Helicopter parenting, defined as a form of overinvolved parenting of young adult children, is shown to be associated with young adult children’s well-being. Furthermore, the phenomenon of helicopter parenting is increasingly evident across various cultures. In this study, the association between helicopter parenting and young adult children’s well-being problems was examined, and the associations were compared between samples of American and Finnish young adults. With a sample of 441 American and 306 Finnish university students, results from path models suggested that maternal and paternal helicopter parenting was associated with university students’ symptoms of anxiety and depression, life dissatisfaction, and emotional dysregulation. Furthermore, even though the mean levels of helicopter parenting were lower among Finnish parents as compared with American parents, the associations between helicopter parenting and young adults’ well-being problems were, in general, equally significant. The implications for university students, parents of students, educators, and university administrators from different cultural backgrounds were also discussed.

Comparisons between younger and older women in the kitchen usually focus on the historical argument that younger women do not have the domestic cooking skills of their mothers or grandmothers. At one level, this is convincing because there is now demonstrably greater reliance on ready meals and processed foods, and less on the home production of meals from raw ingredients. Compared with the immediate post‐Second World War years, not so much time is routinely spent in the kitchen, and food preparation is no longer a task central to the lives of many women. The availability of meals or meal components requiring less domestic labour and improved kitchen technology are both factors in this transformation of women's lives. However, they are not just available to the young. So, this research questions the impact of these factors across the age spectrum. Older women may have had very different domestic experiences earlier in their lives but have they now converged with the practices of younger women? How do younger and older women compare in terms of their food practices and the cooking skills they currently use in the kitchen? Using Scottish questionnaire data from a cross‐national study, this paper reports on the differences and similarities for 37 younger women (25–45 years; mean 32 years) and 43 older women (60–75 years; mean 68 years) in their actual use of specific food preparation and cooking techniques, the kind of meals they made, and the extent to which they ate out or ordered in meals for home consumption. Results indicated that while there were some differences in food preparation, the use of fresh ingredients and the style of cooking undertaken in the home, these were mostly marginal. There were similar response patterns for the adequacy of their domestic facilities and equipment. There was, however, a notable divergence in their patterns of eating meals out, or phoning out for meals. These data suggest that while younger and older women – different cooking generations – do differ, the way they differ is related more to current lifestyle factors than to any highly differentiated domestic food preparation and cooking skills.

This paper discusses how a variety of qualitative methods could be used for investigating the engagement of the voices on the ground, where the change is expected to happen. It also reviews how qualitative research approaches involve students and teachers, the so-called "target groups" of educational development, as subjects, rather than objects. The qualitative methods are presented here for their potential in engaging the voices on the ground. Actor-centred inquiry and participatory action research consist of data collected, analysed and reported, in collaboration between researchers and the research subjects. Enabling the subjects as autonomous actors to take part in the analysis of their own learning and education provides a means to bring deeper cultural and social knowledge into the development processes. In this way research may promote ownership of educational development. Furthermore, the actors' voices are key factors in the re-definition of global, national and local educational development targets for the EFA beyond 2015.

Abstract:The recent discourse on sustainability science calls for interdisciplinary research. The home economics science approach ranges from individual actions to the involvement of communities and societies at large, and thus it can provide important perspectives on cultural sustainability. The aim of the research is to study the linkage between cultural sustainability and service sector education to support the creation of sustainable professions. In the present small-scale empirical study, the food service degree curriculum of a Finnish vocational college and teachers' group interview data were analyzed to find how cultural sustainability is presented in the curriculum and how it is understood by teachers and integrated into teaching practices. Previous cultural sustainability research identifies four perspectives of cultural sustainability: (1) vitality of cultural traditions; (2) economic starting point; (3) diversity together with maintenance of local culture; and (4) possible influence on the balance between human actions and environment. Findings indicate that sustainability, including cultural sustainability, is integrated in the curriculum and considered important by teachers. Translating these into practice remains a challenge. The balance between human and nature was mostly understood as recycling, use of public transport, sustainable consumption, and taking trips to the nature nearby. Cultural sustainability as a concept is not well known, although themes such as multicultural issues, equality, charity, and environmental responsibility were included in teachers' practical lessons daily. Feasts and celebrations in learning were opportunities to view cultural sustainability widely. This paper provides a way forward for the teachers to develop further their pedagogical practices.

Parent-child communication and parent-child relationship quality could influence young adult children’s well-being. Further, the associations between parent-child communication and relationship quality and young adult children’s well-being could differ in various cultural environments. In this study, we examined the associations among these constructs and potential cultural differences with two large samples of female college students from the U.S. ( N = 393) and Finland ( N = 264). Several major findings from structural equation modeling were revealed. For the U.S. sample, better parent-child communication, but not relationship quality, was related to female young adults’ better well-being (i.e., lower levels of depressive and anxiety symptoms and higher levels of life satisfaction). For the Finnish sample, however, better parent-child relationship quality, but not communication, was related to fewer problems in female young adults’ well-being. Further model comparisons suggested that the association between parent-child communication and well-being was much stronger among American female young adult children whereas the association between parent-child relationship quality and well-being was much stronger among Finnish female young adult children. In addition, parental divorce was negatively associated with parent-child communication and parent-child relationship quality. Other covariates included young adult children’s age, living arrangements, and family income. The models revealed similar patterns for mothers and fathers. Cultural implications were discussed.