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This field study is an attempt to provide detailed suggestions for a one semester elective course of study Australian Minorities: Concepts and Perspectives to be offered at a tertiary institution. It is intended primarily to provide a context in which minority group persons can be introduced to and analyse the theories and concepts which have been used to describe them as minority group persons, and to give minority group persons the opportunity to formulate and develop their own theories and concepts derived from their own experience. Since the program in which the course is offered is already operating and this course is a required part of it, the case for the provision of specific courses for minority group students is not argued here. The purpose in providing a detailed course description through this field study is (a) to contribute to the, as yet, small number of tertiary level courses from which both minority group and mainstream students select their programs, and (b) to provide suggestions for teachers of such courses to enable them to present courses which have specific interest for minority group students. The principles on which the course is constructed constitute a blending of humanistic and social reconstructionist perspectives with the purpose of (a) making the course acceptable to the espoused values of institutions offering teacher education programs, and (b) providing students with some knowledge and skills whereby they are empowered to make changes in the societies in which they will work. The course was compiled from (a) Suggestions solicited on an informal basis from students involved in an initial teaching of a similar course. (b) The writer's perceptions of needs arising from experience of teaching in a tertiary program catering specifically for Aboriginal and Islander persons. (c) Library research of, especially, material written by minority group persons, but also material written about minority group persons. Suggestions for evaluating the effectiveness of the course are provided because it is intended that this course be used as a base or beginning structure to generate new courses, or for modifications of this one according to specific needs of teachers and student groups. It is presented in a form intended to be useful as a starting point for other minority group teachers involved in offering courses to cater for similar needs. Source material is drawn mainly from sociological and philosophical perspectives, combining western concepts from these disciplines with contemporary minority group definitions of experience.

One of the significant contributions of this study is its inclusion of the role of social contextual factors in determining parenting. I built on the ecological model proposed by Belsky (1984). As such, the parenting model tested in this dissertation included individual level determinants of parenting: 1) parent characteristics (e.g., developmental history), and 2) child characteristics (e.g., behavior problems). Yet, rather than include a social context domain as described by Belsky, I distinguished between within family context (e.g., interparental hostility) and external to family context (e.g., work-family conflict, neighborhood disorganization) as social contextual sources of stress and support to the parent-child relationship. A second significant contribution of this study is attention to parent gender. I included assessments of both mother and father parenting and specifically test for hypothesized differences in how the predictive model might operate differently depending on the parent’s gender. It is important to note further that the accomplishment of this examination of parent gender involved the use of a methodology that is itself an important contribution to the existing work. Specifically, my methodology involves simultaneous testing of mother and father data, something that has not typically been done in past studies. Critically, this methodology controls for any overlap or similarity between mother and father parenting and thereby allows for a better test of the uniqueness of mother and father parenting and of patterns of predicting mother and father parenting. This study employed parent reported data from the NIMH-funded Ogden Youth and Family Project, a longitudinal, sequential-cohort study of families with adolescent children (N = 933). Using structural equation modeling, we found that the model adequately fit the data while direct and indirect effects on parenting were found. The individual level parenting determinants of child behavior problems and parental depression were significantly directly associated with parenting, particularly for fathers. The within family contextual variable of covert marital conflict was directly associated with father parenting, and directly and indirectly associated with mother intrusive parenting through maternal depression. As risk factors external to the family, workfamily conflict was not significantly related to parenting, and neighborhood disorganization was indirectly related to intrusive mothering (but not her supportive parenting or to father’s parenting), through elevated levels of marital conflict and depression.

There is a well-established relationship between socioeconomic position (SEP) and health among older adults, but a short-coming of existing research is its failure to link the SEP-health relationship in later life to the gendered histories of work and family life, or the policy contexts in which these histories unfold. Drawing on the life course perspective and welfare state theory, this research investigates: the dominant patterns of labour market and family experiences over the life course for current cohorts of older adults in Britain; whether health dynamics among older adults vary by gender and life course experiences; and whether SEP and social roles at age 65 mediate these relationships. The data come from a sample of individuals born between 1927 and 1940 participating in the British Household Panel Survey (N=1552). I first examined life course experiences in the labour market and the family from young adulthood to retirement age using a two-stage latent class analysis. Theoretical considerations, along with indices of model fit, suggested that four latent life paths broadly characterized the experiences of the older adults in this sample. Consistent with the social policy context in Britain in the post-World War II years, I found evidence of distinct gender patterns in role configurations at various points across the life course and in the life pathways that link these experiences over time. In the second part of the analysis, I assessed health dynamics using latent growth curve models. Only mental health dynamics were patterned by life course histories, and SEP at age 65 mediated part of this relationship. The life course histories did not have an independent influence on trajectories of chronic health problems or self-assessed health. These findings are considered in the context of our current understanding of health dynamics among older adults, including gender differences and their relationship to SEP.

There is a well-established relationship between socioeconomic position (SEP) and health among older adults, but a short-coming of existing research is its failure to link the SEP-health relationship in later life to the gendered histories of work and family life, or the policy contexts in which these histories unfold. Drawing on the life course perspective and welfare state theory, this research investigates: the dominant patterns of labour market and family experiences over the life course for current cohorts of older adults in Britain; whether health dynamics among older adults vary by gender and life course experiences; and whether SEP and social roles at age 65 mediate these relationships. The data come from a sample of individuals born between 1927 and 1940 participating in the British Household Panel Survey (N=1552). I first examined life course experiences in the labour market and the family from young adulthood to retirement age using a two-stage latent class analysis. Theoretical considerations, along with indices of model fit, suggested that four latent life paths broadly characterized the experiences of the older adults in this sample. Consistent with the social policy context in Britain in the post-World War II years, I found evidence of distinct gender patterns in role configurations at various points across the life course and in the life pathways that link these experiences over time. In the second part of the analysis, I assessed health dynamics using latent growth curve models. Only mental health dynamics were patterned by life course histories, and SEP at age 65 mediated part of this relationship. The life course histories did not have an independent influence on trajectories of chronic health problems or self-assessed health. These findings are considered in the context of our current understanding of health dynamics among older adults, including gender differences and their relationship to SEP.

Drawing from concepts in criminological literature and sociological life-course perspective literature, data from adolescent and young adult measurements collected as part of a longitudinal panel study conducted on a cohort from Harris County, Texas, were used to estimate Structural Equation Models, testing the unmediated and mediated relationships between adolescent deviance, early timing of transitions to adult roles, and adult deviance. First, a simplified three latent variable model was estimated using the full sample (N= 3,379) to examine direct associations among adolescent deviance, early transitions to adulthood, and adult deviance while controlling for prior involvement in deviant behavior in adolescence. An expanded seven latent variable model was then estimated adding mechanisms in adolescence through which the relationships previously observed in the simplified model are mediated. Lastly, both the simplified and expanded models were estimated on eight subgroups in the sample to examine whether the relationships observed for the full sample are moderated by gender, race/ethnicity, paternal level of education, and expectations for future failure in conventional adolescent roles. For the full sample, the simplified model produced significant direct relationshipsbetween adolescent deviance and early transitions to adulthood, and between early transitions to adulthood and adult deviance. When this simplified model was estimated on the eight subgroups, the first relationship remained stable for each of the eight moderating subgroups, while the second relationship did not. When several intervening variables were added between adolescent deviance and early transitions to adulthood in the expanded model, the parameters added to the model using the intervening variables formed a chain of significant direct relationships fully mediating the relationship between adolescent deviance and early transitions to adulthood for the full sample. This chain of significant direct relationships remained stable for five of the eight subgroups, and the three subgroups that did not experience full mediation underwent great attenuation of the relationship. These intervening variables offer avenues for altering the trajectory of behavior seen in the simplified model.

Purpose: The purpose of this study was to explore the experience of individuals who are aging with a lifelong and/or early-onset physical impairment. Method: A qualitative methodology was utilized consisting of narrative inquiry informed by the Life Course Perspective. The life course perspective is a dynamic approach that encompasses multiple theories including sociology, human development, and aging, highlighting how social, historical, and cultural contexts shape people’s lives. Narratives are storied ways of knowing and communicating that people use to organize events in their lives and make sense out of their experiences. Nine community-dwelling individuals (3 men; 6 women), aged 26-70, with mild to severe Cerebral Palsy were recruited using a combination of purposive and snowball sampling. Multiple (3-4), in-depth interviews were completed with each participant in order to co-construct their life stories. The data analysis was iterative. NVIVO 8 was used to organize the data, supporting a systematic caparison of emerging themes and categories, as well as the central plot that weaves the participants’ experiences together. Findings: “Defying the Odds” emerged as the central narrative that weaved together their experience of growing up and growing older. Their narrative is depicted through the trajectory of the disordered body that manifests itself in peaks and valleys. Their narrative is also weaved together by three central threads: Achieving a Sense of Belonging, Overcoming being Seen but not Heard, and Striving for Self-Reliance. “Normalization” emerged as a key recurring theme in the participants’ life stories. The focus of rehabilitation on "normalizing" movement, particularly walking, during childhood can lead to social psychological challenges as well as problems later in the life course as people encounter increasing fatigue and decreasing functional abilities but no longer have access to rehabilitation services. Implications: Theoretically, the disordered body needs to be reconceptualized in ways that are more positive. Conceptualizing a theory on aging with disability needs to be pursued. Clinically, we need to work towards developing a continuum of care across the life course with a focus on long-term maintenance and prevention of secondary health problems.

No description available.

Purpose: The purpose of this study was to explore the experience of individuals who are aging with a lifelong and/or early-onset physical impairment. Method: A qualitative methodology was utilized consisting of narrative inquiry informed by the Life Course Perspective. The life course perspective is a dynamic approach that encompasses multiple theories including sociology, human development, and aging, highlighting how social, historical, and cultural contexts shape people’s lives. Narratives are storied ways of knowing and communicating that people use to organize events in their lives and make sense out of their experiences. Nine community-dwelling individuals (3 men; 6 women), aged 26-70, with mild to severe Cerebral Palsy were recruited using a combination of purposive and snowball sampling. Multiple (3-4), in-depth interviews were completed with each participant in order to co-construct their life stories. The data analysis was iterative. NVIVO 8 was used to organize the data, supporting a systematic caparison of emerging themes and categories, as well as the central plot that weaves the participants’ experiences together. Findings: “Defying the Odds” emerged as the central narrative that weaved together their experience of growing up and growing older. Their narrative is depicted through the trajectory of the disordered body that manifests itself in peaks and valleys. Their narrative is also weaved together by three central threads: Achieving a Sense of Belonging, Overcoming being Seen but not Heard, and Striving for Self-Reliance. “Normalization” emerged as a key recurring theme in the participants’ life stories. The focus of rehabilitation on "normalizing" movement, particularly walking, during childhood can lead to social psychological challenges as well as problems later in the life course as people encounter increasing fatigue and decreasing functional abilities but no longer have access to rehabilitation services. Implications: Theoretically, the disordered body needs to be reconceptualized in ways that are more positive. Conceptualizing a theory on aging with disability needs to be pursued. Clinically, we need to work towards developing a continuum of care across the life course with a focus on long-term maintenance and prevention of secondary health problems.

Mémoire (M.E.S.R.)--Université du Québec à Chicoutimi, 2001. / Document électronique également accessible en format PDF. CaQCU