Effect of Marital Status on Living Arrangements and Housing Preferences of Retired Women Professionals.

Autor/inn/en	Murakami, Elaine; Pynoos, Jon
Titel	Effect of Marital Status on Living Arrangements and Housing Preferences of Retired Women Professionals.
Quelle	(1981), (13 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Community Characteristics; Females; Housing; Housing Needs; Individual Needs; Living Standards; Marital Status; Middle Class; Older Adults; Place of Residence; Residential Patterns; Teacher Housing; Teacher Retirement + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Unterkunft; Lebensstandard; Familienstand; Mittelschicht; Älterer Erwachsener; Wohnort; Wohnsituation
Abstract	The Foundation to Assist California Teachers (FACT) is a non-profit organization which owns and operates retirement housing for teachers. To identify the demand for additional retirement housing facilities and explore "shared housing" alternatives, retired women teachers (N=2,740) in California completed a mail questionnaire which assessed: (1) age and marital status; (2) housing and living arrangements; (3) income and assets; and (4) interest in housing and supportive services. Results showed that the retired teacher population of "never married" women represented a much higher proportion than in the general elderly population. These "never marrieds" were the least likely to live alone and the most likely to live with a family member or unrelated individuals. Most female retired teachers lived in single family homes regardless of their marital status. Most were labeled "middle class" in terms of status, education, and income. Retirees reported a very high interest in housing for retired teachers and over half reported personal interest in such housing. The findings suggest that community-based shared housing programs as well as retirement housing facilities that are designed for two or more unrelated individuals may find a small but significant demand. (NRB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01