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This article examines the relationships between grandparents and their college-aged grandchildren. The article includes thematic analysis of pride, exchange, affiliation and general orientation of the intergenerational grandchild-granparents relations.

Ninety-one grandparents, evenly divided by gender and age, were interviewed regarding their relationships with each of their grandchildren. They also described the particular grandchild whom they considered to be special and one about whom they worry. Also, a subset of grandparents provided the characteristics of a grandchild who irritated them. Results showed that most grandparents considered a grandchild as either special, worrisome or irritating based on personal reasons.

Individuals bring to the role of grandparent a unique set of historical and experiential events that shape the ways that this role is enacted (Hagestad 1985). Yet, surprisingly little is [...], This study examines the association between educational attainment and grandparenting attitudes and behaviors. The sample of 884 grandparents comes from two related studies of rural families, the Iowa Youth and Families Project and the Iowa Single Parent Project. Rather than simply indicating greater or lesser involvement, education differentiates the types of roles that grandparents play. Some facets of grandparenting are more common among the less educated (e.g., contact, playing the role of friend), while others are more common among grandparents with higher education (e.g., discussing the grandchild's future with him or her). The implications of these findings are discussed in light of the seemingly contradictory findings of previous research.

As the middle generation attempts to deal with the challenges of unemployment, increasing divorce rates and substance abuse, it is becoming increasingly common for the older generation to be called upon to raise grandchildren. The purpose of this qualitative study was to explore the complex problems grandparents have when raising their grandchildren. Grandparents reported their relationships with adult children, becoming surrogate parents and legal issues as major areas of stress.

The quality of grandparent/grandchild relationships and the activities that grandchildren and their most-close grandparents have in common were explored. The child probably develops a more intimate association with at least one grandparent, after divorce. This association becomes more significant with the child's transition to stepfamily life from single-parent family life.

A model of four developmental phases and related tasks has been designed to help stepfamily members, grandparents and professionals understand the process and problems regarding the shift to stepgrandparenthood. The phases comprise definite developmental tasks grandparents encounter as their adult-children marry spouses who have children from earlier relationships. The phases include acceptance of the losses of the earlier family and the acknowledgement of the adult-child's single status.

Grandchildren are a significant part of the social support system of their grandparents. A study was conducted of 118 noninstitutionalized Jewish grandparents with at least one adult grandchild. This was undertaken to assess the degree of both emotional (expressive) and tangible (instrumental) support between grandparent and child, and the extent to which that support was reciprocal (equivalent) or nonreciprocal (imbalanced). Questionnaires were completed by the grandparents indicating the extent of expressive support (such as telephoning, letter writing, visiting, exchanging gifts, and giving advice) and instrumental support (such as help with transportation, bureaucratic red tape, personal care, shopping, meal preparation and household chores) that they gave and received. The grandparents' attitude was measured by inquiring whether they wanted to do or to receive more, about the same, or less support. The grandparents' perception of reciprocity was a relationship in which they receive more than they give. On that basis, it was determined that the majority of grandparent-adult grandchild relationships, are not reciprocal in either expressive or instrumental support, despite the fact that the adult grandchildren give more expressive and instrumental support to the grandparent than they receive from the grandparent. The study concluded that adult grandchildren are a significant source of emotional support for their grandparents; this support is an important part of the grandparents' total social support system. (Consumer Summary produced by Reliance Medical Information, Inc.)

The current study addressed the sharing of traditions, beliefs, and customs (i.e., culture) between grandparents and grandchildren. Two hundred and forty-six adult grandchildren were surveyed on both existing and newly created measures of grandparenting. Results indicated that extent of shared activities, attitudes toward grandparents, and perceptions of cultural sharing were significantly related. Additionally, it was found that minority and female participants were more likely to engage in intergenerational culture sharing and reported more positive statements about this sharing in response to open-ended questions. Findings highlights the importance of cultural sharing to perceptions of grandchild-grandparent relationships.

Grandparents find parenting skills classes boost their confidence in caring for their grandchildren, the conference heard. Jo Corlett, from the University of Dundee's school of nursing and midwifery, surveyed 35 [...]

Patterns of change in grandparents' beliefs about affection and in-person contact and geographic nearness with adult grandchildren over five points of measurement between 1971 and 1994 were determined. Information from the Longitudinal Study of Generations were employed. Hierarchical linear modeling showed quadratic trends in both growth curves. Affection decreased over the first 14 years and then gradually reversed.