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Advance care directives (ACDs) are underutilized by Black American older adults and by members of many religious communities. Goals of study 1 were to replicate these findings and examine the hypothesis that religious affiliation moderates the influence of racial identity on ACD utilization. The goal of study 2 was to compare and contrast the effects of a culturally sensitive ACD versus a standard state directive on ACP engagement scores among Black Americans. In study 1, data represented 1281 Black and White Respondents from the Health and Retirement Study. Demographic variables included gender, race, ethnicity, religion, and relationship status. Other variables were cancer diagnosis, and medical comorbidity as defined by the presence of one or more of the following: hypertension, heart disease, lung disease, diabetes, stroke and arthritis. The criterion variable was presence of an ACD. In study 2, data represented 189 White and Black Americans recruited from MTurk and Prolific. Demographic and health variables were the same as in study 1 and the criterion variable was score on the Advance Care Planning Engagement Survey. Results of study 1 were older, more educated, non-Hispanic, and those of White race were more likely to have completed an advance care directive. Additionally, race and religious affiliation were independent predictors of ACD completion, and frequency of religious attendance was a significant predictor of ACD completion among Catholic respondents. Results of study 2 were race, religiosity, and group condition (Five Wishes vs. state directive) were not independent predictors of ACP engagement scores, however, physician trust did predict ACP engagement scores and was shown to differentially impact Black Americans in the State Directive condition only.

Formal care institutions are unable to meet care demands. As a result, informal caregivers (friends, family, neighbors) are called upon to fulfill this need. Adult children make up the majority of these informal caregivers. Adult children vary with respect to whether or not they provide care, and the amount of care provided. Filial obligation and attachment are positive predictors of these care behaviors. A better understanding of how these factors emerge and invoke caregiving behaviors is crucial. The primary hypothesis of this study was that anxiety attachment dimension score would positively relate to baseline filial obligation, and that avoid attachment dimension scores would negatively relate to filial obligation at baseline. The second hypothesis was that participants randomized to the experimental group (filial challenge task, requiring administration of a living will to their parents) would experience greater change in filial obligation pre- to post-task than would those randomized to the control group (autobiographical questionnaire). The third hypothesis was that anxious and avoid attachment dimension scores would moderate the (filial obligation) response to the filial challenge task (living will), whereby those with higher anxious attachment dimension scores would experience greater increases in filial obligation and those with higher avoid attachment dimension scores will experience greater decreases in filial obligation. Overall, hypotheses were not supported, though post-hoc analyses suggest an empirical basis for future research. Empirical and theoretical implications of these findings are discussed. Future work may examine complementary experimental paradigms for studying the development of filial responsibility.

The purpose of this research was to analyze how teachers adjusted to living and teaching overseas. Many teachers choose to move abroad for their careers, or for a portion of their careers. It is therefore vital that they adjust to the host culture and host culture within the educational institute, with a level of adaptability and cultural sensitivity. Some teachers appear to adapt well while others seem to struggle, causing distress for themselves and their workplace. The scope of this research was wide, searching for common themes regarding cultural adjustment among those living abroad as teachers. Eleven teachers were interviewed using a qualitative, ethnographic approach. The teachers were all currently teaching abroad or had recently taught abroad (within the last 12 months) in countries outside of the United States. The average length of time abroad was five years. Their responses resulted in a variety of topics concerning cultural adjustment; these were organized into four larger themes, including: 1) positive orientation towards different cultures, 2) school and workplace adjustment, 3) family and home life, and 4) additional factors. The results were then applied as strategies for international schools and international teachers to use to better support teachers’ intercultural adjustment. The implications included seven strategies: 1) hiring teachers with previous experiences abroad or interest in other cultures and languages, 2) providing initial support and orientation programs, 3) choosing a positive mindset towards the host culture, 4) developing a support network with other international teachers and with local people, 5) accepting and valuing cultural differences in the workplace, 6) appreciating the benefits that the differences in cultures offers, and 7) prioritizing immediate family needs. This research should be helpful for both international teachers and schools abroad who hire teachers from overseas in any capacity.