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INSTRUCTOR MANUAL for Aging and The Life Course An Introduction to Social Gerontology 6e Jill Quadagno

Aging and The Life Course An Introduction to Social Gerontology 6e Jill Quadagno (Instructor Manual All Chapters, 100% Original Verified, A+ Grade) CHAPTER 1. THE FIELD OF SOCIAL GERONTOLOGY • • • • • • • • •

Chapter Outline Class Discussion Topics Student Project and Research Suggestions Answer Guidelines for “Thinking About Aging” Questions Lecture/Class Activity Ideas Community, State, and National Resources Internet Resources and Activities Suggested Readings Films and Videos

CHAPTER OUTLINE I. The Field of Social Gerontology a. Defining the Terms 1. Gerontology is the scientific study of the biological, psychological, and social aspects of aging. 2. Social gerontology is a subfield of gerontology and is concerned mainly with the social, as opposed to the physical or biological, aspects of aging. It draws on research from all social sciences. The research generated by social gerontologists is used in the applied disciplines of social work, public administration, urban and regional planning, and others. b. Successful Aging Several factors are associated with successful aging. Successful Aging can be achieved by setting goals, working to achieve these goals, and participating in meaningful activities. Successful aging involves both the individual and society. II. Conceptual Issues in Research on Aging a. Defining Old Age-Old age fined using chronological age, social roles, functional age and subjective age. 1. Chronological age: Commonly used marker of old age. 2. Social Roles and Age: Defines people as old according to social roles. Social roles are expectations or guidelines for people who occupy given positions, such as widow, grandfather, or retiree. 3. Functional Age: Based on how people look and what they can do. In functional terms, a person becomes old when he or she can no longer perform the major roles of adulthood. 4. Subjective age: The most important factors in subjective age identity are activity level and health. b. Cohorts and Generations- These two terms are used interchangeably; however, generations emphasize kinship linkages. They are shaped by historical changes, compositional differences, and structural changes.

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Chapter 1 The Field of Social Gerontology

III. Ageism a. Forms of Ageism - Ageism refers to a set of beliefs about the aged. It involves discrimination, and prejudice. Stereotypes are a composite of ideas and beliefs attributed to people as a group or social category. b. Age Discrimination-when people act on the basis of negative stereotypes. c. Ageism through the Media- transmitted in a variety of ways-through the family, in the workplace, between groups of friends. But most importantly, they are perpetuated by the media, including television, the print media, and film. Recently, however, some shows depict older characters in a more positive light. IV. Profile of Older Americans includes but is not limited to: a. Health - Older people are in good health. b. Marital Status - The chance of being widowed is much greater for women that it is for men. c. Income and Poverty - Overall improvements in the economic well-being of the elderly mask considerable differences by marital status, gender and race. d. Education - Each new generation of older people better educated though it is still stratified by race. Education benefits accrue across the life course. V. Careers in Social Gerontology Social gerontology is an applied discipline. There are eight career categories for gerontological specialists. Expanding career opportunities with increasing older population. CLASS DISCUSSION TOPICS 1. Successful aging: Have students describe individuals they know who aged successfully. Highlight agreement and variation among their responses. This is an excellent way of focusing on the individualized attributes of aging. 2. Age stereotype and discrimination: Using Robert K. Merton’s paradigm to illustrate the relationship between prejudice and discrimination, have students describe one or more of these typologies that they have seen in social institutions. Merton’s typologies are: unprejudiced non-discriminator (all-weather liberal), unprejudiced discriminator (fair-weather liberal), prejudiced non-discriminator (timid bigot), and prejudiced discriminator (all-weather bigot). Have students search the Internet for articles related to stereotypes or prejudiced views of older adults. They can use EBSCOhost or InfoTrac for this search. 3. Different cohorts: Organize the class into five cohort groups described in the chapter. Have each describe their reaction to employment for women, childrearing, premarital sex, saving money, leisure activities, and interaction with members of different ethnic groups. 4. Ageism: Have students bring media examples of ageism and/or positive representations of aging. Have each student describe their findings to class.

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Chapter 1 The Field of Social Gerontology

5. Films: Have student watch films that depict positive aging and negate traditional negative stereotypes of aging.

STUDENT PROJECT AND RESEARCH SUGGESTIONS 1. Service-Learning: If service-learning is a component of your course, you might want to refer to Service-Learning and Undergraduate Sociology: Syllabi and Instructional Materials, edited by Morten G. Ender et. al. This edition is published by the American Sociological Association Resource Center and contains articles on service-learning as well syllabi integrating servicelearning. 2. Research Project: Have students examine the aging process in another part of the world. This may be a country that the student has visited or plans to visit in the future. Key points to include in the project: types of roles performed by older adults, examples of stereotypes and discriminations encountered by older adults, and programs to address these areas. 3. Information on the Profession: For an introductory course in social gerontology or sociology of aging, it might be informative to have a student shadow a professional in the field for one day or more. The student should keep a journal of all activities performed by the professional. During the course of the shadowing, the student should ask the professional what she/he enjoys most and least about her/his position. Also, the student should ask the professional to describe opportunities in the field for the next 10-15 years. 4. Portfolios: If students are interested in a career in gerontology, they should keep a portfolio. Items to be included in the portfolio: Resumes: A detailed resume highlighting one’s skills. A short one should be included and should target specific kinds of employment. Courses taken, service-learning or cooperative education projects, and volunteer work: Include a detailed description of these items and transcript. Memberships and certifications: It is good to join your professional organization while you are a student. The dues are inexpensive, and it is good information for the portfolio. Evidence of skills and knowledge: Include evaluations provided on papers/projects, student activities, and professional events or activities in which the student is a participant. Letters of Reference: Keep references from professors, supervisors in organizations, professional officers in organizations, and employers. Journal of Professional Development: Keep a journal of your feelings and reactions to the development of your knowledge and professional skills. Future Visions and Dreams: Highlight plans in five-year intervals and develop a vision for overall accomplishments. ANSWER GUIDELINES FOR “THINKING ABOUT AGING” QUESTIONS

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Chapter 1 The Field of Social Gerontology

1. Are the older members of your family aging successfully? In what ways do they meet or fall short of the criteria for successful aging? Have students role-play the three criteria of successful aging for any older member of their families. 2. Pick someone in your family and define her or his age using each of the four definitions of old age. The student should identify a member of her/his family and define the age of this member using chronological, social role, functional, and subjective definitions of aging. 3. List the generations in your family and place each in one of the five cohorts described in this chapter. Do your family members fit Torres-Gil’s description of their birth cohorts? In what ways? Torres-Gil notes that there are five cohorts. They are: the swing generation (born 1900-1926), the silent generation (born 1927-1945), the baby boomers (born 1946-1964), the baby bust generation (born 1965-1979), and the baby boomlet or echo boomers (born 1980-1994). 4. A survey of students on your campus shows that many of them hold ageist attitudes. Explain why this could be a problem and suggest ways to change students’ attitudes toward the aging. Ageist attitudes could be a problem because older adults are seen or portrayed in a negative manner. This could lead to labeling or the self-fulfilling prophecy. A way to challenge these attitudes is to have older adults attend activities on campus. Have students visit organizations or social events in which there is a large number of older adults. Finally, have students and older adults cooperate on a project together on campus. 5. Select a TV show, book, or movie you saw recently and analyze the way aging characters were portrayed. The response should include positive and negative attributes, as well examples of the “new ageism.” LECTURE/CLASS ACTIVITY IDEAS 1. Invite the president of the local chapter of the gerontological organization in your state. Have the person discuss with the class some of the activities or programs of the organization as well as the types of professionals who are members. This lecture will familiarize students with the professional organization in the home state. 2. Have students read the major paper in the state to determine if there is legislation related to a social policy for older adults. Some examples of social policies include elder abuse, reduced property taxes, or nursing home fraud. Have students write a letter to the committee focusing on this particular issue specifying her/his support or non-support for it. COMMUNITY, STATE, AND NATIONAL RESOURCES Familiarize students with some of the community, state, and national resources on aging during the first couple weeks of classes.

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Chapter 1 The Field of Social Gerontology

Community Resources American Association of Retired Persons-local chapter. This organization has a diverse membership group. One can invite members to discuss policy issues with the class for which the group is currently examining. Area Agency on Aging: Each county government has one of these agencies. Students may be introduced to it and the services offered by it. Office on Aging: Most communities have an office or a major center which addresses issues on aging for older adults. This person can be invited to class to discuss issues/concerns of older adults in the community. Volunteer Clearinghouses: Focus on this resource as an opportunity to find volunteer activities for students in the community. State Resources State Network of Area Agencies on Aging: This network is a compilation of all the area agencies on aging in the state. State Long-Term Care Ombudsman Office: This office can be contacted early in the semester for subsequent discussions related to elderly abuse or long-term care. State Gerontological Society or Association: Inform students of the state gerontological society or agency in the state. Encourage students to join and participate in its annual meeting. Gerontological Programs or Institutes at Other Public and Private Universities in the State: Inform students of other colleges and universities in the state with gerontological programs or institutes. National Resources Gerontological Society of America: This is the national professional organization for those interested in the aging process. Students should be encouraged to join if they plan to continue with graduate school or pursue a career in aging. The website address is: http://www.geron.org/. Some special units of this society include the National Academy on an Aging Society and the Association for Gerontology in Higher Education. American Society on Aging: Its goal is to promote the knowledge and skills of those working with older adults and their families. They also provide training programs and workshops. Its web address is http://www.asaging.org. INTERNET RESOURCES AND ACTIVITIES It might be good to introduce students to the following Internet websites during the first several weeks of class. 1. On ageism and stereotype in the media: FAIR (http://www.fair.org) 2. On Aging and Ageism: Sociosite (http://www.pscw.uva.nl/sociosite/TOPICS/Aging.html) 3. The ISLMC (Internet School Library Media Center) Ageism Page (http://falcon.jmu.edu/~ramseyil/ageism.htm) 4. Linda M. Woolf’s Gerontology Page

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(http://www.websteruniv.edu/~woolfm/gero.html) 5. Sociology of Aging and the Life Course section of the American Sociological Association (http://www.asanet.org/sectionaging) 6. U.S. National Institute on Aging (http://www.nia.nih.gov) 7. Administration on Aging (http://www.aoa.dhhs.gov) 8. National Aging Information Center (http://www.ageinfo.org) 9. Centers for Medicare Services (http://www.cms.hhs.gov/) 10. Combating Ageism (http://www.van.umn.edu/advocate/3a_ageism.asp)

SUGGESTED READINGS Barrett, Anne. 2003. “Socioeconomic Status and Age Identity: The Role of Dimensions of Health in the Subjective construction of Age Identity.” Journal of Gerontology 58B(2):S101-10. Bond Huie, Stephanie, Patrick Krueger, Richard Rogers and Robert Hummer. 2003. “Wealth, Race and Mortality.” Social Science Quarterly 84(3):667-684. Deschamps, A, C. Onifade, A Decamp, and I. Bourdel-Marchasson 2009. “Health-related quality of life in frail institutionalized elderly: effects of a cognition-action intervention and Tai Chi.” Journal of Physical Activity 17(2):236-48. Holahan, C. and J. chapman. 2002. “Longitudinal Predictors of Proactive Goals and Activity Participation at Age 80.” Journal of Gerontology 57B(5):P418-25. McLaughlin, Sarah et al. 2010. Successful Aging in the United States: Prevalence Estimates From a National Sample of Older Adults.” Journal of Gerontology 65B(2):216-226. Neumark, David. 2009. “The Age Discrimination in Employment Act and the Challenge of Population Aging.” Research on Aging 31(1):41-68. Perry, Daniel. 2012. “Entrenched ageism in healthcare isolates, ignores and imperils elders. Aging Today 33(2):1-10. Strawbridge, William, Margaret Wallhagen, and Richard Cohen. 2002. “Successful Aging and Well-Being: Self-Related Compared with Rowe and Kahn.” The Gerontologist 42(6):727-33.

FILMS AND VIDEOS

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Chapter 1 The Field of Social Gerontology

Careers in Aging: Old Friends, New Faces. 1996. Association for Gerontology in Higher Education. 10 minutes. Hill of Dreams. 2009. A short film about a small but challenging personal ambitions in later life. Available on-line at: http://www.bbc.co.uk/wales/arts/yourvideo/media/pages/alan_terrell_04.shtml. Images of Aging. Depicts the diversity in the aging experience. Terra Nova Films, 9848 South Winchester Avenue, Chicago, Illinois 60643. 1-800-779-8491 (http://www.terranova.org). Life is a Ball. 2012. The Assisted Living Federation of America (ALFA) Film Competition on Ageism Winner. Produced by Zac Greenbaum, Pilotfish Productions LLC. Available online at: http://www.alfa.org/alfa/2012_film_competition_on_ageism_winner.asp Myths and Realities of Aging. 1993. Good source for examining ageism and addressing common myths of aging. This is the first film of the 13 part series of Growing Old in a New Age. Produced by the University of Hawaii, Center On Aging. Distributed by Annenberg/CPS, 401 9th Street, NW, Washington, DC 20004. 1-800-532-7637; www.learner.org

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Chapter 2 Life Course Transitions

CHAPTER 2. LIFE COURSE TRANSITIONS • • • • • • • • •

Chapter Outline Class Discussion Topics Student Project and Research Suggestions Answer Guidelines for “Thinking about Aging” Questions Lecture/Class Activity Ideas Community, State, and National Resources Internet Resources and Activities Suggested Readings Films and Videos

CHAPTER OUTLINE I. Life Course Framework Approach to aging that emphasizes interaction of historical events, individual decisions, and effect of early life experiences in determining later life outcomes 1. Transitions – role changes throughout life (child, daughter, wife, grandmother) 2. Countertransitions – produced by other’s role changes 3. Trajectory – a series of transitions in the life course II. Methodological Issues in Research On the Life Course a. Age, period, and cohort effects 1. Age effect – change that occurs as a result of advancing age 2. Period effect – impact of a historical event on society 3. Cohort effect – social change occurring when cohorts replace each other b. Cross-sectional research - Asking the same info from different groups. 1. Ex. Asking 20-40-60 year olds about political affinities c. Longitudinal research - A way to sort out differences in effects. The data follows same group of people over time 1. Ex. Health and Retirement Survey (HRS) d. Qualitative Research – Qualitative research can involve Participant observation and open-ended interviews III. Identifying Life Course Events a. The Timing of Life Course Event 1. Age norms - Timing of transitions at appropriate ages 2. Social clock – a prescriptive timetable that society uses to mark timing 3. Age timetables - Moving away from idea that there are sanctions for inappropriate timing. More an average of life course event structuring than a prescription b. The Duration of Life Course Events – This is the term used to describe the number of years in each phase Quadagno: Aging and The Life Course, 6e

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Chapter 2 Life Course Transitions

1. Crowded nest – younger people staying home longer c. Sequencing of Life Course Events - Disorder can create negative consequences in later life. This can include having children too early or late. d. Effect of Early Experience on Adult Outcomes – According to a study by Elder on children of Great Depression, younger children more adversely affected than older. Also, age during historical effects can matter e. Demographic Change and Middle Age IV. Theory of Cumulative Disadvantage Being advantaged (economic, social, political, health) means more advantages later on – reverse is true too – being disadvantaged in early life means more disadvantages later on V. How Government Influences the Life Course Some of the life course uncertainties related to economic risks have been alleviated by the state. Three types of intervention can affect the individual life course: 1. Regulations and Laws 2. Social Programs 3. Services provided to people of a given age

CLASS DISCUSSION TOPICS A. Age norms and life course sequencing: How are norms changing? Do they have negative or positive effects on life course transitions? B. Distinguishing between effects: What are examples of age, period, and cohort effects? C. Cumulative disadvantage: What are some examples and how can individuals overcome them? STUDENT PROJECT AND RESEARCH SUGGESTIONS A. In-depth interview: Find an older family member or friend and get their life story. In the analysis try to find themes of cumulative dis/advantage. B. Surveying Age Norms: Have students pick 10 people. 5 older and 5 young and survey them on their attitudes about life course transitions and sequencing. See if all people are loosening their norms or if this is an age effect. ANSWER GUIDELINES FOR “THINKING ABOUT AGING” QUESTIONS 1. What are the practical implications of the life course approach to social gerontology? Have them emphasize the ability to do cross-section and longitudinal research and the detailed results it will gather about generations and cohorts from different groups in society Quadagno: Aging and The Life Course, 6e

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Chapter 2 Life Course Transitions

2. Analyze the timing, duration, and sequencing of your parents’ life course. Was it typical for their generation? This will be based on students’ personal experiences but is a good place to draw out class discussion on age norms and sequencing 3. What was the major historical event of your life course? How did it affect your life? Bring up the wars and recent economic crisis to give them examples. 4. If govt. officials want to promote social equality, at what stage of the life course should they intervene? Explain. A good place to lead into discussions of altering adolescence, a place where governments can have strong positive effects. 5. If you were a government policymaker, would you use your authority to alter the course of adolescence? If so, how? Provide examples like No Child Left Behind to stimulate discussion

LECTURE/CLASS ACTIVITY IDEAS • Compare studies discussed in chapter to break them down by type (cross sectional and longitudinal) and what they are researching (age, period, or cohort effects) •

Provide examples of different age, period, and cohort effects to help students better understand differences

•

Talk about government programs used to promote social equality in a system where cumulative disadvantage affects so many people. Use this is as a lead in for future class discussions on the role of government in aging policy

COMMUNITY, STATE, AND NATIONAL RESOURCES Community Resources American Association of Retired Persons-local chapter. This organization has a diverse membership group. One can invite members to discuss policy issues with the class for which the group is currently examining.

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Chapter 2 Life Course Transitions

Area Agency on Aging: Each county government has one of these agencies. Students may be introduced to it and the services offered by it. Office on Aging: Most communities have an office or a major center which addresses issues on aging for older adults. This person can be invited to class to discuss issues/concerns of older adults in the community. Volunteer Clearinghouses: Focus on this resource as an opportunity to find volunteer activities for students in the community.

State Resources State Network of Area Agencies on Aging: This network is a compilation of all the area agencies on aging in the state. State Long-Term Care Ombudsman Office: This office can be contacted early in the semester for subsequent discussions related to elderly abuse or long-term care. State Gerontological Society or Association: Inform students of the state gerontological society or agency in the state. Encourage students to join and participate in its annual meeting. Gerontological Programs or Institutes at Other Public and Private Universities in the State: Inform students of other colleges and universities in the state with gerontological programs or institutes.

National Resources Gerontological Society of America: This is the national professional organization for those interested in the aging process. Students should be encouraged to join if they plan to continue with graduate school or pursue a career in aging. The website address is: http://www.geron.org/. Some special units of this society include the National Academy on an Aging Society and the Association for Gerontology in Higher Education. American Society on Aging: Its goal is to promote the knowledge and skills of those working with older adults and their families. They also provide training programs and workshops. Its web address is http://www.asaging.org.

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INTERNET RESOURCES AND ACTIVITIES 1. Administration on Aging: Profile of Older Americans: Shows the latest key statistics on older Americans in key subject areas including, poverty, housing, health and health care, race, and marital status. Available online at: http://www.aoa.gov/AoARoot/Aging_Statistics/Profile/index.aspx. 2. Age Friendly Philadelphia. 2012. (PDF) Philadelphia Corporation for Aging. By Kate Clark and Allen Glicksman. Available online at: http://www.epa.gov/aging/resources/epareports.htm#presentationsatannualconferences 3. “Hispanics Living Longer than Whites, Blacks. But Why? October 14, 2010. Article from National Public Radio. Available online at: http://www.npr.org/blogs/health/2010/10/14/130567637/hispanics-living-longer-than-whitesblacks SUGGESTED READINGS Bengston, Vern, Glen Elder and Noella Putney. 2012. “The Life Course Perspective on Aging: Linked Lives, Timing and History.” Pp. 9-17 in Adult Lives, edited by Jeanne Katz, Sheila Peace and Sue Spurr. New York: Cambridge University Press. Kohli, Martin. 2009. “The world we forgot: A historical review of the life course.” pp. 64-90 In The life course reader: Individuals and societies across time, edited by Walter R. Heinz, Johannes Huinink, and Ansgar Weymann, Frankfurt: Campus-Verlag. Silverstein, Merril and Roseann Giarusso. 2011. Aging Individuals, Families and Societies: Micro-Meso-Macro Linkages in the Life Course. Pp. 35-49 in Handbook of the Sociology of Aging, edited by R.A. Settersten and J.L. Angel. New York, NY: Springer. Toothman, Erica L. and Anne E. Barrett. 2011. “Mapping midlife: An examination of social factors shaping conceptions of the timing of middle age.” Advances in Life Course Research 16:99-111. Wakabayashi, Chizuko and Katharine M. Donato. 2006. “Does Caregiving Increase Poverty among Women in Later Life? Evidence from the Health and Retirement Survey.” Journal of Health and Social Behavior 47:258-274.

FILMS AND VIDEOS Sara Lerner: Growing up during the Great Depression. 2010. 8 minutes. Available at: www.youtube.com/watch?v=xX7JlTpMf1E

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Unnatural Causes: Is Inequality Making Us Sick?. 2008. This is a seven part series bundled into four television hours. Many of the episodes discuss cumulative disadvantange because of race and wealth. Produced by California News reel with Vitial Pictures, Inc. and Presented by the National Minority Consortia of Public Television. Clips available online at: www.unnaturalcauses.org Up. 2009. Produced by Pixar Animation Studios and directed by Pete Docter. Several parts of the movie are available on youtube.

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Chapter 3 Theories Of Aging

CHAPTER 3. THEORIES OF AGING • • • • • • • • •

CHAPTER OUTLINE I.

The Origins of Social Gerontology a. Social gerontology - had its origins among developmental psychologists. Their focus included growth and maturation; however, these areas were expanded to include later maturity. During the Great Depression of the 1930s, an interest in physical decline was joined with concerns about older adults, who suffered disproportionately from poverty and unemployment. This period saw the development of research on the problems of aging.

II.

Micro Theories of Aging a. Psychosocial Theories 1. Disengagement Theory - Disengagement theory was proposed by Elaine Cumming and William Henry, two University of Chicago researchers. They noted that normal aging involves a natural and mutual withdrawal, or “disengagement,” that results in decreasing social interaction between the aging person and society. Critics of the theory, e.g., the Duke Geriatric Project, have gathered evidence to contradict its core premise. 2. Activity Theory - Activity theory was formalized by Robert Havinghurst. According to this theory, the person who ages optimally manages to stay active and resist the shrinkage of her/his social world. Different researchers have tested the disengagement and activity theories and have reported varying results. The debate between disengagement and activity theories has left a legacy of enduring interest in measuring morale or life satisfaction. 3. Continuity Theory - Continuity theory was developed by Robert Atchley. It emphasizes that personality plays a major role in adjustment to aging and that adult development is a continuous process. One controversial aspect of continuity theory is its definition of normal aging. Also, feminist theories have argued that continuity theory defines normal aging according to a male model. b. The Individual and Social System 1. Subculture Theory - Arnold Rose applied subculture to the study of aging. According to this theory, subcultures develop when people have longstanding friendships or share similar interests, problems, and concerns and are excluded from full participation in wider society. This theory appeared in research only

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III.

recently. 2. Exchange Theory - Exchange theory had its origins in microeconomic theory. It posits that interaction between the old and the young decreases because older people have fewer resources to bring to the exchange—lower income, poorer health, and less education. A major problem with the theory is that it ignores the value of nonrational resources, e.g., love and companionship. Another problem is that it focuses on immediate interaction between older people and other age groups. Social Constructionism - Social constructionists focus on the individual who is capable of interpreting her/his experience. Humans are active agents who create the society in which they live. A major limitation of the theory is that it neglects the structural features of social life imposed by external forces.

Macro Theories of Aging a. Age and Social Status 1. Modernization Theory - Modernization theory evolved from the optimism which characterized the United States in the post-World War II era. The theory incorporates a model of development. Evidence offered by historians and cross-cultural studies criticized the idea of a golden age of aging. 2. Age Stratification Theory - Age stratification theory is one of the most influential and enduring gerontological theories. Matilda W. Riley proposed this theory. It notes that all societies group people into social categories, and these groupings provide us with major social identities. One major criticism of the theory is that it defines structure as relationships among positions and ignores power relationships that determine how statuses and roles are allocated. It also ignores other bases of social stratification, such as social class, gender, and race. 3. Age Integration Theory - Age integration theory draws on the core premise of the stratification theory. Society is stratified on the basis of age. Age stratification can create age-segregated and age-integrated institutions. No society is totally age-integrated or age-segregated. b. Theories of Power and Inequality 1. Political Economy Theories - Political economy theories share with modernization theories an interest in explaining the status of the aged. This theory is a framework for examining the larger social context of problems associated with old age. In this approach, old age is socially constructed and created through power struggles. This approach has been criticized for being too negative and for viewing older people as too passive. 2. Feminist Theories - Feminist theories are more of an approach that reflects the commitment to use theory in a certain way. The feminist theories have criticized existing research on aging for the following reasons: (a) it has created separate models of aging by relating certain topics to females and others to males; (b) it employs strategies that are technically gender-neutral, but in fact dependent on a conceptual model derived from men’s experiences; and (c) social programs emphasize class effects but ignore gender effects. A feminist approach to aging does not mean ignoring older men.

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3. Critical Gerontology - The most recent approach in the study of aging is critical gerontology, which considers how the forces of globalization affect policies and programs for the aged and the daily lives of older people.

CLASS DISCUSSION TOPICS 1. Reflection Experience Referring back to class discussion of successful aging, have the students describe someone they know who has aged successfully. Have students analyze this same individual using one of the micro theories of aging. 2. Applying theories to social settings Have students describe a social setting in which there is a significant concentration of older adults. Have them apply one of the theories discussed in the chapter to the social setting. Make sure they integrate the assumptions of the theory into their analyses, and ask them to provide possible criticisms of the theory, as well.

STUDENT PROJECT AND RESEARCH SUGGESTIONS 1. Research: Divide students into groups. Have each group find a journal article using one of the eight theories. Encourage students to use or InfoTrac to find the research articles. Have each group present information on: (1) when and where the research was conducted; (2) demographic data on sample--age, gender, social class, educational and income levels, and place of residence; (3) major findings; and (4) limitations of study. This is a good time to introduce students to some of the major journals in social gerontology. Also emphasize that theories help us to understand the aging process. 2. Theories underpinning programs: If class is a service-learning one, have students share experiences from their service-learning sites that illustrate one or more of the theories. 3. Political economy or feminist theories: Have students watch a feature film that addresses aging. Some possibilities are: “Going in Style,” “The Cemetery Club,” “Calendar Girls,” or “About Schmidt.” Have students analyze the film using the political economy of feminist theories. ANSWER GUIDELINES FOR “THINKING ABOUT AGING” QUESTIONS 1. What is the benefit of having a theory of aging? Do gerontologists really need theories? Emphasize that theories help us to understand social events. Refer to the aforementioned projects and indicate that if there were no theories, we would not understand the aging process. Note that gerontologists need theories because it is a multidisciplinary science. All sciences seek to describe, explain, and predict the social world. Thus, the goal of theories is to explain social events.

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Chapter 3 Theories Of Aging

2. What type of professional might find micro theories of aging particularly useful? Who might prefer to use macro theories? The micro theories are useful to practitioners such as geriatricians, geriatric nurses, gerontological caseworkers, social workers, care givers, and individuals experiencing the aging process. Micro theories are useful to professors, students, researchers, demographers, and policy analysts. 3. What might be the professional drawbacks of depending on a single theory of aging? One theory may not be adequate to explain the aging process. Different theories have emerged due to the limitations of a particular theory. 4. If you were an aged person, which theories of aging would you think were most pertinent to your own life chances? Which theories might you disagree with? Assume the role of an older adult and share which theory is more applicable to explaining your aging experiences. Keep in mind your demographic factors, such as gender, ethnicity, social class, past or current employment, and place of residence. 5. What is the single most useful or important insight you have gained from reading this chapter? Student might mention any of the theories, citing their major advantages or disadvantages, as well as the individuals responsible for first advancing them. LECTURE/CLASS ACTIVITY IDEAS 1. Describe an aging program in the town or community in which you teach. Indicate the assumptions underlying this program. This could lead to a discussion of the micro and macro theories of aging. 2. Share with students a research article that you or a colleague has published using one of the theories discussed in the chapter. 3. Have a panel consisting of a caregiver, practitioner, and program analyst describe her/his work with older adults. Some specific examples of each person’s work role may highlight a specific theory. 4. Describe how different levels of housing can relate specifically to theories discussed. 5. Discuss the responsibility of the government in providing income security in old age.

COMMUNITY, STATE, AND NATIONAL RESOURCES Refer to Chapter 1 for a complete listing and description of resources. Community and State Resources Area Agencies on Aging Quadagno: Aging and The Life Course, 6e

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Chapter 3 Theories Of Aging

Policy recommendations of these agencies are based on theories. Students may use these resources to analyze theoretical assumptions. Senior Service Centers The resources and program descriptions of these centers could be used to analyze how theories and need-assessments translate into programs. Institutes on Aging Have students check out some of the leading research and institutes that have conducted studies using various theories of aging. Some research centers are Percy Andrus Center of UCLA, Institute of Aging at Michigan and Wayne State, and Duke University.

INTERNET RESOURCES AND ACTIVITIES The University of Amsterdam website (http://www.pscw.uva.nl/sociosite/TOPCS.Aging.html) is the only accessible website that refers to social theories of aging directly. The following sites refer to other research on aging: 1. Linda M. Woolf’s Gerontology’s Page (http://www.websteruniv.edu/~woolflm/gero.html) 2. U.S. National Institute on Aging (http://www.nih.gov/nia) 3. Administration on Aging (http://www.aoa.dhhs.gov) 4. National Aging Information Center(http://www.ageinfo.org) 5. Gerontological Society of America (http://www.geron.org) SUGGESTED READINGS Adams-Price, Carolyn and Morse Linda. 2009. “Dependency Stereotypes and Aging: The Implications for Getting and Giving Help in Later Life”. Journal of Applied Social Psychology 39 (12), 2779-3043. Bengston, Vern, Glen Elder and Noella Putney. 2012. “The Life Course Perspective on Aging: Linked Lives, Timing and History.” Pp. 9-17 in Adult Lives, edited by Jeanne Katz, Sheila Peace and Sue Spurr. New York: Cambridge University Press. Bengtson, Vern, Norella Putney, and Malcolm Johnson. 2005. “The Problem of Theory in Gerontology Today.” Pp. 3-20 in The Cambridge Handbook of Age and Ageing, edited by Malcom Johnson. New York: Cambridge University Press. Cummings, Elaine. 2000. “Reflections on Disengagement Theory.” Pp. 97-106 in Intersections of Aging, E. Markson, L. Hollis-Sawyer and J. Hendricks, Eds. New York: Oxford University Press.

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Delgado, Gabriel. 2012. “Stories from the Fringe: Social Isolation.” Aging Today (May-June): 8. Hao, Yanni. 2008. “Productive Activities and Psychological Well-Being among Older Adults.” Journal of Gerontology 63B(2):S64-72. Marshall, Victor. 1996. “The State of Theory in Aging and the Social Sciences,” Pp. 12-30 in Handbook of Aging and the Social Sciences, edited by R. Binstock and L. George. San Diego: Academic Press. Miller, Nancy J., Soyoung Kim, and Sherry Schofield-Tomschin. 1998. “The Effects of Activity and Aging on Rural Community Living and Consuming.” Journal of Consumer Affairs 32(2):343. Quinnan, Edward J. 1997. “Connection and Autonomy in the Lives of Elderly Male Celibates: Degrees of Disengagement.” Journal of Aging Studies 11(2):115-30. FILMS AND VIDEOS One to One: The Generation Connection. (The film portrays 16-18 year olds and a group of 70-80 year olds as they explore the many issues related to their roles in society. The film illustrates age integration theory.). Terra Nova Films. 9848 South Winchester Avenue, Chicago, Il 60643. 1-800-779-8491. (http://www.terranova.org). The Grand Generation. (This film is a portrait of six older Americans in their past or current social roles. It is good for discussion of activity theory.) Filmakers Library, 124 East 40th Street, NY, NY. 10016 (212) 804-4980

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Chapter 4 Demography of Aging

CHAPTER 4. DEMOGRAPHY OF AGING • • • • • • • • •

CHAPTER OUTLINE I. Sources of Population Data – The U.S. Bureau of the Census is the central clearinghouse for all national population data. It takes a national count of the population every 10 years and obtains information from each household on births, deaths, country of origin of residents, health, living arrangements, occupation, and income. The Census Bureau monitors the accuracy of the data since policy decisions are based on census numbers. The United Nations is responsible for compiling world population data. II. Individual Aging Processes a. Life Span - The life span is one measure of individual age. It is assumed to be about 120 years. b. Life Expectancy - The life expectancy is the average number of years people in a given population can expect to live. Life expectancy is higher for females than males and is the result of the complex interaction of biological, social, and behavioral factors. c. The Sex Ratio - The sex ratio is the number of males per 100 females. After birth, death rates are persistently higher among males. In old age, females outnumber males. III. Population Aging A population’s age structure can change through three demographic processes: fertility, mortality, and migration. The population pyramid displays the age structure. a. The Demographic Transition - This theory states that a society goes through a gradual process from high birth and death rates, to declining death rates, and finally to low birth and death rates. There are three stages in this process. b. International Variations in Population Aging - The population around the world is aging. In the future, growth in the number of older adults will take place in developing countries. The oldest old is the age category growing rapidly in developing countries.

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