Spring 2022 - GERO 411 D100

Special Topics in Gerontology II (3)

Ageism at the Intersections

Class Number: 6560

Delivery Method: In Person

Overview

  • Course Times + Location:

    Jan 10 – Apr 11, 2022: Thu, 11:30 a.m.–2:20 p.m.
    Vancouver

  • Exam Times + Location:

    Apr 22, 2022
    Fri, 12:00–12:00 p.m.
    Burnaby

  • Prerequisites:

    60 units. Recommended: GERO 300.

Description

CALENDAR DESCRIPTION:

Selected psychological, sociological, economic, biological and practical aspects of the aging of individuals and populations.

COURSE DETAILS:

Ageism is a widespread source of discrimination in Canadian society. It occurs at the individual level as stereotyped attitudes about old age that influence our expectations of ourselves and others. Sometimes these attitudes inform behaviour and result in discrimination against others based on their age. Institutional ageism can be the most damaging but is often hidden in plain view because we do not recognize the ways in which policies and the structure of services deprive older people of opportunities and resources. Discrimination is rarely experienced in relation to age alone, however; stereotypes of many other characteristics such as gender, sexuality, ability, racialized identities (of Indigenous peoples, immigrants and refugees), and illness burdens (e.g. HIV/AIDS, dementia) also inform people’s negative attitudes. For this reason, ageism is best understood through an intersectionality lens. In this course, we will explore intersectional experiences of ageism at the individual, interpersonal and societal levels across three contexts: (A) the body and self/identity, (B) work, retirement, and socio-economic/income security, and (C) housing, health, and social services.

COURSE-LEVEL EDUCATIONAL GOALS:

By the end of this course, students will be able to

1. Recognize the expression of ageist attitudes and discrimination in individual behaviours, the media and various cultural expressions (e.g. greeting cards), organizational policies and societal structures
2. Identify key themes in the literature on ageism
3. Recognize and explain how ageist discrimination is experienced differently by older adults based on their intersecting identities and the social worth that is attributed to each of them in particular social, cultural and organizational contexts
4. Read, write and think critically, using thesis statements as the basis of critical arguments

Grading

  • Participation 12%
  • Reading/lecture comprehension 35%
  • Draft thesis statement A (2) & peer reviews (6 8%
  • Revised thesis statement A and cited examples 10%
  • Thesis statement B & outline 10%
  • Final Essay (expands on prev assgmt. TS-B 25%

NOTES:

[1] 11 opportunities, so 1 free week; bonus points (max 1) - 0.5 for additional contribution to RR discussions; 0.5 for participation in SLC workshop (go to assignment and follow instructions)

[2] 7 weeks (@ 4 pts for individual prep; 1 pt with group)

Evaluation in this course—especially as reflected in the steps involved in the Ladder series of assignments—is based on the following premise: “Feedback is a process in which learners make sense of information about their performance and use it to enhance the quality of their work or learning strategies”1 and aligns with the goal of building students’ capacity to write critical research papers.

Materials

REQUIRED READING:

Journal articles available through Canvas.

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

TEACHING AT SFU IN SPRING 2022

Teaching at SFU in spring 2022 will involve primarily in-person instruction, with safety plans in place.  Some courses will still be offered through remote methods, and if so, this will be clearly identified in the schedule of classes.  You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).

Enrolling in a course acknowledges that you are able to attend in whatever format is required.  You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.

Students with hidden or visible disabilities who may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112) as early as possible in order to prepare for the spring 2022 term.