Žensko iskustvo migracija i starenja – pogled s otokâ

Podgorelec, Sonja; Bara, Mario

doi:10.11567/met.30.3.5

Cited by 5 publications

(5 citation statements)

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“…So far, studies focused on women on the islands have been rare. These include research on attitudes, values, and behaviour of women in their leisure time (Tomić-Koludrović and Leburić, 2001), ageing of women on the islands (Podgorelec and Bara, 2014), and recent marriage-related migration on islands (Marinović Golubić, 2017). There have been no studies on pregnant women and young mothers in Dalmatia, making the Croatian Islands' Birth Cohort Study (CRIBS) pilot-project the first research study of its kind for this section of the population.…”

Section: Uvodmentioning

confidence: 99%

A sociodemographic profile of the participants in the Croatian Islands' Birth Cohort Study (CRIBS)

et al. 2019

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Preliminary communication Prethodno priopćenje U radu je predstavljen sociodemografski profil sudionica u Kohortnoj studiji rođenih na istočnojadranskim otocima (CRIBS), prvoj longitudinalnoj studiji u Hrvatskoj koja prati trudnice i njihovu djecu do navršene dvije godine života. Uzorak čini 286 trudnica (145 s otoka Brača i Hvara te 141 trudnica s kopna). Cilj je ove studije: 1) opisati glavna obilježja CRIBS uzorka, 2) usporediti uzorak s općom hrvatskom populacijom, 3) analizirati razlike među sudionicama u projektu CRIBS s obzirom na mjesto stanovanja (otoci vs. kopno) i tip obitelji u kojoj žive (nuklearna vs. proširena obitelj). U usporedbi s ženama s kopna otočanke su češće višerotkinje i češće završavaju samo srednju školu, dok većina žena na kopnu ima fakultetsko obrazovanje. Prevladavanje različitih tipova obitelji značajno se razlikuje između otoka i kopna, otočanke žive u proširenim obiteljima i imaju niže prosječne prihode kućanstava.

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Section: Uvodmentioning

confidence: 99%

A sociodemographic profile of the participants in the Croatian Islands' Birth Cohort Study (CRIBS)

et al. 2019

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“…Male otočne zajednice specifične su zbog svoje veličine, veće razine međusobne solidarnosti te "čvrstih" međusobnih odnosa (Babić i sur., 2004). Zbog navedenih obilježja, ovakve su zajednice vrlo osjetljive na unutarnje promjene (Podgorelec i Bara, 2014) te na relativne i apsolutne promjene kretanja stanovništva (Lajić i Nejašmić, 1994). S obzirom na isti geografski, povijesni i gospodarski kontekst, može se govoriti o sličnosti života otočnih zajednica.…”

Section: žIvot Na Otokuunclassified

“…S obzirom na isti geografski, povijesni i gospodarski kontekst, može se govoriti o sličnosti života otočnih zajednica. Upravo ta jednakost u geografskom, povijesnom i gospodarskom smislu naziva se otočnost (Podgorelec i Bara, 2014). Otočnost i inzularnost rezultat su posebnih uvjeta s kojima se susreću stanovnici otoka, a podrazumijeva prostornu udaljenost, prometne poteškoće, ograničenu komunikaciju i slično (Bezinović i Petak, 2001).…”

Section: žIvot Na Otokuunclassified

“…Nakon prekomorskih migracija, uslijedile su migracije povezane s industrijalizacijom te je tada jednak broj muškaraca i žena migrirao. Osim industrijalizacije, ove su migracije bile povezane i s mogućnošću obrazovanja što je rezultiralo boljim položajem na tržištu rada te boljim socioekonomskim statusom (Podgorelec i Bara, 2014). Migracije se općenito odvijaju pod utjecajem privlačnih i potisnih čimbenika koji su osobito izraženi u slučaju otočkih migracija.…”

Section: Migracijeunclassified

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Obrazovna iskustva i aspiracije mladih na otoku – primjer otoka Ugljana

Papić¹

2022

SocEkol

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Otoci su geografski izolirana područja koja karakterizira nepovoljna demografska slika. Najčešće se govori o odlasku mladih radi potrebe za obrazovanje te radi demotivirajućeg ambijenta što dovodi do „izumiranja otoka“. Ovim se istraživanjem nastojalo saznati kako su mladi na otoku Ugljanu formirali svoje obrazovne aspiracije i odluke usmjerene na visoko obrazovanje. Provedeno je kvalitativno istraživanje odnosno intervju, a uzorak se sastojao od 21 sugovornika (18-24 godine) koji su se odlučili ili planiraju visoko obrazovanje. Istraživanje je pokazalo da na formiranje obrazovnih aspiracija djeluju različiti aspekti – život na otoku, dosadašnje obrazovno iskustvo, utjecaj okoline, percepcija obrazovanja i otoka. Iako mladi uglavnom navode kako su samostalno donijeli odluke u vezi svog školovanja ipak je vidljivo kako su se te obrazovne aspiracije i odluke formirale duže vrijeme i pod utjecajem značajnih drugih. Također zaključuju kako otok Ugljan nije poticajan za mlade, obrazovane ljude zbog slabih životnih mogućnosti.

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“…Perspektiva životnog puta pokušava objasniti utjecaj različitih procesa na skupine ljudi, ali i pojedinačno iskustvo u svakoj životnoj etapi, kao i odnos između događaja iz različitih etapa života (Shanahan i Macmillan, 2008: 13). Pozivajući se na razne studije (Arber i Ginn, 1995; Giele i Elder, 1998), Evy Gunnarsson (2009: 36) zaključuje: »Životni put kao koncept ne pretpostavlja specifičnu teoriju, već daje perspektivu koja može biti početna točka analize starenja kao cjeloživotnog procesa.« Naime, znatne razlike u starenju i načinu života u starosti (kvaliteti života) pokušavaju se objasniti međuodnosom različitih društvenih čimbenika, na prvome mjestu ekonomskim uvjetima: materijalnim stanjem (izvorom i visinom prihoda) (Wanka, 2019), stambenom zbrinutošću (Podgorelec, 2008), vrstom prirodnog okoliša (Podgorelec i Klempić Bogadi, 2013), spolom (Podgorelec i Bara, 2014), etničkom pripadnošću (većinsko ili manjinsko stanovništvo, posebice važno za migracijske prostore, recimo hrvatske otoke /Edmonston, 2013; Podgorelec, Gregurović i Klempić Bogadi, 2019/), stupnjem aktivnosti (Bara i Podgorelec, 2015), stupnjem samostalnosti/ovisnosti s obzirom na očuvanost zdravlja (Fuller-Iglesias, Smith i Antonucci, 2009; Holman i Walker, 2020), korisnošću za obitelj i širu zajednicu, razini uključenosti/isključenosti u zajednici (Podgorelec, 2008; Amit i Litwin, 2010) i dr. Različiti su interesi istraživača za istraživanje kvalitete života u raznim etapama (Blane i sur., 2004). Zbog sve dužeg življenja i sve većeg broja jako starih ljudi fokus u istraživanjima kvalitete života usmjerava se više na kvalitetu života ljudi u dubokoj starosti (starije od 90 godina 10 ), i to najčešće vezano uz zdravstvene probleme te formalne (institucionalne i izvaninstitucionalne) oblike skrbi.…”

Section: Perspektiva žIvotnog Puta I Starenjeunclassified

Perspektiva životnog puta u istraživanjima starenja i migracija

Podgorelec

2020

MET

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A life-course perspective is a complex approach to researching the life of an individual or group or certain processes used in various disciplines (Börsch-Supan et al., 2013), especially in sociology, demography, psychology, and economics. The life course perspective seeks to connect the historical context that determines an individual’s life with personal history (key events of his or her life) (Edmonston, 2013; Holman and Walker, 2020). The paper explains the differences among how the life-course perspective, lifecycle perspective and life-span perspective approach research topics. More specifically, this paper aims to evaluate the advantages and disadvantages of research on aging (quality of life of older people) and migration (quality of life of migrants) from the perspective of life course by reviewing some of the most important papers addressing it, both theoretically and/or practically. In the first of the five chapters of the paper, Introduction, the author explains why the perspective of life course is an interesting research approach to selected topics in Croatia. Together with the other countries of Central and Eastern Europe, Croatia has experienced a strong increase in the share of the elderly population and significant migration in the last thirty or so years. The major causes of accelerated demographic aging are an increase in life expectancy and a decrease in fertility. The main causes of migration are significant political, social and economic changes in the “old” and “new” EU countries. These are changes in the socio-political and economic systems of the former socialist countries on the one hand, and the expansion of the EU resulting in the opening of the labour market and the possibility of “new” labour migration within Europe on the other. Due to the wars in the Middle East, there is also the issue of dealing with large refugee waves. The life-course perspective is particularly applicable to research on population aging, the assessment of the quality of life and the degree of integration of immigrants in the destination country. The second chapter, Life Perspective and Aging, explains various theoretical approaches to older people (Hagestad and Dannefer, 2001). The institutional approach largely addresses the socio-economic status and roles of the elderly, for example, retirement (Blane et al., 2004; Wanka, 2019). The cultural perspective often deals with negative stereotypes related to aging and formulating different approaches to the elderly (Hagestad and Dannefer, 2001). In order to achieve a holistic approach to aging and old age, various perspectives should be integrated, and aging should be interpreted as a reflection of interrelated events during an individual’s life: historical, environmental and personal. Such a more complex approach involving changes and events throughout an individual’s life is a life cycle perspective (Godley and Hareven, 2001) considered within a particular historical context. Although it is widely accepted, some authors (Giele and Elder, 1998; Edmonston, 2013) explain the limitation of the term “life cycle” by advocating the phrase “life course”. In doing so, they explain life course as a complex relationship between socially shaped events and the roles an individual assumes during life. According to them, this differs from the concept of a life cycle in that the events and roles that make up an individual life experience do not necessarily continue at certain stages of life, as is suggested by the word “cycle”. In addition to the concept of a life cycle, researchers of aging and the quality of life of older people (Fuller-Iglesias, Smith and Antonucci, 2009) also theoretically compare the perspective of life course and the life span perspective without opposing them. Both advocate a view of aging as a long-lasting, multidimensional, continuous, and dynamic process. Life theories deal with the processes and pathways of development and aging as a lifelong process of an individual while life theories deal with differences in socially conditioned events, changes, roles and experiences in the lives of individuals (Fuller-Iglesias, Smith and Antonucci, 2009: 3–5) among certain parts of society (groups). An individual’s daily life is explained by processes and relationships that determine the broader context and how others experience it. Interpersonal relationships with other members of society play a significant role in an individual’s lifestyle and quality of life, regardless of his or her age or migration (in)experience. The life course perspective seeks to explain the impact of different processes on groups of people and individual experiences at each life stage but also the relationship between events from different stages of life. The third chapter, Life Perspective and Biographical Method, discusses the need to return to more significant use of qualitative and interpretative methods, as well as the interest in using a biographical perspective, due to a better understanding of aging and quality of life in old age as well as migration reasons and integration of immigrants in the country of immigration. By telling their life story, a person clarifies the personal understanding of changes in the immediate (personal circle) and the wider environment (society). They also describe how individual members of the group to which the individual feels affiliated, for example, the generation of older people in a particular environment (islands) (Podgorelec, 2008) or immigrants, experienced changes in society during life (older people) or a personal migrant experience and to what extent the changes experienced affect their lives (Amit and Litwin, 2010; Podgorelec, Gregurović and Klempić Bogadi, 2019). Biographical research is especially useful in monitoring the development of an individual’s career, the impact of migration (on a personal level, but also in terms of community development), the way people face new experiences and changes during aging or migration and how they adapt (especially to various losses: employment, health and functional status, life partners, friends etc.). The fourth chapter, Life and Migration Perspective, explains certain characteristics of migration and migrants, especially when moving to the country of immigration. Thus, Jasso (2003: 334) grouped them into characteristics that affect adaptation – age, gender, country of origin, level of education (Finney and Marshall, 2018; Podgorelec, Klempić Bogadi and Gregurović, 2020); degree of success – from assimilation, acculturation and adaptation to integration into the receiving society (Berry, 1990; Amit, 2012; Amit and Bar-Lev, 2014; Podgorelec, Gregurović and Klempić Bogadi, 2019) or failure – giving up and returning to the country of origin or moving to a third country; the success of migrants in childhood or the second generation of migrants (childhood and schooling in the country of immigration) (Pivovarova and Powers, 2019); demographic and economic effects on societies of origin and immigration – studies of loss and gain (relocation of qualified migrants, artists, entrepreneurs) (Gregurović, 2019), remittances (Nzima, Duma and Moyo, 2017), etc. Migrants choose to move at various ages and are motivated by various reasons (Kennan and Walker, 2013). Migration is a process that affects both social environments – that of the origin of the migrant as well as the immigration environment, even if the migrant migrates within a certain country (Čipin, Strmota and Međimurec, 2016; Finney and Marshall, 2018) and assuming that social and cultural differences between places of resettlement are not significant (Amit, 2012; Podgorelec, Gregurović and Klempić Bogadi, 2019). Edmonston (2013: 3) relies on the work of Elder (1994, 1998) in explaining the benefits of using a life-course perspective in (im)migration research. He connects four topics that Elder considers crucial in the analysis of life course: the interconnectedness of individual lives and historical time, planning and selection of important events in an individual›s life, the connection of an individual›s life with others (family, friends, work environment) and action (effect) of social institutions during life. The connection between the general approach to the life course analysis (Elder, 1994, 1998) and the previously mentioned groups of topics in migration research is noticeable already at the first glance (Jasso, 2003). Each of the topics can be supported by various examples in Croatian society. In the last chapter, instead of a conclusion, the author states that by reviewing a part of the literature on aging and migration, it is possible to deduce that, although fundamentally separate processes, observed from a life-course perspective, they share similar trajectories, transitions, turning points and timing (Edmonston, 2013). Thus, research into the quality of life of older people must be grounded in the theoretical construction of aging and the historical context, relying on collected data on the individual’s important life events (life story) and judgments of experiences by both respondents and researchers. A life-course perspective that measures the impact of social, political and economic conditions on the life of an individual and/or a group is an interesting and complex approach to researching selected dimensions of migrants quality of life, given that migration always takes place in a particular historical context by influencing the social environment – countries of origin and countries of immigration. Public policies that support the organisation of care for the elderly, facilitate adaptation and promote the integration of migrants harmonise all sections of society and affect the life satisfaction of the general population.

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Žensko iskustvo migracija i starenja – pogled s otokâ

Cited by 5 publications

References 20 publications

A sociodemographic profile of the participants in the Croatian Islands' Birth Cohort Study (CRIBS)

A sociodemographic profile of the participants in the Croatian Islands' Birth Cohort Study (CRIBS)

Obrazovna iskustva i aspiracije mladih na otoku – primjer otoka Ugljana

Perspektiva životnog puta u istraživanjima starenja i migracija

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