Culturally Diverse Elders and Their Families: Examining the Need for Culturally Competent Services
Bibliographic record
Abstract
Demographic shifts among the aging population of the United States call for a re-examination of our understanding of the needs of these individuals, especially when race, ethnicity, family composition, and country of origin are considered in the discourse. This paper examines some of the implications of the rapid increase in racial and ethnic diversity among the older population in the United States for delivering culturally competent care through community based service providers. As much of our population ages, families across cultures and classes will increasingly need to be involved with specialized service providers. An ecological approach to this issue posits that elders, their families, and communities are closely intertwined, and need to be examined in relationship to one another. Issues such as race, ethnicity and culture of origin are part of this mix. Nevertheless, the family field, in particular, has been slow in examining the intersections between family, community supports and diversity. This paper highlights this phenomenon in order to spur an interest among scholars and practitioners in expanding this topic. Only with adequate scholarship and discussion will the appropriate delivery of much needed services to these culturally diverse elders and their families become a central component of the family field.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".