Strom R D, Strom S K, Wang C M, Shen Y L, Griswold D, Chan H S, Yang C Y
Division of Psychology in Education, Arizona State University, Tempe 85287-0611, USA.
Int J Aging Hum Dev. 1999;49(4):279-317. doi: 10.2190/DQFF-LVRU-U6W9-8Q6L.
Grandparent behaviors in the United States and the Republic of China are examined to identify curriculum themes for helping them adjust to their changing role. The 3,286 non-consanguineous subjects included Chinese (n = 751), African Americans (n = 777), Caucasian Americans (n = 1,086), and Mexican Americans (n = 672). Analyses were performed using 1) Generation with three levels (grandparent, parent, and grandchild) and 2) Culture with four levels (Chinese, African American, Caucasian American, and Mexican American). The results revealed significant differences in perceptions about grandparents across cultures as well as between generations within cultures. All three generations reported grandparent strengths and needs. Specific guidelines and curriculum topics are recommended for education to support grandparent development.
对美国和中华民国的祖父母行为进行了研究，以确定有助于他们适应角色变化的课程主题。3286名非血缘关系受试者包括华裔（n = 751）、非裔美国人（n = 777）、高加索裔美国人（n = 1086）和墨西哥裔美国人（n = 672）。分析采用了1）有三个层次（祖父母、父母和孙辈）的代际因素，以及2）有四个层次（华裔、非裔美国人、高加索裔美国人和墨西哥裔美国人）的文化因素。结果显示，不同文化之间以及同一文化内不同代际对祖父母的认知存在显著差异。三代人都报告了祖父母的优点和需求。建议提供具体的指导方针和课程主题，以支持祖父母的成长发展。
