1 SOCIOLOGY OF AGING, SOC 4210 Fall 2011 Time & place: TTh 11:00-12:15, Engineering Bldg West 355

Instructor: Dr. Peeter Tammeveski Office hours: Tues 3:30-4:30 pm & by appointment Email: Tammeveskip@missouri.edu Office: 319 Middlebush Mailing address: 319 Middlebush

Description of the course The number older people is growing rapidly in the United States and around the world. Therefore, we have to take a critical look at the meanings, practices, institutions, and policies related to aging, life course, family, and community. The course Sociology of Aging will help students develop a comprehensive and critical understanding of aging, especially from the perspectives of gender, sexuality, race, ethnicity, class, and ability. Although the primary focus of the course is on the United States, we will also look at aging in other countries and in terms of transnational and global processes. We will read and discuss texts about aging, watch and analyze documentaries, and engage in small-group and class discussions. Students will take two exams and will write a final research paper. Required texts Moody, Harry R. (2009). Aging: Concepts and controversies. Sixth Edition. Pine Forge Press. Lamb, Sarah (2009). Aging and the Indian diaspora: Cosmopolitan families in India and abroad. Bloomington and Indianapolis: Indiana University Press. Additional readings are listed in the Calendar and are available on the Blackboard (BB) under the Course Documents. Optional resources on the web: http://www.aarp.org/internetresources/ Changes in the Syllabus Occasionally, I may find it necessary to make small changes in the Syllabus. I will discuss these changes in class or announce them through the Blackboard Announcement system ahead of time. It is your responsibility to keep track of any changes and related announcements. Classroom conduct issues Please avoid behaving in the classrooms in ways that are not conducive to your ability to learn or are disrespectful towards others. Among these behaviors are: using electronic gadgets or surfing on the web for the purposes not related to the course; leaving class early without letting the instructor know why you need to leave; being unprepared or unwilling to participate in group discussions; and sleeping in class. I reserve the right to dismiss you from class if you engage in these kinds of behaviors. In case an in-class or take-home project is assigned, please ask for a clarification, if you are unsure about what you need to do. It is not OK not to complete a project with the excuse that you did not understand what you had to do. Activities, assignments, and grades Readings. I expect you to do the readings by the date listed in the Calendar. To help you interpret and learn the material, I have posted reading guides in the form of lecture outlines and guiding questions on the Blackboard for most of the texts.

2 Pop quizzes. In order to motivate you to keep up with the readings, I will give six pop quizzes on the material that you had to read for a particular day. You can not make up these quizzes, unless you have a well documented reason for missing class. Each quiz is worth 3 points (3 x 6= 18 pts) Exams. There will be two exams, and each of them is worth 25 points. The exams will be in multiple-choice and truefalse format. You are tested on the concepts, themes, and facts emphasized in the readings, lectures, websites, and films. The lectures outlines, lectures slides, and reading questions will serve as your study guides for the exams. Exam 2 is not cumulative and covers the material from the second half of the semester (2 x 25 pts = 50 pts). Participation. Participatory and interactive learning are important components of this course. Every week you will work on small in-class projects, the purpose of which is to help you develop a deeper understanding of concepts, perspectives, and facts as you interact with others. In addition, I interact with students while I lecture, which is another opportunity for you to actively engage with the material. To reward active participation, five percent of the grade will be based on your attendance and contribution to discussions and small projects. (5 pts) Final paper. The paper consists of two parts. You have to (a) compose an interview report based on an interview with a person who is 65 years or older, and (b) create a list of 10 programs, organizations, or agencies that exist in that persons community and are geared towards older individuals. Examples of such programs, organization, and agencies are: Senior centers or activity groups; educational initiatives for older learners; employment and volunteer initiatives; programs that address transportation needs or provide meals; day care centers; home, personal, or respite care providers; and assisted living options. Format: 7-8 pages of the main text, plus references; longer papers are OK; double spaced; 1 inch margins; 27 pts. The interview report (4-5 pages) The interview should focus on 1-2 topics covered in class, and it should be at least 30 min long. Topics include: friendships in old age; transition into retirement; being an older community leader; grandparenthood; caring for family members. Summarize the interview answers and present some direct quotes. Discuss the interview data in relation to seven concepts, ideas, or facts covered by the readings, relevant websites, or lectures. Clearly explain each concept/idea/fact and relate it to the interview. Cite the sources: The presentation of each concept/idea/fact has to be followed by the last name of the author of the text and the page number in parentheses. For instance: The concept of intergenerational exchange refers to (Moody 2010, p. 999). Citing a lecture slide requires noting the date of the lecture (Tammeveski, 10/10/10). You can cite my lectures only two times. List of 10 programs, organizations, and agencies (2-3 pages) You need to present a list of 10 programs, organizations, or agencies in the community in which the interviewee lives that address various aspects of older persons lives (e.g., those related to education, entertainment, meals, home care, or legal advice). Briefly describe what each of the programs does and provide their contact information and web site, if available. You need to personally contact 3 of the programs/organizations/agencies to learn more about them. Give them a call or stop by (or email them, if calling is not an option). Introduce yourself and explain why you are contacting them. Ask them about: what do they do?; who are their clients or members?; what are the membership or service eligibility criteria (e.g., income level; fees; having a certain physical or mental condition; gender; ethnicity)? whats the process of accessing their programming/services or becoming a member? Thank the person for taking the time to talk to you. Summarize the answers in 5-10 sentences for each of the 3 programs/organizations/agencies. There are several ways to go about compiling an initial list of programs, organizations, and agencies in the community. Two of the approaches are as follows. Start by asking the interviewee about the programs/organizations that she/he is familiar with. Look these agencies/organizations up on the web or contact them by phone. You can also generate a preliminary list by checking a state government website. For instance, to find out about programs/organizations/agencies in central MO, you can start with the State of Missouri Department of Health and Senior Services website: Go to http://www.dhss.mo.gov Click on Area Agencies on Aging & Services on the left Choose: Missouri Aging Information Network - search for various services and agencies

3 Extra credit options (3 pts each; you can do only one EC assignment) Event or social setting description (2-3 pages). You can attend an event, where most of the people present are over 65 years old. Describe what you observed and relate two theories, concepts or ideas from the readings/lectures to the description. Cite the readings/lectures (see the citation requirements under Final Paper). You can also observe a social setting, where older adults act or interact, and write the same kind of report. For instance, you could describe what is going on at a restaurant where most of the customers are seniors. Lecture report. Attend a lecture on an aging-related topic and write a 2-3 page summary. The Interdisciplinary Center on Aging at MU offers lectures that you might find interesting: www.aging.missouri.edu Film analysis. Watch a film that addresses issues of aging or has at least one older major character. Summarize the film (.5 page). Discuss how the film represents aging or old age in relation to 4 concepts, ideas or theories covered in the readings or lectures. Cite the readings/lectures. (2.5-3 pages, double spaced) Photos. You can take 5-10 pictures of a person who is 65 years or older, showing her of him in the middle of activities that are characteristic of her/his life. You can also take pictures of groups of people. Each photo should be accompanied by a description of what is going on, and what is the meaning or purpose of the activity to the person. Three of the photos should be discussed in relation to three different concepts/ideas/facts from the readings or lectures. Explain the concepts/idea/facts and cite the sources (see the requirements for citing under the Final Paper). Video. You can also make a video about a person or a group. You need to edit the video to add text or voiceover that explains what is going on. Part of the text or voiceover has to discuss two concepts/idea/facts from the readings or lectures. The video should be at least 2 minutes long. Blogging. Your goals is to join the blogosphere of those who are 65 years or older. To find an older blogger, you can go to: http://www.timegoesby.net/weblog/elderblogs.html You are free to choose any other older blogger as well. You have to make 6 blog entries over the course of the semester that are related to what the blogger had said earlier. Each entry has to be at least 40 words long and has to demonstrate your ability to think about aging issues. At the same time, the entries should not sound like academic papers. For grading, you need to submit the web address of the blog(s), your entries, the blog posting that you commented on and/or the comments you received from the blogger(s). You can also create a new blog with an older member of your family, a neighbor, or a friend. Do some blogging with the person where you discuss topics on aging. Again, you must demonstrate an understanding on these topics. Grades (points and percentages (1 point = 1 %) A 95-100 A94-90 B+ 87-89 B 84-86 B80-83 C+ 77-79 C 74-76 C70-73 D+ 67-69 D 64-66 D60-63 F 0-59

CALENDAR T 8/23 Th 8/25 T 8/30 Introduction and review of the Syllabus Life course perspective and demography of aging Prologue (pp. xxi-xxix) Basic Concepts I: A life course perspective on aging (pp. 1-19; 21-24) Meanings of aging and old age Controversy 1: Does old age have meaning? (pp. 27-35) Reading 2 Historical changes in the meaning of aging in the U.S.: Thomas R. Cole (1992). The aging of civilized morality: The fixed period versus prolongevity, 18701925 (pp. 161-175). In T. R. Cole, The Journey of Life: A cultural history of aging in America. Cambridge: Cambridge University Press (Blackboard, under Course Documents).

4 Th 9/1 Reading 44 The busy ethic (416-423). How is the busy ethic of older Americans related to the images of good and bad old age described in Coles text that you read for previous class? The social construction of the meaning of aging among the baby boomers: Controversy 11, Aging Boomers (429-438). The meaning of aging among American Indians Michael D. McNally (2009). Elders as grandparents and teachers (pp. 124-156). In M. D. McNally, Honoring elders: Aging, authority, and Ojibwe religion. New York: Columbia University Press. Watch: Interview with Grandma Agnes Baker-Pilgrim (43 min) http://www.youtube.com/watch?v=d8XNvHRDu8E - Youtube: Grandma Aggie - Conversations from Penn State What does aging and being an older indigenous woman mean to her? What goals does she set to herself and other indigenous women? According to her, what are some of the key problems that the U.S. and the world are facing today? How can these problems be addressed? Agnes Baker-Pilgrim, a Takelma Indian (Oregon), is one of the women in The International Council of Thirteen Indigenous Grandmothers. To learn more about the Council, you can review the following websites: (We will learn more about the activities of the Council towards the end of the semester) http://www.grandmotherscouncil.com/ http://www.youtube.com/watch?v=GAvlrJskWAk&feature=channel Youtube: Grandmothers: First Gathering Part 1 Th 9/8 T 9/13 Inuit Knowledge and Climate Change http://www.isuma.tv/hi/en/inuit-knowledge-and-climate-change Catching up Aging bodies Controversy 2: Why do our bodies grow old? (19-21; 53-68) Reading 8 An optional informative website about the biology of aging: http://websites.afar.org Reading 13 Learning in old age The American Council on Education, "Reinvesting in the Third Age": http://www.acenet.edu/Content/NavigationMenu/ProgramsServices/CLLL/Reinvesting/index.htm - read the Executive Summary and focus on the bold faced highlights from Mapping New Directions and the four key recommendations to higher education. Focus of practice: Older-adult education and universities of the third age (102-104) Visit the websites below. What is the approach to teaching and learning of the different u3as? What courses or learning programs do they offer? Third Age Universities: http://www.u3a.org.uk/ http://u3amalaysia.wordpress.com/ http://www.u3a.org.za/ http://www.ci.stcloud.mn.us/w/Branches/ThirdAgeUniversity/tabid/235/Default.aspx Caring for the aged and health care Basic concepts II (129-145): Aging, health care, & society Optional material: The State of Aging and Health in America 2007: http://www.globalaging.org/health/us/2007/saha2007.pdf Basic concepts II: (145-161) Nursing home comparison activity First, review the Nursing Home Checklist on the Blackboard (also available on the website below when you click on Nursing Home Compare) Go to Nursing Home Compare: http://www.medicare.gov/Nursing/Overview.asp Identify a location in the US that you believe you will be living in during the last years of your life. Find nursing homes in that area and look at the quality indicators. Choose one establishment that you would like to live in, if you had to go to a nursing home, and one that you would want to avoid. Explain your

T 9/6

Th 9/15

T 9/20

Th 9/22

5 choices. What information is not available on the website that you need to get a good sense about the two homes? Type up your answers. Controversy 4: Should we ration health care for older people? (163-178). Readings 16, 18, 19 Continue Controversy 4 and Readings 16, 18, and 19 Gender, families, and caregiving Controversy 5: Should families provide for their own? (195-205) Readings 21 & 22 Women as caregivers: Evelyn Nakano Glenn (2010). From moral duty to legal obligation (pp. 88-106). In E. Nakano Glenn, Forced to care: coercion and caregiving in America. Cambridge, MA: Harvard U. Press. Reading 25 San Antonio, P. M., Eckert, J. K., & Simon-Rusinowitz (2006). The importance of relationship: Elders and their paid family caregivers in the Arkansas cash and counseling qualitative study. Journal of Applied Gerontology, 25, 31-48. (BB) Optional material: http://www.aarp.org/family/caregiving/ EXAM 1 Film on Older African American women dancers: Been Rich All My Life. Its about a group of older African American women dancers who used to dance in famous clubs in NYC in the 1930s, during the Harlem Renaissance. These clubs included the Cotton Club and the Apollo. To prepare watching the film: Visit the film website: http://www.tootscrackin.com/braml.htm Take a look at websites on the Harlem Renaissance, the Apollo Theater and the Cotton Club: http://en.wikipedia.org/wiki/Harlem_Renaissance The Cotton Club: http://en.wikipedia.org/wiki/Cotton_Club An Extra Credit option (2 pts): In order to develop a deeper understanding of the documentary Been Rich All My Life and the reading Communities of Care, we need to employ life course and historical perspectives. With this in mind, briefly outline prevalent conditions of life for African Americans from the 1920s to 2000s. Also, make note of major social change that affected African Americans over this period. Format: 2-3 sentences for each decade; single-spaced paper. Race, ethnicity, class, and aging Read excerpts from Communities of Care: Assisted living for African American elders (3-10, 26-34, 3744) (Blackboard). Continue reading Communities of Care (44-53, 59-63). Beyene, Y., Becker, G., and Mayen, N. (2003). Perceptions of aging and sense of well-being among Latino elderly. Journal of Cross-Cultural Gerontology, 17, 155-172. (Blackboard) Autonomy, protection, and abuse in old age Controversy 6: Should older people be protected from bad choices? (229-241) Reading 27 Optional material: National Center on Elder Abuse: http://www.ncea.aoa.gov/ncearoot/Main_Site/index.aspx Sexuality and gender in old age Read: DeVries, B., & Hoctel, P. (2007). The family-friends of older gay men and lesbians. In N. Teunis & G. Herdt (eds.), Sexual inequalities and social justice (pp. 213-232). Berkeley: Uni. of California Press. (Blackboard) Kethleen F. Slevin (2008). Disciplining bodies: The aging experiences of older heterosexual and gay men. Generations, Spring 2008. Film. Still Doing It: The Intimate Lives of Women Over 65 (441195). Dying and death Controversy 7: Should people have the choice to end their lives? (257-268) Focus on practice: Advanced directives Reading 30

T 9/27 Th 9/29 T 10/4

Th 10/6

T 10/11

Th 10/13 T 10/18 Th 10/20 T 10/25

Th 10/27

T 11/1

6 Medicalization of dying: PBS, Frontline: Facing Death (54 min) http://video.pbs.org/video/1639625115/ Optional materials: End-of-life care, National Hospice Foundation: http://www.nationalhospicefoundation.org/home.cfm Right to die issues discussed on the web: http://www.publicagenda.org/citizen/issueguides/right-to-die Nakashima, M., & Canda, E. R. (2005). Positive dying and resiliency in later life: A qualitative study. Journal of Aging Studies, 19, 109-125. Economy of aging Basic concepts III: Social and economic outlook for aging society (287-313) Social Security official website: http://www.ssa.gov/SSA_Home.html Controversy 8: Should age or need be the basis for entitlement? (319-330) Readings 36 Aging in transnational and global contexts Help Age International Go to: http://www.helpage.org/Resources - look under Publications Read The Annual Review of 2008. Answer these questions: In what ways do older people contribute to society? (bring examples) What challenges do older people face? (brings examples) Review the website of The International Council of Thirteen Indigenous Grandmothers and watch a video clip about the Council. What are their goals and what do they do? What does aging mean to them as indigenous women? http://www.grandmotherscouncil.com/ 13 Grandmothers: First Gathering Part 1 http://www.youtube.com/watch? v=GAvlrJskWAk&feature=channel Sarah Lamb (2009). Aging and the Indian diaspora, Ch. 1 & 2 Thanksgiving Break Aging and the Indian diaspora, Ch. 4 Aging and the Indian diaspora, Ch. 5 & 7 Extra credit assignments due by email Catching up EXAM 2 Interview paper due; submit under Assignments on Blackboard by the end of the day (11:50 pm) Supporting your learning and well-being There are many forms of support that the University can provide you. Campus resources include:

Th 11/3 T 11/8 Th 11/10 T 11/15

Th 11/17 T 11/29 Th 12/1 Fri 12/2 T 12/6 Th 12/8 T 12/13

Student Success Center web site has links to a variety of resources: http://success.missouri.edu/people.html Learning Center web site has links to resources for improving your study, note taking, exam preparation and writing skills: http://learningcenter.missouri.edu/ Writing Center assists you in becoming a better writer: http://learningcenter.missouri.edu/writinglab/writinglab.shtml Womens Center: http://studentlife.missouri.edu/women/ LGBTQ Resource Center: http://web.missouri.edu/~umcstudentlifelgbt/ Diversity resources: http://diversity.missouri.edu/ Psychological counseling: http://counseling.missouri.edu/

Interdisciplinary Aging Center: www.aging.missouri.edu Disabilities and ADA: http://ada.missouri.edu/

Academic Dishonesty. Academic integrity is fundamental to the activities and principles of a university. All members of the academic community must be confident that each person's work has been responsibly and honorably acquired, developed, and presented. Any effort to gain an advantage not given to all students is dishonest whether or not the effort is successful. The academic community regards breaches of the academic integrity rules as extremely serious matters. Sanctions for such a breach may include academic sanctions from the instructor, including failing the course for any violation, to disciplinary sanctions ranging from probation to expulsion. When in doubt about plagiarism, paraphrasing, quoting, collaboration, or any other form of cheating, consult the course instructor. ADA. If you need accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please inform me immediately. Please see me privately after class, or at my office. To request academic accommodations (for example, a notetaker or extended time on exams), students must also register with the Office of Disability Services, (http://ada.missouri.edu/). It is the campus office responsible for reviewing documentation provided by students requesting academic accommodations, and for accommodations planning in cooperation with students and instructors, as needed and consistent with course requirements. For other MU resources for students with disabilities, go to http://ada.missouri.edu/ Intellectual Pluralism. The University community welcomes intellectual diversity and respects student rights. Students who have questions concerning the quality of instruction in this class may address concerns to either the Departmental Chair or Divisional leader or Director or the Director of the Office of Students Rights and Responsibilities (http://osrr.missouri.edu/). All students will have the opportunity to submit an anonymous evaluation of the instructor(s) at the end of the course.