Life?

The study explores the meaning that grandmothers who offer regular childcare attach to that experience and the extent to which the notion of generativity might explain the meaning of the experience of caring for a grandchild. Twenty-four Spanish grandmothers aged 60 and over who provided at least 12 hours a week of childcare were interviewed. Interviews were transcribed verbatim and qualitatively analyzed. The results suggest that grandmothers regard their childcare input as being part of their parental duty of helping in times of need. A range of consequences of caregiving were mentioned, generally positive and satisfactory. Our participants apparently began their caregiving task as an expression of parental generativity, although rewards associated with childcare are linked to grandparental generativity.     

How students evaluate university programmes for older people: A comparison between two models in Spain

This study examines how older students evaluate the University Programme for Older People (UPOP) they participate in, and how such evaluation might vary depending on the type of UPOP. The sample was made up of 257 older students (mean age = 67.6 years) and was gathered from two UPOP models, one structured as Older People Classrooms (134 participants) and the second one as University of Experience (123 participants). Participants completed a questionnaire evaluating different dimensions of the programme and two incomplete sentences to identify its weak and strong points. Overall, results suggest that older students are very satisfied with the educational experience. Apart from attracting a different profile of student (younger and more involved), University of Experience students seem to give more importance to methodological issues when compared to Older People Classroom counterparts. These results are discussed in the context of new strategies to improve university courses aimed at older people.     

The Effect of State Transfers on Poverty in Post-Socialist Eastern Europe

During the market transition in Eastern Europe, social support mechanisms shifted from employment-based measures to means-tested ones. This restructuring, along with an overall decrease in social support and economic productivity and an increase in unemployment, meant that these payments were often inadequate to address the large rise in poverty during this period of time. Little research, however, considers whether individual-level payments were effective in reducing poverty. This paper considers the efficacy of these individual-level payments in Bulgaria, Hungary, and Romania, using two-wave panel data. It shows that state transfers to individuals reduced their poverty in all these countries. Thus, while the level of payments may have been inadequate to eliminate the adverse effects of the market transition, the payments themselves were beneficial to individuals and reduced their poverty.