Correlates of Living Alone among Single Elderly Chinese Immigrants in Canada

Autor/inn/en	Lai, Daniel W. L.; Leonenko, Wendy L.
Titel	Correlates of Living Alone among Single Elderly Chinese Immigrants in Canada
Quelle	In: International Journal of Aging and Human Development, 65 (2007) 2, S.121-148 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-4150
Schlagwörter	Foreign Countries; Older Adults; Probability; Asian Culture; Immigrants; Chinese Americans; Correlation; Urban Areas; Health; Acculturation; Regression (Statistics); Money Management; Social Support Groups; Evaluation Methods; Canada + Suchen Sie Ihr Suchwort? Ausland; Älterer Erwachsener; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Immigrant; Immigrantin; Immigranten; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Korrelation; Urban area; Stadtregion; Gesundheit; Akkulturation; Regression; Regressionsanalyse; Social support; Soziale Unterstützung; Kanada
Abstract	According to traditional Chinese culture, families will care for their elderly. Therefore, it appears to be uncommon for elderly Chinese to live alone. This study examines the correlates for single elderly Chinese immigrants in Canada to live alone. Using a probability sample of single elderly Chinese immigrants (N = 660) in seven urban centers, hierarchical logistic regression analysis was performed to analyze the effects of socio-demographic resource variables, health, and cultural variables. The findings show that 39.1% of single elderly Chinese immigrants reported to be living alone. Variables related to resources, functioning capacity, and acculturation related variables are the key correlates for the elderly Chinese immigrants to maintain independence in the community. The findings imply a need to develop culturally sensitive programs to strengthen the social support, financial stability, and functioning capacity of the elderly immigrants. (Contains 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10