GENDER AND WORK HISTORY IN THE PLACEMENT AND PERCEPTIONS OF ELDER COMMUNITY VOLUNTEERS

This study explored factors that determine the types of volunteer jobs older adults are placed in, as well as factors that define the meaning of their roles. With a sample of 169 elder community volunteers (mean age, 73 years), we investigated the patterns of job perceptions of women and men in two types of volunteer positions: jobs that involved leadership and jobs that did not. A two-way MANOVA with gender and leadership as independent variables revealed that there was a significant interaction effect. When men are leaders, their sense of interpersonal feedback is higher than when they are non-leaders, but their sense of influence and autonomy is lower. Women in leadership jobs feel more influential and autonomous than their peers in non-leadership jobs. Subsequent analyses probing differences in job placement suggested that work history was a significant predictor of leadership jobs for men, but not for women. Correspondingly, men with prestigious preretirement work histories perceived their volunteer roles as less influential than men who had been in lower status jobs before retirement. Work history was not a predictor of job perception for women. These placement and perception issues are discussed within the context of an historical perspective on paid work, with special emphasis on gender.     

TAKING STOCK OF CHILDREN'S PREFERENCES IN HUMOROUS LITERATURE

Abstract

Studies show children rank humorous stories very high on lists of preferred readings. Many variables exist regarding children's sense of humor, among them are age, sex, socio‐economic background, personality and intelligence. This research study examines the relationship between grade level and the sex of children and their preference for and perception of select elements of humor. Classroom teachers can take advantage of the findings as they develop reading activities for their students as well as the bibliographical references of humorously written material for children of different ages.     

Factors Associated with Suicide Ideation in Severely Obese Bariatric Surgery‐Seeking Individuals

There are high rates of suicide ideation and/or behavior in severely obese individuals. The potential contributors to suicide ideation in a sample of 334 severely obese bariatric surgery candidates was explored. Lack of college education, a history of suicide ideation and/or behavior, psychological distress, hopelessness, loneliness, history of physical and/or sexual abuse, and lifetime major depression were associated with current suicide ideation. Some of the correlates of suicide ideation in severely obese bariatric surgery‐seeking samples are similar to those found in the general community and this knowledge may serve to improve the psychological assessment and care for this group.     

"I GET PROUD WHEN I READ": FIRST-GRADERS TALK ABOUT READING

This interpretive research addressed five first-graders' perceptions of reading and of being readers, asking the questions: What does reading or being a reader mean to a group of children who are at the end of first grade? What are they see as its purpose? How do they view themselves as readers? The data is presented in the form of narratives describing the children and their views, followed by a discussion of the children's reading identities and purposes for reading as condensed into five categories: practice, people, power, pleasure, and performance. Practice, a main purpose for the children, entailed reading longer words and books, learning more words, and developing decoding skills. Reading as a social process included connections to people, both while being taught to read and when sharing texts with others. Mastery of reading provided varied feelings of power and control either over general textual ideas or over the words themselves. Pleasure and humor were emphasized in relation to children's reading, while instrumental motives were attributed to adults and to teacher-directed activities. Performance allowed for a display of knowledge and skills, but brought fear of ridicule for some. The children's rich perceptions of the reading process and of themselves as readers can guide educators as they support children in becoming strong, positive, and lasting readers. More in-depth qualitative research needs to be done on children's perceptions of reading at all levels of schooling, especially with beginning and struggling readers.