scholarly journals Perspectives on Aging Well Among Older Black Women in the US

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 873-873
Author(s):  
Jacquelyn Coats
Keyword(s):  
Black Women ◽  
Role Models ◽  
Healthy Aging ◽  
Later Life ◽  
Personal Control ◽  
Constructivist Grounded Theory ◽  
Theory Approach ◽  
Cultural Aspects ◽  
Urban City ◽  
Aging Well

Abstract Despite changes in the demography of older Black women who are living longer, there is limited research on how older Black women conceptualize and understand successful and healthy aging. The objective of this presentation is to interrogate the meaning and cultural aspects of aging among older Black women, gaining insight into how gender and race operate and intersect to shape experiences and perceptions of aging. Using an intersectionality framework, this qualitative study was conducted with three older Black women. The women ranged in age from 58-65 years old, each residing in an US urban city (Detroit, St. Louis, Atlanta). Data were collected between October and November 2020, using a semi-structured, open-ended interview protocol to encourage participants to provide in-depth descriptions of how they conceptualized aging. Interviews were between 2 – 2.5 hours, conducted via videoconferencing, and audio-recorded for transcription. Participants discussed: the life experiences that have shaped their ability to age well; what it means to age well, and factors that might hinder someone from aging well. Transcripts were coded using a constructivist grounded theory approach. Results revealed six themes Black women in later life identify: aging well, aging as a mindset, independence and freedom, authenticity, personal control and preparation, and aging role models. This extends the knowledge base on how older Black women view aging and factors that enhance or diminish their ability to age well. Results from this study can be used to enhance the development of public health and social work interventions with older Black women.

“We Are Resilient, We Made It to This Point”: A Study of the Lived Experiences of Older LGBTQ2S+ Canadians

2021 ◽  
pp. 073346482098489
Author(s):  
Arne Stinchcombe ◽  
Katherine Kortes-Miller ◽  
Kimberley Wilson
Keyword(s):  
Lived Experiences ◽  
Healthy Aging ◽  
Well Being ◽  
Study Data ◽  
Constructivist Grounded Theory ◽  
Theory Approach ◽  
Personal Histories ◽  
And Gender ◽  
The Life Course

Promoting health and well-being for older adults is a priority among many jurisdictions worldwide. Canada’s population is aging and becoming increasingly diverse; one axis of a diverse aging population is aging members of lesbian, gay, bisexual, transgender, queer, and two-spirit (LGBTQ2S+) communities. We sought to examine the lived experiences of older LGBTQ2S+ people in Canada to understand the barriers and facilitators to healthy aging among members of these communities. A total of 10 focus groups were held in 10 cities from across Canada. Sixty-one older LGBTQ2S+ people (Mean age = 67) participated in the study. Data were analyzed using a constructivist grounded theory approach. Through analysis, we identified themes related to the importance of community capacity, resources, resilience, and personal histories in shaping aging experiences. The findings highlight the importance acknowledging diverse sexual and gender identities and the role of the life course in developing and implementing approaches that promote healthy aging.

scholarly journals A Grounded Theory Study: How Non-Treatment-Seeking Substance Users Make Sense of Their Behaviour “I Want To Be Me but I Don’t Know Who Me Is”

2021 ◽  
Author(s):  
Sarah Lawson ◽  
Helen Griffiths
Keyword(s):  
Grounded Theory ◽  
Service Provision ◽  
Help Seeking ◽  
Constructivist Grounded Theory ◽  
Treatment Seeking ◽  
Theory Approach ◽  
Specialist Service ◽  
Substance Users ◽  
Seeking Help ◽  
Grounded Theory Approach

AbstractDespite the global impact of substance misuse, there are inadequate levels of specialist service provision and continued difficulties with treatment engagement. Within policy and research, there is substantial consideration of the importance of these factors. However, there is little empirical evidence of the views of non-treatment-seeking substance users, who make up the majority of the substance using population. The aim of this study was to understand how these individuals make sense of their behaviour and their reasons for not accessing treatment. A constructivist grounded theory approach was used to interview eight individuals who were currently using substances and not seeking help to stop. The analysis highlighted the importance of attachment to an identity associated with substance use, and relational variables such as connectedness to others, for treatment decisions for individuals who use substances. Understanding these influences, through trauma- and attachment-informed service provision, may reduce barriers to help-seeking and improve treatment uptake.

Inspirational Teachers’ Model: A Constructivist Grounded Theory Study in Gifted Education

2021 ◽  
pp. 016235322110235
Author(s):  
Claudia A. Cornejo-Araya ◽  
Leonie Kronborg
Keyword(s):  
Grounded Theory ◽  
Constructivist Grounded Theory ◽  
Future Research ◽  
Theory Approach ◽  
Positive Attitudes ◽  
Safe Learning Environment ◽  
Contextual Determinants ◽  
Developmental Characteristics ◽  
Highly Able ◽  
Grounded Theory Approach

Adopting a constructivist grounded theory approach, 91 students from Years 9 to 11, in gifted educational programs from three schools in Melbourne, nominated their inspiring teachers. Eleven teachers, who received the highest number of nominations, were invited to an interview and an observation of their teaching. The emerged theoretical construct was identified as “Opening new possibilities: Inspiring teachers of gifted and highly able students,” which is further explained through three main categories: Being a knowledgeable and passionate teacher, creating an academically safe learning environment, and teaching beyond and above the regular curriculum. In addition, the theoretical process was explained through three phases: Expanding knowledge and understanding, Fostering positive attitudes, and Encouraging students to take action. Contextual determinants were considered to analyze and report the findings: students’ developmental characteristics, school culture, curriculum, and gifted educational provisions. Findings are discussed in the light of existing literature, as well as study limitations and ideas for future research.

Psychosocial Links Between Internet Use and Mental Health in Later Life: A Systematic Review of Quantitative and Qualitative Evidence

2015 ◽  
Vol 36 (12) ◽  
pp. 1471-1518 ◽  
Author(s):  
Anna K. Forsman ◽  
Johanna Nordmyr
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Social Inclusion ◽  
Internet Use ◽  
Healthy Aging ◽  
Positive Association ◽  
Later Life ◽  
Individual Level ◽  
Information And Communication

Research on the role of information and communication technology (ICT) use for active aging is limited. The aim of this systematic review is to investigate the link between Internet use and mental health among older adults. The review was conducted based on searches in 9 electronic databases (2002-2014). A meta-synthesis approach was applied, examining quantitative (18) and qualitative (14) studies. The findings from the synthesis of quantitative statistical data indicate an overall positive association between Internet use and mental health and its psychosocial covariates in later life. The psychosocial links between Internet use and mental health identified from the qualitative data were (a) enhanced interpersonal interaction at individual level, (b) increased access to resources within the community, and (c) empowered social inclusion at society level. The results highlight the multi-level psychosocial links between Internet use and mental health, which may be applied in initiatives targeting healthy aging in various settings.

Resilient Leadership: A Phenomenological Exploration Into How Black Women in Higher Education Leadership Navigate Cultural Adversity

2021 ◽  
pp. 002216782110030
Author(s):  
Nuchelle L. Chance
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Stereotype Threat ◽  
Role Models ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Women In Leadership ◽  
Women In Higher Education ◽  
Motivation Factors ◽  
Resilient Leadership

This article explores adversity and the lived experiences of Black women in higher education leadership. Using phenomenology, this study specifically explores how Black women in higher education leadership navigate the adverse challenges of intersectionality, stereotype threat, and tokenism. Black women in leadership undergo adversity including limited role models, the concrete ceiling, and the intersectionality of racism, sexism, and ageism, as well as tokenism. The current findings validate that Black women in higher education leadership experience adversity. Some of the more salient codes that emerged were discrimination such as racism, sexism, ageism, and the intersection of these challenges with identity, cultural diversity and belonging, resilience, and leadership callings. Referred to as “superwomen,” Black women are resilient and strong. The results of this study reveal that Black women use adversity as fuel, thus helping them develop the necessary skills to prepare them for leadership. Their strength through adversity is driven by the resilience that has manifested as motivation factors such as family and relationships, mentorship and sponsorship, as well as the support of cultural identity and diversity. The current findings support the notion that adversity shapes Black women into leaders with an emphasis on higher education leadership.

#SayHerName: Black Women Physical Education Teachers of the Year

2021 ◽  
pp. 1-10
Author(s):  
Tara B. Blackshear
Keyword(s):  
Black Women ◽  
Physical Education ◽  
Critical Race Theory ◽  
Role Models ◽  
Culturally Responsive ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Teachers Of The Year ◽  
Women's Voices ◽  
Group Interviews

Purpose: Black women are devalued in many aspects of American culture—physical education (PE) is no exception. Platforms to celebrate Black women’s excellence in PE are scarce. Drawing on Black feminist thought and critical race theory, the purpose of this article is to describe and explain the experiences of Black women physical educators who earned PE Teacher of the Year. Participants: Two Black women share their experiences as physical educators and PE Teachers of the Year. Methods: Qualitative narrative inquiry consisting of semistructured, virtual group interviews was employed. Results: Four core themes were identified: (a) invisibility, (b) superwoman syndrome, (c) affirming role models, and (d) culturally responsive pedagogies. Discussion/Conclusion: Elevating Black women’s voices in PE requires a deconstruction of limited exposure opportunities. Normalizing Black excellence in PE acknowledges that Black women’s intersectionalities create enormous challenges yet foster students’ success. Black women physical educators benefit students and society.

Brand identity and culture interaction in the Indian context: a grounded approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Arbuda Sharma ◽  
Sanjay Patro ◽  
Harish Chaudhry
Keyword(s):  
Reference Points ◽  
Customer Relationship ◽  
Brand Identity ◽  
Theory Approach ◽  
Content Type ◽  
Cultural Aspects ◽  
Indian Context ◽  
Inductive Research ◽  
Quality Product ◽  
Cultural Cues

PurposeThe purpose of this study is to explore how elements of culture and cultural cues such as customs, values and norms interact with the brand identity. A qualitative research has been done to understand which cultural aspect is important for which aspect of brand identity. The results would be useful for designing the product.Design/methodology/approachThis research focuses on exploring and validating the interaction between the factors of brand identity and various dimensions of culture. Multiple frameworks of brand identity and culture have been reviewed, factors have been identified and the interaction between the factors of brand identity and elements of culture has been established in the Indian context. Grounded theory approach has been exercised here as a holistic inductive research technique for identifying the interaction between factors of brand identity and elements of culture. This paper has explored inter-relationship between strategies adopted by managers in creation of brand identity and its consequential perception.FindingsFollowing interaction has been found between the brand identity factors and cultural aspects – product shape, product size and packaging size – were found to interact with individualism vs collectivism, brand image, overall brand presentation, distribution, perception and quality were found to be strongly associated with power distance. Similarly associations were found between country of origin and belief, quality, product differentiation, frame of reference, points of parity and uncertainty avoidance, between Brand Ambassador – Person/ Icon and 9; Beliefs, between Fit with environment and self, Brand customer relationship and long term vs short term orientation, between Enhanced Self Perception and Masculinity vs Femininity, between Brand heritage, packaging colors and images and Customs and Symbols.Research limitations/implicationsThe outcomes of our research show that customization is an indispensable principle to be followed in the global markets and elements of culture and cultural indications such as customs, values and collective norms are integral in driving the branding strategies.Practical implicationsThe outcomes of the study lay emphasis on the parallel groundwork that the managers must make for their strategies, so that, the company centric variables of brand identity are well in sync with the socio cultural indicators of the region they are serving.Originality/valueUnlike previous researches, this work records the consumers' perspective in understanding their purchase choices based on their cultural norms and influences.

Childhood Disadvantage and Adult Functional Status: Do Early-Life Exposures Jeopardize Healthy Aging?

2022 ◽  
pp. 089826432110647
Author(s):  
Patricia M. Morton
Keyword(s):  
Health Behaviors ◽  
Functional Status ◽  
Healthy Aging ◽  
Functional Disability ◽  
Later Life ◽  
Adult Health ◽  
Additive Effects ◽  
Childhood Disadvantage ◽  
Early Life Exposures ◽  
Over Time

Objectives To examine whether childhood disadvantage is associated with later-life functional status and identify mediating factors. Methods Unique and additive effects of five childhood domains on functional status were assessed at baseline (2006) and over time (2006–2016) in a sample of 13,894 adults from the Health and Retirement Study (>50 years). Adult health behaviors and socioeconomic status (SES) were tested as mediators. Results Respondents exposed to multiple childhood disadvantages (OR = .694) as well as low childhood SES (OR = .615), chronic diseases (OR = .694), impairments (OR = .599), and risky adolescent behaviors (OR = .608) were less likely to be free of functional disability by baseline. Over time, these unique and additive effects of childhood disadvantage increased the hazard odds of eventually developing functional disability (e.g., additive effect: hOR = 1.261). Adult health behaviors and SES mediated some of these effects. Discussion Given the enduring effects of childhood disadvantage, policies to promote healthy aging should reduce exposure to childhood disadvantage.

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