The population of seniors in Canada is increasing, and the numbers of seniors who remain in or return to the workforce rather than retire are also on the rise. However, work experiences of older individuals have been understudied in research. This study explores the meaning of work to a group of individuals over age 65 in Thunder Bay, a city in Northwestern Ontario. The researcher conducted ten interviews following phenomenological methods of inquiry. Using identity theory, life course perspective, and continuity theory, the study also sought to understand the importance of continuity to older individuals’ experiences of work. Findings revealed eight themes that influenced older workers’ experiences: socio-historical trends, the work environment, health, financial circumstances, purpose, choice, life beyond work, and perceptions of age. Ultimately, continuity of behaviours, life stories, and self-understandings are important features of older workers’ experiences and may influence whether this important group will continue to work.

The population of seniors in Canada is increasing, and the numbers of seniors who remain in or return to the workforce rather than retire are also on the rise. However, work experiences of older individuals have been understudied in research. This study explores the meaning of work to a group of individuals over age 65 in Thunder Bay, a city in Northwestern Ontario. The researcher conducted ten interviews following phenomenological methods of inquiry. Using identity theory, life course perspective, and continuity theory, the study also sought to understand the importance of continuity to older individuals’ experiences of work. Findings revealed eight themes that influenced older workers’ experiences: socio-historical trends, the work environment, health, financial circumstances, purpose, choice, life beyond work, and perceptions of age. Ultimately, continuity of behaviours, life stories, and self-understandings are important features of older workers’ experiences and may influence whether this important group will continue to work.

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Alzheimer’s disease (AD) is the most commonly occurring form of dementia that affects African Americans at 2 to 3 times higher rate than other ethnic or racial groups in the United States. As the number of older African Americans with AD grows rapidly so will the need for daily supports; therefore, informal caregivers, such as an adult offspring, often assume the role of filial caregiver. Focusing on the unique patterns of caregiving among African Americans, this generic qualitative study may help explain the adult offspring’s perspective on sibling relationships as they function in the role of primary filial caregiver. Equity theory was the conceptual framework used to explore sibling relationships among African American adult filial caregivers. A purposeful sampling in conjunction with snowballing was used to recruit participants who provided filial caregiving to a home-bound parent with AD. For this generic qualitative study, 10 participants responded to 12 open-ended interview questions related to their sibling relationships and filial caregiving. After collecting and transcribing the data, I used a thematic analysis approach, resulting in the following 5 emergent themes: (a) perception of equity, (b) continuing a close sibling relationship, (c) strategies of communication and collaborative decision-making, (d) varying siblings supports, and (e) attitudes towards caregiving and siblings. The results from this study may enhance culturally sensitive or responsive interventions/strategies and family-centered programs supporting African American adult filial caregivers and their siblings as they navigate the demands of elder care, thereby informing perceptions of fairness related to caregiving responsibilities.

Thesis advisor: Wen Fan / This thesis investigated the impact that cancer has on young adult survivors of childhood malignancies. Existing studies explore varying physical, psychosocial, and psychological, late effects experienced by survivors of childhood cancer. However, there exists a gap in survivorship literature; young adults, and young adult survivors of childhood cancer in particular, are understudied compared to adult and pediatric survivors. Moreover, most studies address objective, clinical, aspects of cancer survivorship. They rarely focus on survivors’ subjective experiences. Yet, previous research suggests that positive cognitive appraisals of adverse life events such as cancer mitigate detrimental psychosocial and psychological symptomologies later in life. This study adopted the life course perspective to investigate the subjective experiences of young adult survivors of childhood cancer. It examined how events such as cancer diagnoses and transitions back to school are interconnected throughout one’s entire life history, rather than analyzing these specific occurrences as isolated events. Participants were invited to fill out two existing quality of life surveys and take part in an interview to explore areas of survivorship previously identified as being specific to young adult survivors. An analysis of interview transcripts and survey data revealed three major events that occur after being diagnosed with a pediatric malignancy. Furthermore, each participant not only recalled positive subjective experiences over the course of these checkpoints, but ultimately found positive meaning from their cancer experience. This thesis suggests that positive subjective experiences soon after a cancer diagnosis are critical in ensuring that patients have favorable conceptions of their journeys and their aftermath. / Thesis (BA) — Boston College, 2020. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Sociology.

Prior research demonstrates that military service disconnects men from past social and personal disadvantages and thus potentially alters normal life-course patterns of development. Much of this research, however, has been conducted only with World War II veterans. Relatively few studies have examined the influence of military service in Vietnam and its impact on altering individual trajectories of development. Through latent growth curve models, the authors examine the impact of military service in Vietnam on drug use and arrests across the life-course. Longitudinal data collected by the Marion County Youth study (1964-1979) were used to track a sample of men over a 15-year period. Analyses of these data revealed substantial nonrandom selection effects associated with service in Vietnam. Lower-class youths with already established delinquent patterns were significantly more likely to have served in Vietnam. It also appears, however, that service in Vietnam significantly increased individual drug use and, hence, offending rates.

In the United States, African American fathers are incarcerated at a disproportionate rate and have a poor prognosis of success. Although researchers have considered how crime, paternal abuse, poverty, and social disparities have affected African Americans, they have not adequately studied how formerly incarcerated African American fathers experience parenting. The purpose of this qualitative transcendental phenomenological study was to bridge this gap in knowledge by exploring the parenting experiences of formerly incarcerated African American fathers on parole. The research question focused on the parenting experiences of African American fathers obligated to mandatory supervision following an incarceration. A criterion-based sample of 9 African American fathers from the Midwestern region of the United States completed 2 in-depth interviews. Interviews were analyzed using phenomenological techniques, resulting in 9 central themes focused on social objectification, survival, change, the agency of fatherhood, and parent-child relations. Despite difficulties and challenges, the quality of the fathers' lives hinged on the quality of their relationship with their children. The findings and recommendations from this study may advance positive social change by stimulating and guiding the efforts of human service practitioners working to develop culturally relevant interventions, and raising the awareness of advocates working to influence legislators toward comprehensive policy reform. The application of this study's findings may provoke community members to strengthen their support for African American fathers returning to the community following incarceration.

Self-evaluation in home management and its relationship to achievement motivation was investigated . The discrepancy between student self-evaluation and adviser evaluation was correlated with achievement motivation. The sample consisted of 33 female students, residents of -the Home Management House during Spring Quarter of the 1968-69 school year and Fall and Winter Quarters of the 1969-70 school year. The instruments used were: (1) a background questionnaire; (2) Management Resource Scale, and (3) Litwin Decision-Making Test. The statistical test used was the Pearson r (correlation coefficient). No significant relationship was found between absolute discrepancy between student self-evaluation in home management, and adviser evaluation and achievement motivation. However, when directionality of evaluation-deviation scores was considered, a significant relationship was found at the .05 level. Subjects who received positive evaluation-deviation scores were lower in achievement motivation than were subjects who received negative evaluation-deviation scores.

Older adults who provide care for an adult child with a disability have rarely been considered in the planning and preparation literature. As they grow older, these adults face the challenge of arranging care for their dependent children and for themselves. This study investigated influences on planning for one's own future care. Results indicated that parents who prepared for their adult child's future care were more likely to prepare for their own care. When compared to adults without a dependent child, parents caring for an adult child with a disability were equally likely to plan for their own future care.

This study examined mothers', fathers ', preschool teachers', and kindergarten teachers' opinions regarding children's requisite kindergarten entry skills. Participants were 101 preschool teachers from eight counties in northern Utah, as well as 113 kindergarten teachers and 286 parents of kindergartners from five school districts in northern Utah. Questionnaires were administered to assess opinions regarding (a) the preschool teachers' role in preparing children for kindergarten, (b) the parental role in preparing children for kindergarten, (c) priorities for requisite kindergarten entry skills, (d) the importance of specific skills emphasized in preschool, and (e) the importance of specific skills emphasized in kindergarten. Findings indicated that teachers agreed significantly more so than parents that preschool teachers could do more to prepare children for kindergarten. When asked what their child's preschool/day care teacher has done, parents' responses were similar to preschool teachers' when asked what they had done, suggesting consistency in what is taught in preschools, and strong communication with parents. All groups similarly agreed that parents could do more to prepare children for kindergarten. While reading to children and reading/writing skills were the most popular responses listed by all four groups, some significant differences emerged regarding what parents could do. Kindergarten teachers mentioned reading to children and language/communication skills more frequently than did the other groups. Moreover, fathers mentioned responsibility/self-help skills less frequently than all other groups. All four groups ranked how to listen, how to follow directions, and how to feel confident as the three most important requisite kindergarten entry skills. The four least important skills for parents, and preschool and kindergarten teachers were how to count, how to raise one's hand, how to write, and how to read. Significant differences existed between all groups' ratings of the importance of specified skills to be emphasized in preschools/day care centers, as well as for skills to be emphasized in kindergarten, although the mean ratings for each skill were moderately high. Mothers, preschool teachers, and kindergarten teachers rated most skills higher than did fathers. Preschool and kindergarten teachers rated most skills very similarly. Implications of these findings for parents, and preschool and kindergarten teachers are discussed. Suggestions for future research are then offered.