This study aims to evaluate how elderly Korean immigrants perceive and respond to a hypothetical incident of financial abuse on the basis of their cultural background. By using a quota sampling strategy, 124 elderly Korean immigrants were recruited. A mixed-method approach was employed to explore the role of culture on elderly immigrants' view of financial abuse and the construct of independent and interdependent self-construal was adopted to theoretically guide the study. Mixed-method analysis confirmed considerable influence of culture, particularly in responding to the abusive situation. Although the vast majority of the elders (92%) perceived financial abuse as elder mistreatment, only two-thirds (64%) intended to seek help. Five major themes for not seeking help were produced. These are: (a) issues related to family problems, (b) tolerance of the abuse, (c) shame, (d) victim blame, and (e) mistrust toward third party intervention. A series of binary logistic regressions revealed (a) a lower likelihood of seeking formal types of help with those who had higher level of adherence to traditional values and (b) the profile of vulnerable elderly Koreans who are at higher risk of being financially abused: male and less educated. This article also discusses implications for social work practice and elder mistreatment policy, particularly focusing on how to work with elderly Korean immigrants who are vulnerable to this problem and who tend to use collectivistic cultural values in responding to financial abuse.

The purpose of this study is to explore the cultural definitions of financial abuse from the perspective of 124 elderly Korean immigrants and to examine the role of traditional cultural values in their definitions by using a mixed methods approach. The qualitative analysis generated four themes relevant to definition of financial abuse. A binary logistic regression indicated that those with stronger cultural adherence to traditional values had higher odds of providing culture-based definitions of financial abuse. Education is needed for health professionals, social service providers, and adult protective workers to increase their understanding of culture-specific experiences of financial abuse among ethnic minority elders.

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This teaching note delineates the broad understanding of sustainability and environmental justice as it relates to social work practice and social work education. The curricular applications of sustainability and environmental justice through an undergraduate, service learning, interdisciplinary, 12-day study abroad course to India are described. The teaching note includes the conceptualization of the course co-taught by faculty members from social work and chemistry as well as pretrip, trip, and posttrip learning activities.