Dr. Anne Katz GERONTOLOGY #435Office Hours: T/TH 11AM-1PM or by appt. FALL 2008Office: HRC rm.125Telephone: 213-740-6764Fax: 213-740-1871E-mail: akatz@usc.edu

Women and Aging:Psychological, Social and Political Implications

COURSE OVERVIEW

This course will consider the unique experiences of aging for women and the fact that they are actually a majority among their age group even though sometimes treated and excluded as if they were a minority. We will explore the various unique positive circumstances surrounding aging for women such as increased longevity, personal strength, close relationships with family and friends, and well earned wisdom. We will also consider some of the major challenges which older women confront such as a greater likelihood of encountering poverty, harmful stereotypes which can isolate and exclude, and discrimination in various areas including employment, retirement income, and access to health treatments and needed services.

In this course, we will first explore the nature of prejudice towards older women by examining the rhetoric of aging advocacy and feminism, which seek to identify negative attitudes. Next, models of social cognition are examined to attempt to understand why people have the attitudes they do and why most people are not consciously aware of their own negative attitudes toward aging and the aged, and those of the general population. Throughout our study, we will seek out positive individual examples of older women, potential advocacy approaches for change, opportunities for lifelong growth and learning, and important affirmative roles for women elders in various cultures. Finally, research findings are documented in the areas of health research, health care, cognition, family life, work and retirement, and race and ethnicity. Where there is evidence of inadequate allocation of resources for older women, we will discuss what might be done to begin the process of remedying the situation.

COURSE OBJECTIVES

Students successfully completing this course will be able to demonstrate their learning by achievement of the following objectives:

Knowledge ObjectivesUnderstanding of:

1. Contemporary demographic trends and role changes as they relate to aging women.2. Historic traditions and social justice issues which have affected women as they age in

multiple cultural settings.

3. Strengths and weaknesses in gerontological research, social welfare policies, and human service programs and organizations as they define and respond to the life choices of older women.

4. Variations in aging experiences for women based on race, culture, social class, health status, and sexual identity.

5. The range of strengths and meanings which women bring to old age.6. The importance of intergenerational relationships for this population.

Values Objectives

Understanding of and sensitivity to:

1. The ways in which overt or subtle sexist and ageist attitudes are prevalent and can become internalized, leading at times to depression and despair.

2. Traditional and changing statuses for women in old age and their impacts on quality of life between independence and dependence, providing versus receiving care and all within different cultures and circumstances .

3. The rights of all elders to live in a safe environment; to have basic economic security which allows them to have food, shelter, medical treatment and other necessities; and to receive the amount of care they need and want in order to function optimally.

4. The importance for aging women of non-tangible supports such as: family, friendship, affection, touch, religion and spirituality, and the arts.

5. Issues for older women relating to housing, institutionalization, control, and abuse.

Skill ObjectivesThe ability to:

1. Recognize and assess ageism, sexism, racism, classism, and homophobia in written, visual, and oral materials about women elders.

2. Examine and work to understand personal feelings, experiences, fears, goals, and inspirations relating to aging for women.

3. Understand particularly the situations of and challenges for older women in rural and non-rural areas.

4. Be open to hearing the voices and opinions of older women about their own lives, present situations, and ongoing choices.

5. Use the knowledge gained about older women in everyday life as well as in sensitively planning, assessing, supporting, and reaching out to work with diverse older women.

Class Format:

This class will utilize lectures, guest speakers, class discussion, audiovisual materials and experiential exercises to achieve the above stated objectives.

ParticipationParticipation means contributing to the discussions in class, coming to class prepared (ready and thinking), and talking. This is a discussion-based course, and you will need to be here to keep up with the material. Your contributions to the class will also be critical to our success. See below

for separate attendance policy.

Required Texts:

Women as they age, 2nd Edition (2001).  Garner, J. D., Mercer, S.O. (editors). The Hayworth Press, Binghamton, NY. ISBN 0-7890-1126-3

Course Assignments and Grading:

Three short papers at 15% each 45%

Oral presentation 15%

Attendance and active participation 10%

Final paper 30%

Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m. - 5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776.

A SPECIAL NOTE ON THE INTERNET AS A SOURCE:

The Internet is a wonderful mechanism for obtaining information. Many professional journals and libraries now have their materials on the web, so you can consult them from your home or office. And web sites can direct you to important data sources. However, web sites are NOT professionally reviewed and are often biased. They cannot substitute for professional journals. They may be considered in the category of "popular sources," as described above. Hence, no more than 2 of your sources may be from a combination of such sources, including web sites. You will lose points if you depend on them.

While the Internet is a marvelous mechanism for locating information, anyone can upload -- or "publish" -- material on the Web.  Consequently, many of these sources have not been reviewed by anyone other than the author.  You may use the Web to locate sources, but if you base your term paper on web sites, you will lose points.

Course Outline

August 26: Class Overview

August 28: Myths and stereotypes

September 2: Demographics of older women

September 4: Hopeful Trends, Relationships

September 9: Film: Strangers in Good Company (Thursday bring to class: any magazine picture that includes advertising with pictures of women in it)

September 11: Older women and advertising

September 16: Ageism and Sexism (Older women in TV and films)

September 18: Film: Calendar Girls

September 23: Pursuit of Youth (Self-esteem, self worth, how women evaluate themselves)

September 25: Normal physiological changes, chronic illness

September 30: Personal holiday – work on presentation

October 2: HIV and older women of color/Aging Well

October 7: Older women and substance abuse issues/medication management

October 9: Personal holiday – work on presentation

October 14: Older Women Aging in Prison

October 16: Menopause and Mammogram debates

October 21: Sexuality in Later Life, Older Lesbian and Bi-sexual Issues

October 23: Exercise and nutrition

October 28: Mental Health Issues

October 30: Tai Chi and stress reduction

November 4: Ethnicity, gender, and aging

November 6: Retirement Revolution

November 11: Virtual Reality for healthy aging

November 13: ORAL PRESENTATIONS

November 18: ORAL PRESENTATIONS

November 20: Policy implications/groups and organizations

November 25 Film: Maggie Growls: A documentary

November 27: Thanksgiving no class!

December 2: New Roles (Caregiving, empty nest)

December 4: Advocacy and action for change

Course Outline

August 26: Class Overview

August 28: Myths and stereotypes

Hinchliff, S. & Gott, M (2008). Challenging social myths and stereotypes of women and aging: heterosexual women talk about sex. Journal of Women and Aging. 20(1-2):65-81

Hinchcliff - Challenging Social Myths11.pdf

Ory, M. (2003). Challenging Aging StereotypesStrategies for Creating a More Active Society. American Journal of Preventive Medicine, 25(3): 164-171

Ory - Challenging Aging Stereotypes11.pdf

September 2: Demographics of older women

Mercer, Women As They Age, Chapter 1

Hayward, M., & Zhang, Z. (2001). "Demography of Aging." Ch. 4 in R. H. Binstock & L. K. George (Eds.), Handbook of aging and the social sciences: 5th edition, pp. 69-85.

Hayward&Zhang copy.pdf

September 4: Hopeful Trends, Relationships

Mercer, Women As They Age, Chapter 2, 3 and 8

Plagnol, A. & Easterlin, R. (2008). Aspirations, attainments, and satisfaction: Life cycle differences between American women and men. Springer Science and Business Media:1-19.

life cycle differences.pdf

Ray, R. (1999/2000). Social influences on the older woman’s life story. Generations. 23(4): 56-62.

Ray .pdf

Covan, K. (2005). Meaning of aging in women’s lives. Journal of Women and Aging. 17(3): 3-22.

Covan11.pdf

September 9: Film: Strangers in Good Company

***Thursday 9/11 bring to class: any magazine picture that includes advertising with pictures of women in it

September 11: Older women and advertisingGuest Lecturer: Liz Harsch

Carrigan, M. & Szmigin, I. (1998). The usage and portrayal of older models in contemporary consumer advertising. Journal of Marketing Practice: Applied Marketing Science, Vol. 4 No. 8, 231-248.

Carrigan & Szmigin-The usage and portrayal of older models11.pdf

Lee, M., Carpenter, B., Meyers, L. (2006). Representations of older adults in television advertisements. Journal of Aging Studies 21 (1) 23-30.

Lee et al - Representation of older adults tv ads11.pdf

September 16: Ageism and Sexism (Older women in TV and films)

Bradley, D. & Longino, C. (2001). How older people think about images of aging in advertising and the media. Generations; Fall 2001; 25, 3; Sciences Module

Bradley.pdf

Hatch, L. (2005). Gender and Ageism. Generations 29(3): 19Kite, M. Gary D. Stockdale, G. & Whitley, B. (2005). Attitudes Toward Younger and Older Adults: An Updated Meta-Analytic Review. Journal of Social Issues, Vol. 61, No. 2, 241—266.

Hatch.pdf

September 18: Film: Calendar Girls

September 23: Pursuit of Youth (Self-esteem, self worth, how women evaluate themselves)

Clarke, L. et al. (2007). Non-surgical cosmetic procedures: older women’s perceptions and experiences. Journal of Women &Aging. Vol 19(3/4), 69-87.

Clarke.pdf

Kaminski, P. & Hayslip, B. (2006). Gender differences in body esteem among older adults. Journal of Women & Aging. Vol 18(3): 19-35.

kaminski.pdf

Holstein, M. (2001/2002). A feminist perspective on anti-aging medicine. Generations. 25(4): 38-43.

Holstein.pdf

September 25: Normal physiological changes, chronic illness/Aging Well

Koenig, H. (2002). An 83-Year-Old Woman With Chronic Illness and Strong Religious Beliefs. JAMA. 288:487-493.

Koenig - An 83 year old woman with chronic illness1.pdf

Dingley, C. & Roux, G. (2003). Inner strength in older Hispanic women with chronic illness. Journal of Cultural Diversity.

http://findarticles.com/p/articles/mi_m0MJU/is_1_10/ai_102025139

September 30: Personal holiday – work on presentation

October 2: HIV and older women of color

Hillman, J. (2007). Knowledge and Attitudes About HIV/AIDS Among Community-Living Older Women: Reexamining Issues of Age and Gender. Journal of Women and Aging. 19(3/4), 53-68.

Hillman-HIV article11.pdf

October 7: Older women and substance abuse issues/medication management

Guest Lecturer: Debbie Levan

Back, S., Contini, R. & Brady, K. ((2007). Substance abuse in women: Does gender matter? Psychiatric Times, 1-4.

200808191434264491.pdf

Epstein, E., Fischr-elber, K & Al-Otaiba, Z. (2007). Women, aging, and alcohol use disorders. Journal of Women & Aging. Vol.19(1/2), 31-48.

Epstein - Women, Aging, and Alcohol.pdf

Orwig, D., Brandt, N. & Gruber-Baldini, A. (2006). Medication management assessment for older adults in the community. The Gerontologist. Vol. 46(5), 661-668.

Orwig - Medication Management Assessment1.pdf

October 9: Personal holiday – work on presentation

October 14: Older Women Aging in PrisonGuest Lecturer: Aileen Hongo, MAG

Williams, Brie A.; Lindquist, Karla; Sudore, Rebecca L.; Strupp, Heidi M.; Willmott, Donna J.; Walter, Louise C. (2006). Being old and doing time: functional impairment and adverse experiences of geriatric female prisoners. Journal of the American Geriatrics Society. Vol. 54 No. 4: 702-707.

Williams - Being Old Doing Time11.pdf

Reviere, R. and Young, V. (2004). Aging behind bars: health care for older female inmates. Journal of Women & Aging. 16(1/2): 55-69.

Reviere and Young.pdf

October 16: Menopause and Mammogram debatesGuest Lecturer: Linda Snouffer, LCSW

Murtagh, M. & Hepworth, J. (2005). Narrative review of changing medical and feminist perspectives on menopause: from femininity and ageing to risk and choice. Psychology, Health & Medicine. 10(3): 276-290.

Murtagh.pdf

Krieger, N. et al. (2005). Hormone replacement therapy, cancer, controversies and women’s health: historical, epidemiological, biological, clinical and advocacy perspectives. Journal of Epidemiology and Community Health. 59:740-748.

Krieger.pdf

Stewart, P.M., (2006). Aging and fountain-of-youth hormones. The New England Journal of Medicine. 355;16. 1724-1726.

Stewart - Aging and Fountain of Youth1.pdf

October 21: Sexuality in Later Life, Older Lesbian and Bi-sexual IssuesGuest Speakers: Rebecca Weinreich, J.D., Lindsie Carlsen and Margaret Edwards (GLIDE)

Mercer, Women As They Age, Chapter 10

Malatesta V. 2007. Sexual problems, women and aging: an overview. Journal of Women and Aging. 19(1/2): 139-154.

Maltesta-Sexual problems..pdf

Heaphy, B. (2007). Sexualities, Gender and Ageing. Current Sociology. Vol. 55(2): 193-210.

Heaphy - Sexualities, Gender and Aging1.pdf

October 23: Exercise and Nutrition: What Every Woman Should KnowGuest Lecturer: Patrice Barber, R.D.

Cousins, S. (2000). “My heart couldn’t take it”: Older Women’s beliefs about exercise benefits and risks. Journal of Gerontology: Psychological Sciences. Vol. 55B: 283-294.

Cousins.pdf

Greg, E. et. al (2003). Relationship of Changes in Physical Activity and Mortality Among Older Women. JAMA. 289:2379-2386.

Greg - Relationship of Changes in PA1.pdf

October 28: Mental Health Issues

Mercer, Women As They Age, Chapter 4-6

Malatesta, V. (2007). Introduction: the need to address older women’s mental health issues. Journal of Women & Aging. 19(1/2): 1-12.

Malatesta.pdf

October 30: Tai Chi and stress reductionGuest Lecturer: Akemi Mayeda, MSG

Audette, J. F. et al. (2006). Tai Chi versus brisk walking in elderly women. Age and Ageing. 35: 388-393.

Audette - Tai Chi vs brisk walking in elderly women1.pdf

Hain, T., Fuller, L., Weil, L. & Kotsias, J. (1999). Effects of T’ai Chi on Balance. Arch Otolaryngoly Head Neck Surg. 125:1191-1195.

Hain & Fuller - Tai Chi1.pdf

November 4: Ethnicity, gender, and agingGuest Lecturer: Jorge Lambrinos

Mercer, Women As They Age, Chapter 7: Ethnic Minority Women As They Age

Mokuau & Browne, Life themes of native Hawaiian female elders,43-49.

Mokuau & Browne - Life themes of native hawaiin female11.pdf

Wilson, A. E. & Hardy, M. A. (2002). Racial Disparities in Income Security for a Cohort of Aging American Women. Social Forces, 80: 1283-1306.

Willson & Hardy11.pdf

November 6: Retirement RevolutionGuest Lecturer: Helen Dennis (Author of Project Renewment)

Altschuler, J. (2004). Meaning of housework and other unpaid responsibilities among older women. Journal of Women & Aging.Vol. 16(1/2): 143-159.

Altschuler.pdf

Simmons, B. & Betschild, M. (2001). Women’s retirement, work and life paths: changes, disruptions and discontinuities. Journal of Women & Aging. 13(4): 53-70.

Simmons.pdf

Winston, N. & Barns, J. (2007). Anticipation of retirement among baby boomers. Journal of women & aging. 19 (3/4): 137-159.

Winston.pdf

Herd P. 2006. Crediting care or marriage? Reforming social security family benefits. Journal of Gerontology: Social Sciences. 61B (1): s24-s34.

Herd.pdf

November 11: Virtual Reality Application for healthy agingGuest Lecturer: Dr. Skip Rizzo

Rizzo, A., Schultheis, M. Kimberly, A.K., & Mateer, C. (2004). Analysis of assets for virtual reality applications in neuropsychology. Psychology Press. 14 (1/2), 207-239.

Rizzo 2004 vr assets1.pdf

November 13: ORAL PRESENTATIONS

Chapter 9: Grandmothers Raising Grandchildren

Hawkes, K. (2003). Grandmothers and the evolution of human longevity. American Journal of Human Biology, 15, 380-400.

Hawkes.pdf

November 18: ORAL PRESENTATIONS

November 20: Policy implications/groups and organizations

Mercer, Women As They Age, Chapter 13 and 14

November 25 Film: Maggie Growls: A documentary

November 27: Thanksgiving no class!

December 2: New Roles (caregiving, empty nest)Guest Lecturer: Donna Benton, Ph.D.

Mercer, Women As They Age, Chapter 11

December 4: LAST CLASS: Advocacy and action for change

Mercer, Women As They Age, Chapter 15ASSIGNMENTS

Each students will prepare three small papers on the following topics. The papers will be approximately two pages. Please come to class prepared to share information from and talk about your paper with classmates.

Short Paper #1: Due: September 9, 2008

Observe or eavesdrop on one or more older women in a public place (park, mall, bus, Laundromat, or store, for example) and briefly describe and interpret the situation and what you heard or saw.

Short Paper #2: Due: October 21, 2008

Describe your prior experiences with a woman over age sixty-five. Explain how you may now look at that relationship differently based on the readings and discussion from this course.

Short Paper #3: Due: November 4, 2008

Write a critical reaction paper about one of the readings so far in the course; you can also include comments or ideas from class discussion.

Midterm paper/interview-Due: October 2, 2008Interview a woman who is in their sixties, seventies, eighties, or nineties, not related to you (The Andrus Volunteers will be available if you need a person to interview. Contact Linda Broder (213) 740-6060 for information on setting up the interview).

Discover the meaning of age involving both looking back and looking ahead at the woman’s life course with specific references to changes in her body, family, home, and keeping the faith. How do demographic characteristics (marital status, income, ethnicity, religion, age, family support) contribute to her aging?

• How does she feel about her overall life satisfaction in comparison with others her age?

• Review the transitions associated with aging (i.e. widowhood, changes in marital relationships, change in relationship with adult children, retirement). What was the overall effect on her life? Was there any one decision that changed her life?

• Ask about a chronic health problem or problems. Include the impact of the disease on the overall quality of life of that woman. Be sure to include psychological, social, and economic aspects. Describe the impact that the disease has upon family members.

Ask the following questions: (all papers must include these questions but you can include other questions that you deem important from the readings or lectures)

1. What does it mean to be a woman aged 60 (their age)?

• What did you do on your 60th (or most recent) birthday?

• How did you feel about turning 60 (or most recent age)?

• Some people say that the image they have of themselves in their head of howold they are doesn’t match their actual age; other people say that they do feeltheir age - how do you feel yourself?

• What would you say other people’s images are of women in their 60s and older?

• What would you say are the most positive things about being in your 60s (or current age)?

• What would you say is not so good about being in your 60s (70s, 80s, 90s)?

2. What are some similarities & differences in your life compared to earlier years?

• Looking back over the last 20 or 30 years, in what ways is your life differentnow compared to then?

• Would you say that you have more or less time now compared to 20/30 years ago?

• How do you spend your free time now? Is that the same or different to earlier stages in your life?

• What would you say are the main issues that are important to you at this point in your life?

3. Health & well-being

• What would you say are the main issues related to health generally for women intheir 60s+? Do you think that men face similar issues?

• How would you describe being healthy or being well?

• How would you describe your own health at this point in time?

• Have you noticed any changes in your health/sense of healthiness during your 60s+?

• What sort of things would you say are important for you personally, in terms ofkeeping well ? Has this changed at all over time?

• Can you think of any aspects of your life right now that are not so good for yoursense of health?

4. Do you have any worries or concerns about the future? What are they related to e.g. money, relationships, health etc

• Do you think about what your financial situation will be like in 10 years time?

• What do you think the future holds for you?

• Do you have plans for the future? What sort of things?

• How do you feel personally about growing older?

• What does the word “ageing” mean to you? What sort of feelings/thoughts does ittrigger? Would you say that the word “ageing” relevant to you in your situation?

• At what age do you think women start to grow old? Do you think thingsare different for men?

• Do you feel that you have changed as a person as you have grown older, or not? (If so, in what ways?)

In-Class Oral Presentation-Due: Nov. 13, 18, 20

Students will present information on women from an ethnically and culturally diverse group. While discussion of race and diversity in this country historically stir strong emotions, keep in mind that all information presented during your presentation must be factually based and well researched. Each student will choose a minority group of woman (African American, Native American, Lesbian, Latina, Asian Pacific Islander, Korean etc.) of your interest. The presentation should be experiential, interactive and educational. Ideas for student interaction and participation consist of, but are not limited to, games, quizzes, collage, role-plays, talk show format, interesting videos or guest speakers. Each presentation should include the following:

Define the group

Demographics

Interesting facts (food, music, religion, family structure, roles, art, etc.)

Historical analysis

Group Uniqueness

Differential treatment

Socio-political issues

Explain how accurate information regarding this cultural group will impact your work in the field of Gerontology? Your ability to make the connection between information in your presentation and gero practice is essential.

The grade will be based on:

CONTENT 50% (Outline [outline from powerpoint is fine] and one current article to be turned in the day of the presentation, include a reference list with your outline.)

CREATIVITY 25% (Your presentation is expected to be enjoyable, interesting and stimulating as well as informative!)

PRESENTATION 25% (Include handouts, visual aids, posters, collage, guest speakers, etc. A minimum of one handout is expected, but not limited to, which will be distributed to the class.)

Final paper/project-Media Portfolio-Due: December 9th

Prepare a plan of action for a media campaign on an issue of importance to women in the aging process.

Develop a plan of action and a set of media materials as part of a public education campaign on one issue that is important to women in the aging process. Examples from class discussions of public policies and of cultural assumptions are good starting points for your issue.

You should include:

a written plan of action that details the issue (use references to back up the discussion of the issue. More than 3 pages less than 10 pages)

an explanation and analysis of why it is important to educate the public this issue

your target demographic, and why this is your target

what particular media you will utilize and why this will be the most effective use

a preliminary budget

a chronology of events

mock-ups of your campaignExamples of media materials:

Television commercials

Brochures

Magazines

Public lectures

Radio ads

News media guest appearances

Billboards

Websites

Give away itemsThere are many more possibilities. Use your imagination. Written materials should be typed, 12 point font, double spaced. Hand in all documents together in a portfolio.

All papers are to be in APA style with full references (please limit the number of internet references). Please chose your topic from the list below or, alternately, discuss another topic of interest to you with the professor.

Possible Final Project Topics:

Ageism & sexismBody ImageOlder women in TV and filmsOlder women in advertisementsMulti-generational communitiesSocial Security and womenWomen elders in other cultures or countries – such as, African-American, Latina, etc.Work or retirement or pensions for aging womenThe displaced homemaker movementGrandmothers raising grandchildrenHomeless older womenMenopause and hormone replacement therapyMammogram debatesOlder women with Alzheimer’s diseaseOlder women in public officeOlder women in the artsElder abuse and womenRural older womenLesbian older women