Racial and Ethnic Differences in Retirement Satisfaction among Older US Adults

Along with population aging, the diversity of the older US population is increasing. Research suggests that racial and ethnic minorities experience disadvantages over the life course that can negatively impact later life. Despite this, little research has examined racial and ethnic differences in satisfaction with retirement. Using data from the 2016 wave of the Health and Retirement Study, we compared retirement satisfaction among Black (n = 1,068), Hispanic (n = 674), Other (n=161), and White (n = 4,833) older adults (age 65+). Retirement satisfaction was measured with the following item: “All in all, would you say that your retirement has turned out to be very satisfying, moderately satisfying, or not at all satisfying?” Responses were categorized as very satisfied vs. all others. Approximately 43% of Black, 35% of Hispanic, 39% of Other, and 56% of White Americans reported being very satisfied with retirement (χ2(2.4)=58.9; p < .0001). In multivariate logistic models controlling for age, educational level, gender, household income, marital status, and functional limitations, the odds of being very satisfied with retirement were 32% lower for Hispanic (OR=0.68; 95% CI= 0.55, 0.85) and 37% lower for Other Americans (OR=0.63; 95% CI= 0.43,0.92) relative to their White counterparts. No significant difference was evident for Black and White Americans in adjusted analysis (OR=0.96; 95% CI=0.76,1.20). Our findings indicate that inequalities in the retirement experience exist by race and ethnicity in the United States. More research is needed to understand the factors responsible for lower retirement satisfaction among Hispanic and Other Americans.

Marshallese Families’ Reported Experiences of Home-school Connections: An Asset-based Model for Critiquing “Parental Involvement” Frameworks and Understanding Remote Schooling during COVID-19

COVID-19 closed school buildings across the United States, forcing a shift to remote education. How families navigated remote schooling likely varied across class, racial, and ethnic differences, raising questions about how the pandemic might deepen educational inequities. We talked to Marshallese migrant families in a town in the South Central United States about their experiences with remote schooling in Spring 2020. Findings suggest families engaged in school activities at home and were invested in their children’s schooling. They reported numerous inequities tied to technology access and “time-collisions” between familial and educational schedules. They also reveal culturally specific patterns of home-school interactions we call “distributed involvement.” These issues are relevant during in-person as well as remote schooling. Families’ reports suggest problems with normative models of “parental involvement,” revealing ways to make home-school connections more culturally sustaining. A better understanding of reported COVID-19 experiences can inform educational policies and practices in post-pandemic futures.