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Building a theory of grandparent development
1Division of Psychology in Education, Arizona State University, Tempe 85287-0611, USA.
International Journal of Aging & Human Development
|January 1, 1997
Summary
This study introduces a grandparent development theory and a tool to assess needs. Findings reveal significant generational and cultural differences in grandparenting perceptions, informing educational program design.
Area of Science:
- Developmental Psychology
- Sociology of the Family
- Educational Psychology
Background:
- A comprehensive theory of grandparent development is presented, encompassing assumptions, instructional goals, curriculum design, and assessment tools.
- Cultural variations in grandparenting are explored through a cross-cultural, multi-generational study.
Purpose of the Study:
- To introduce a theory of grandparent development.
- To examine cultural and generational perceptions of grandparenting attitudes and behaviors.
- To develop an educational intervention assessment tool.
Main Methods:
- A three-generational study involving African-American, Caucasian, and Hispanic participants (N=2535).
- Administration of the Grandparent Strengths and Needs Inventory.
- Multivariate analysis of variance (MANOVA) and post-hoc comparisons to analyze generational and cultural differences.
Main Results:
- Significant differences in perceptions of grandparenting were found between different generations.
- Significant differences were also observed within specific cultural groups across generations.
- Both similarities and differences in perceived grandparent success and challenges were identified across groups.
Conclusions:
- Generational and cultural factors significantly influence perceptions of grandparenting roles and effectiveness.
- The Grandparent Strengths and Needs Inventory can identify learning needs and evaluate educational interventions.
- Findings provide a basis for culturally sensitive and developmentally appropriate educational programs for grandparents.