Volunteering, educational attainment, and literacy skills among middle-aged and older adults by racial and ethnic groups in the U.S

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dc.contributor.authorNarine, Donnette
dc.contributor.authorYamashita, Takashi
dc.contributor.authorPunksungka, Wonmai
dc.contributor.authorHelsinger, Abigail
dc.contributor.authorKramer, Jenna W.
dc.contributor.authorKaram, Rita
dc.contributor.authorCummins, Phyllis A.
dc.date.accessioned2022-11-04T16:14:17Z
dc.date.available2022-11-04T16:14:17Z
dc.date.issued2022-10-13
dc.description.abstractVolunteer participation benefits societies and individuals. The objective of this study was to examine the roles of education and adult literacy in formal volunteering among a nationally representative sample of the U.S. middle-aged and older adults (45–74 years) by race and ethnicity (Whites, Blacks, Hispanics). Using cross-sectional data (n = 3,770) from the 2012/2014/2017 Program for the International Assessment of Adult Competencies (PIAAC), structural equation models were used to determine mediation relationships among educational attainment, literacy, and volunteering. The effect of educational attainment on formal volunteering was significantly greater among middle-aged and older Black adults compared to their Hispanic counterparts, as well as among middle-aged and older White adults compared to their Hispanic counterparts. However, literacy was the education-volunteering mediator among White adults only. Suggested policy implications include support for volunteer participation through culturally and socioeconomically sensitive approaches along with human capital development in adult life stages.en_US
dc.description.sponsorshipThe opinions expressed are those of the authors and do not represent the views of the Institute or the U.S. Department of Education. This research was approved for the use of the Program for International Assessment of Adult Competencies (PIAAC) restricted-use file (RUF) data by the Institute of Education Sciences Data Security (License #17080026). Data use agreement limitations do not allow distribution of the original data. Other researchers need to obtain a data license if they are interested in the PIAAC RUF. This study was approved by the University of Maryland, Baltimore County, Institutional Review Board (Protocol #451). This work was supported by the Institute of Education Sciences, U.S. Department of Education [grant number R305A200261].en_US
dc.description.urihttps://www.tandfonline.com/doi/abs/10.1080/03601277.2022.2133818en_US
dc.format.extent32 pagesen_US
dc.genrejournal articlesen_US
dc.genrepostprintsen_US
dc.identifierdoi:10.13016/m24o5w-fzgr
dc.identifier.citationDonnette Narine, Takashi Yamashita, Wonmai Punksungka, Abigail Helsinger, Jenna W. Kramer, Rita Karam & Phyllis A. Cummins (2022) Volunteering, educational attainment, and literacy skills among middle-aged and older adults by racial and ethnic groups in the U.S, Educational Gerontology, DOI: 10.1080/03601277.2022.2133818en_US
dc.identifier.urihttps://doi.org/10.1080/03601277.2022.2133818
dc.identifier.urihttp://hdl.handle.net/11603/26272
dc.language.isoen_USen_US
dc.publisherTaylor & Francisen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Gerontology Department Collection
dc.relation.ispartofUMBC Faculty Collection
dc.relation.ispartofUMBC Sociology, Anthropology, and Health Administration Policy Department
dc.rights"This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Gerontology on 13 Oct 2022, available online: http://www.tandfonline.com/https://doi.org/10.1080/03601277.2022.2133818"en_US
dc.rightsAccess to this item will begin on 04-14-2024
dc.titleVolunteering, educational attainment, and literacy skills among middle-aged and older adults by racial and ethnic groups in the U.Sen_US
dc.typeTexten_US
dcterms.creatorhttps://orcid.org/0000-0003-2748-1812en_US
dcterms.creatorhttps://orcid.org/0000-0003-2325-126Xen_US
dcterms.creatorhttps://orcid.org/0000-0003-2982-4129en_US

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