Gero 530: Life Span Developmental Sociology Gero Auditorium 2: 00 4: 50 pm tuesdays Spring 2017


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Gero 530: Life Span Developmental Sociology

Gero Auditorium 2:00 - 4:50 PM Tuesdays

Spring 2017

Instructor Instructor

George Shannon, MSG, Ph.D. Nick Pisca, PhD

Office: Gerontology Rm. 231 Email:

Office Hours: Tuesdays 1-2 PM (by appointment) Office Hours: by appointment

Cell Phone/Text: (323) 821-6813 Teaching Assistant

E-mail : Cindy Tsotsoros, MSG


Course Description and Objectives

This course is an introduction to the sociological study of aging and adult development. The course is focused on aging from a life course perspective, and it is primarily concerned with how the adult life course is shaped by social context and relationships in conjunction with individual characteristics and the inevitable consequences of the choices we make. During the semester, we will examine how the aging process is related to social institutions such as the family, the economy, and the political system. I will present the chapters in the Moody text each week, with a brief narration in PowerPoint. The PPT will be posted on Blackboard under the Weekly PowerPoints/Handouts section.

This course has four primary goals:

1. To facilitate an understanding of basic concepts and theories in the sociology of aging and view aging from an interdisciplinary perspective

2. To provide students with knowledge of the aging process, and an understanding of how the life course trajectories of individuals may be influenced by personal choices and social context.

3. To give students a better understanding of the major controversies associated with aging, as well as a balanced view of the differing perspectives on these controversies.

4. To give students the opportunity to understand themselves and other persons as they age in the context of a changing society.

The right way to do things is not to try to persuade people you're right, but to challenge them to think it through for themselves.” -- Noam Chomsky

Course Materials

Students will be required to purchase the following books for this course:

Text: Moody, Harry R. & Sasser, Jennifer R. (2015). Aging: Concepts and Controversies. (8th Ed.).

Text: Sarton, May. (1973). As We Are Now. New York: Norton & Company, Inc.

Both of these books are available online and at the USC bookstore.

The additional course readings will be available online through Blackboard. Links to all required articles will be provided on Blackboard under the heading, “Weekly PowerPoints/Handouts.”

Course Expectations

All readings should be done before the related class session. As this class will depend heavily on presentations and group discussion, your active participation will be the basis of many of our classes. It is essential that you attend every class fully prepared, having read and thought through the assigned material so that you are able to fully participate in class discussions. The success of this class is dependent on everyone's participation.
Course Requirements

Participation and Attendance: Participation in class discussions is mandatory and serves as a tool for peer learning and professional development. Since this is a blended course with both in-class and online students, it is important to note that the participation/discussion grading requirements vary accordingly. Please be sure you are aware of the differentiation outlined below in order to maximize your participation/discussion grade this semester.

In-class students: It is important to note that students who are registered for the in-class version of the course are required to attend class – it is not acceptable to view lectures online in lieu of attendance without, first, receiving permission from an instructor. In the interest of fairness, in-class students will be graded for class participation in much the same way as online students are graded in the discussion forums. Each in-class student must go to the discussion board in Blackboard and make two contributions to the online discussions, in addition to showing up and contributing in class. Any student who is unable to participate in class discussions in a given week must notify me in advance and also Dr. Pisca and Cindy Tsotsoros, but, in that case, the student must make a minimum of three meaningful contributions to the online discussions. Absence without prior notification to me will be noted and no points will be given for any week of unexcused absence. Each week of class participation/discussion will be graded at 10 points per week for 15 weeks. A maximum of 6 points will be awarded to in-class students for online contributions (15 X 6 + 90 points) and the remaining 4 points per week will be awarded at the end of the semester by me for in-class participation (2 points for attending class and 2 points for making a contribution to class discussions (15 X 4 + 60 points. Discussions are worth 150 points for both groups (in-class and online).

Note: The week of 3/21/2017 there will be no in-class discussions, I will be at the ASA conference in Chicago. Everyone will post a minimum of 3 comments on Blackboard for full credit that week. All other assignments will be due as noted in the syllabus. There will be no live presentations, but students may open the narrated presentations in Google Drive.

Online students: Blackboard discussion forum questions will be assigned each week from the concepts and controversy readings in the Moody text. In the discussion section, there will be three questions posed; students will be expected to provide a minimum of three responses or original comments per week. These responses and comments should add to the discussion and provide some new perspective or insights into the material. Alternative questions pertaining specifically to the week’s discussion topics are also welcome. Each week will be graded separately at 10 points per week for 15 weeks. You are required to have a minimum of 3 thoughtful/insightful posts in order to receive the maximum content points. This is a discussion board, so you are free to interact with your fellow students and post more than 3 posts per week. However, only your 3 strongest posts will be used for grading purposes.

IMPORTANT: Please note the course discussion/participation grading requirements will vary depending upon whether you are an in-class or online student, so please review your designation carefully.  Please note: All students must participate in the Blackboard discussion forum each week. The discussion board gives both in-class and online students an opportunity to interact and discuss the week’s topic with one another.
All students – BB Weekly Discussion schedule

  • Discussion OpensTuesday @ 5:00PM (except school vacation week)

  • Initial Post is due by Friday @ 11:59 PM - Initial posts not made by this day/time will automatically receive a two-point late (first post) deduction.
  • Discussion closes – Following Tuesday @ 11:59AM - any posts received after this day/time, will not be graded.

If you have any additional discussion questions, please feel free to email Dr. Nick Pisca or Cindy Tsotsoros for response: Nick Pisca: or Cindy Tsotsoros:

Abstracts from required readings: Each student will be expected to create an abstract and use the abstract as the basis for a PowerPoint presentation from a selected weekly reading assignment. The PowerPoint will be presented to the class either in person (in-class students) or via video (online students). All students will sign up for presentations using the signup sheet contained in the Gero 530 folder on Google Drive. All students should have access to this folder and be able to modify it to include your names in the specific dates that are available at the time you open the drive folder. You must select a reading assignment from the week you have selected. Students cannot duplicate reading assignments/abstract/presentations, so sign up early to ensure you select a reading you are interested in presenting. You may negotiate with a classmate if you have a conflict that requires you to present on a specific date, that has already been taken – do not arbitrarily change a name/date that has been taken. Abstract presentations should be 7 slides in length and take about 10 minutes -no more than that or points will be deducted. In-class students may present their introductions and abstract presentations live or as PowerPoint narrated presentations. Please send handouts of your abstract to all students.

Online students will present their Class introductions (please send a video, with sound, of your introduction to play in the first class) and, subsequently, post their written abstracts and abstract presentations on Blackboard in the Assignments section. You will develop these presentations using narrated PowerPoint presentations. If there are conflicts along the way that cause you to change your schedule, you may change your abstract presentation day to accommodate an emergency situation, but you must contact the individual who is scheduled to present at the time you want to present and work that out among yourselves. You must communicate your issue, if possible, two weeks in advance of your originally scheduled presentation, to allow time for alternative abstract presentation times. The final abstract presentation schedule will be completed before the 2nd week of class and left open in Google Drive for the remainder of the semester.

Book Assignment: In this assignment, students will be required to read the book “As We Are Now.” You will be expected to write a 5-7-page analysis of the book using the life-course framework. This will not just be a review of the material. This is your opportunity to relate the issues and circumstances in the story to material covered in class. To accomplish this, you must analyze the context of this woman’s life, using the life-course framework, combined with other relevant class material, as she struggles to survive in a situation that quickly develops to a level that she finds intolerable. The following are examples of the types of questions that you must ask yourself. These are suggestions; you will have many more questions of your own.

  • What are the issues she confronts?

  • What are the family, social, and emotional factors that lead to her final act of rebellion?

  • How might she have fared today…are there safeguards in place to prevent this from happening?

Final Paper: The final paper for this course involves three separate assignments.

Students will be required to:

    1. Turn in a one page description of their chosen topic for approval by the instructor,

    2. Submit a preliminary bibliography containing at least 10 academic or professional sources

for the final paper,

    1. Write a 10-12 page (not counting references or addenda, if addenda are included) research paper, with APA style citations, that analyzes and discusses a topic covered in the course (e.g., cumulative disadvantage reflected in SES, over the life course).
    2. Again, the paper will be 10–12 pages (not counting reference page(s) APA style) related to topics discussed in class, including any class materials (research articles or the Moody text).

Grading/Due Dates:




Article abstract/presentations


75 points

Written abstract

25 points

Abstract presentation

50 points

Class Participation/online discussions


150 points

Book Assignment


100 points

Research Paper total

Due Dates:

175 points



25 points



25 points



125 points

Total points for semester

500 points

Course final grades will be determined using the following percent scale:

A 95-100

A- 90-94

B+ 87-89

B 83-86

B- 80-82

C+ 77-79

C 73-76

C- 70-72

D+ 67-69

D 63-66

D- 60-62

F 59 and below

Weekly Class Schedule Spring 2017

Week 1. January 10: Course Introduction/Overview.

Class 1 Introductions

Content for discussions (both in class and online discussions). In class students will read the online discussion introductions from Blackboard, so be sure they are up before class.

  1. Name

  2. Year in school

  3. Interests

  4. Plans for Career
  5. Expectations for class

Required Video on Aging: Time 11:38.

Week 2. January 17: Moody Basic Concepts I: A Life Course Perspective/Theories of Aging

Articles for student presentations

  1. Bengtson, V.L., Elder, G.H., Jr., & Putney, N.M. (2005). The life course perspective on aging: linked lives, timing and history.” In M. Johnson, V. L. Bengtson, P. Coleman, & T. Kirkwood, (Eds.), The Cambridge Handbook of Age and Ageing. Cambridge: Cambridge University Press.

  2. Pearlin & Skaff (1996). Stress and the life course: a paradigmatic alliance. The Gerontologist, 36, 239-247.

  3. Elder, G.H. (1994). Time, human agency, and social change: perspectives on the life course. Social Psychology Quarterly, 57, 4-15.

  4. Braveman, P. & Barclay C. 2009. Health disparities beginning in childhood: a life-course perspective. Pediatrics, 124, S163-S175. doi 10.1542/peds.2009-1100D

  5. Fuller-Iglesias, H., Smith, J., & Antonucci, T.C. (2009). Theories of aging from a life-course
    and life-span perspective. Annual Review of Gerontology and Geriatrics, 29, 3-25.

  6. Bronwynne C. Evans, Neva Crogan, Michael Belyea and David Coon. (2009).

    Utility of the Life Course Perspective in Research with Mexican American Caregivers of Older Adults. J Transcult Nurs 2009 20: 5. DOI: 10.1177/1043659608325847

  7. Hurst, L., Stafford, M., Cooper, R., Hardy, R., Richards, M., & Kuh, D. (2013). Lifetime Socioeconomic Inequalities in Physical and Cognitive Aging. American Journal Of Public Health, 103(9), 1641-1648. doi:10.2105/AJPH.2013.301240

Week 3. January 24: Moody Controversy 1: Does Old Age Have Meaning?

Articles for student presentations

  1. Morrow-Howell, N., Hinterlong, J., Rozario, P.A., & Tang, F. (2003). Effects of volunteering on the well-being of older adults. Journal of Gerontology: Social Sciences, 58B, S137-S145.

  2. Flood, M. T. Nies, M. A., & Seo, D.-C. (2010). Successful aging: selected indicators in a southern sample. Home Health Care Management Practice, 22(2), 111-115.

  3. Dillaway, H. E. & Byrnes, M. B. (2009). Reconsidering Successful aging: a call for renewed and expanded academic critiques and conceptualizations. Journal of Applied Gerontology, 28(6), 702-722.

  4. Gruenewald, T.L., Liao, D.H., & Seeman, T.E. (2012). Contributing to others, contributing to oneself: perceptions of generativity and health in later life. The Journals of Gerontology B, 10.1093/geronb/gbs034

  5. Tornstam, L. (1997). “Gerotranscendence: The contemplative dimension of aging”. Journal of Aging Studies, 11, pp. 143-155.
  6. Grenier, A. & Hanley, J.. 2007.Older women and frailty : Aged, gendered and embodied resistance Current Sociology. 2007 55: 211.

  7. Miner-Rubino, Kathi, Winter, David G., Stewart, Abigail J. (2004). Gender, Social Class, and the Subjective Experience of Aging: Self-Perceived Personality Change From Early Adulthood to Late Midlife. Pers Soc Psychol Bull, 30, 1599-1610.

Week 4. January 31: Moody Controversy 2: Why Do Our Bodies Grow Old?

Articles for student presentations

  1. Hayflick, L. 1984. When does aging begin? Research on Aging, 6(1), 99-103. DOI: 10.1177/0164027584006001005

  2. Lafontaine, C. (2009) Regenerative Medicine’s Immortal Body: From the Fight against Ageing to the Extension of Longevity Body Society December vol. 15 no. 4 53-71

  3. McCluster, C. & Gardiner, D. M. The Axolotl Model for Regeneration and Aging Research: A Mini-Review. 2011. Gerontology. 57:565–571 DOI: 10.1159/000323761

  4. Olshansky, S.J., Hayflick, L., & Carnes, B.A. (2002). Position statement on human aging. Journal of Gerontology: Biological Sciences, 57A, B292–B297 Ryff, C. & Singer, B. Special Issue I 2005. Social environments and the genetics of aging: advancing knowledge of protective health mechanisms. Journals of Gerontology, 60B, 12–23.
  5. Ryff, C. & Singer, B. Special Issue I 2005. Social environments and the genetics of aging: advancing knowledge of protective health mechanisms. Journals of Gerontology, 60B, 12–23.

  6. Vincent, J. A. 2006. Ageing contested: Anti-ageing science and the cultural construction of old age.
    Sociology, 40, 681-698.

  7. Arline T. Geronimus & Margaret T. Hicken & Jay A. Pearson & Sarah J. Seashols &Kelly L. Brown & Tracey Dawson Cruz.   (2010). Do US Black Women Experience Stress-Related Accelerated Biological Aging? A Novel Theory and First Population-Based Test of Black-White Differences in Telomere Length. Hum Nat, 21, 19–38.DOI 10.1007/s12110-010-9078-0

Required video: Why can't we grow new body parts? Alan Russell on Time 19:26

Week 5. February 07: Moody Controversy 3: Does Intellectual Functioning Decline With Age?

Articles for student presentations

  1. Miller LJ. Myers A., Prinzi L., & Mittenberg W. (2009). Changes in intellectual functioning associated with normal aging. Archives of Clinical Neuropsychology. 24(7):681-8.

  2. Salthouse, T. • 2003. Memory aging from 18 to 80. Alzheimer Disease Association Disorder, 17(3), 162-166.
  3. Randal, W. L. 2010. The narrative complexity of our past: In praise of memory’s sins. Theory & psychology, 20(2), 147–169 Doi: 10.1177/0959354309345635

  4. Zelinski, E., Dalton, S. & Hindin, S. S2011. Cognitive changes in healthy older adults. Generations, 35(2), 13-20.

  5. Ballard, J. (2010). Forgetfulness and older adults: concept analysis. Journal of Advanced Nursing, 66(6), 1409-1419.

  6. Hertzog, C., Kramer, A. F., Wilson, R. S., & Lindenberger, U. (2008). Enrichment Effects on Adult Cognitive Development: Can the Functional Capacity of Older Adults Be Preserved and Enhanced?. Psychological Science In The Public Interest, 9, 1-65.

  7. Park, D.C., Gutchess, A. H.,. Meade, M. L. & Stine, E. A. L. 2007. Journals of Gerontology: SERIES B,. 62B (Special Issue I), 45–52

Week 6. February 14: Moody Basic Concepts II: Aging, Health Care, and Society

Articles for student presentations

  1. Vladeck, B. C. & Firman, J. P. Jul 1983. The aging of the population and health services. The ANNALS of the American Academy of Political and Social Science, 468, 132-148.

  2. 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,
  3. Crimmins, E.M., Hayward, M.D., Hagedorn, A., Saito, Y., & Brouard, N. (2009). Change in Disability-free Life Expectancy for Americans 70 Years Old and Older.” Demography, 46, 627-646.

  4. Hayward, M. D., Miles, T. P., Crimmins, E. M., & Yang, Y. (2000). The significance of socioeconomic status in explaining the racial gap in chronic health conditions American Sociological Review, 65: 910-931.

  5. Coughlin, J. F., Pope, J. E. & Leedle, B. R. 2006. Old Age, New technology, and future innovations in disease management and home health care. Home Health Care Management & Practice, 18(3), 196-207. DOI: 10.1177/1084822305281955

  6. Danzhen Y., Danan G. and Zeng Y. 2010. Familial transmission of human longevity among the oldest-old in china. Journal of Applied Gerontology, 29: 308-332.

  7. Bekelman JE, Halpern SD, Blankart C, et al. Comparison of Site of Death, Health Care Utilization, and Hospital Expenditures for Patients Dying With Cancer in 7 Developed Countries. JAMA. 2016;315(3):272-283. doi:10.1001/jama.2015.18603.

Required Video: YouTube: Aging in Japan Time 14:10

Week 7. February 21: Moody Controversy 4: Should We Ration Health Care for Older People?

Articles for student presentations

  1. Rosenblatt, L. & Harwitz, D. 1999. Fairness and rationing implications of medical necessity decisions. The American journal of Managed Care, 12(2), 1525-1531.
  2. Callahan, D. (Summer, 2011). Cost and End-of-Life-Care: End-of-Life Care: A Philosophical or Management Problem? J.L. Med. & Ethics, 114.

  3. Buyx, A., Friedrich, D., & Schöne-Seifert, B. (2011). Rationing by clinical effectiveness. BMJ, 342:d54.

  4. Werntoft, E., Hallberg, I. R. & Edberg, A-K. 2007. Older people’s reasoning about age-related prioritization in health care. Nursing Ethics,14 (3), 399-412.

  5. Dey, I. & Fraser, N. 200. Age-Based Rationing in the Allocation of Health Care
    J Aging Health, Nov 2000; vol. 12: pp. 511-537

  6. Mishra, B. N. (2009). Secret of Eternal Youth; Teaching from the Centenarian Hot Spots (“Blue Zones”). Indian Journal of Community Medicine : Official Publication of Indian Association of Preventive & Social Medicine34(4), 273–275.

  7. Prendergast TJ, Puntillo KA. Withdrawal of Life Support: Intensive Caring at the End of Life. JAMA. 2002;288(21):2732-2740. doi:10.1001/jama.288.21.2732.

Week 8. February 28: Moody Controversy 5: Should Families Provide for Their Own?

Articles for student presentations

  1. Gans, D., & Silverstein, M. (2006) Norms of filial responsibility for aging parents across time and generations. Journal of Marriage and Family, 68, 961-976.
  2. Kosberg, J.I., Kaufman, A.V., Burgio, L.D., Leeper, J.D., & Fei Sun. 2007. Family caregiving to those with dementia in rural Alabama: racial similarities and differences. Journal of Aging Health, 19(1), 3-21.

  3. Hank, K. & Buber, I. (2009). Grandparents caring for their grandchildren: findings from the 2004 survey of health, ageing, and retirement in Europe. Journal of Family Issues, 30, 53-73.

  4. Chan, A., Malhotra, C., Malhotra, R., Rush, A., & Østbye, T. (2013). Health Impacts of Caregiving for Older Adults With Functional Limitations: Results From the Singapore Survey on Informal Caregiving. Journal Of Aging & Health, 25(6), 998-1012.

  5. Silverstein, M., & Bengtson, V. L. (1997). Intergenerational solidarity and the structure of adult child-parent relations in American families. American Journal of Sociology, 103, 429-460.

  6. McFarland, P. & Sanders, S. (2002). Perceptions of Caregiving Role by Son's       Caring for a Parent with Alzheimer's Disease. Journal of Gerontological Social Work, 37 (2), 61-76, DOI: 10.1300/J083v37n02 06

  7. Zweig SC, Popejoy LL, Parker-Oliver D, Meadows SE. The Physician's Role in Patients' Nursing Home Care: “She's a Very Courageous and Lovely Woman. I Enjoy Caring for Her”. JAMA. 2011;306(13):1468-1478. doi:10.1001/jama.2011.1420.

Week 9. March 07: Moody Controversy 6: Should Older People Be Protected From Bad Choices?

Articles for student presentations
  1. Amstadter, A.B., Begle, A.M., Cisler, J.M., Hernandez M.A., Muzzy W., & Acierno R. 2010. Prevalence and correlates of poor self-rated health in the United States: the national elder mistreatment study. American Journal of Geriatric Psychiatry, 18(7), 615-23.

  2. Strasser, S. & Fulmer, T. 2007. The clinical presentation of elder neglect: what we know and what we can do. Journal of the American Psychiatric Nurses Association, 12(6), 340-349. DOI: 10.1177/1078390306298879

  3. Dannefer, D. (2003). Cumulative advantage/disadvantage and the life course: Cross-fertilizing age and social science theory. Journal of Gerontology: Social Sciences, 58B, S327-S337.

  4. San Filippo, S. M., Reiboldt, W., White, B. & Hails, J. 2007. Perceptions of Elderly Self-Neglect: A Look at Culture and Cohort. Family and Consumer Sciences Research Journal, 35, 215-231

  5. Crimmins, E.M., Kim, J.K., & Seeman, T.E. (2009). Poverty and biological risk: The earlier “aging” of the poor. Journal of Gerontology: MEDICAL SCIENCES, 64A, 286-292

  6. Marin, M. R. & and Huber, C. H. 2011. The. Mexican American Elderly: Self-Reported Anxiety and the Mediating Influence of Family Protective Factors. Family Journal, 19: 63.

  7. Mosqueda L, Dong X. Elder Abuse and Self-neglect: I Don't Care Anything About Going to the Doctor, to Be Honest. JAMA. 2011;306(5):532-540. doi:10.1001/jama.2011.1085.

March 14: ---Spring Break---

Week 10 March 21: Moody Controversy 7: Should People Have the Choice to End Their Lives?


Articles for student presentations

  1. Curlin, F.A., Nwodim, C. Vance, J. L., Chin, M.H., and Lantos, J.D. 2008.Kosberg…Family caregiving: us physicians’ religious and other objections to physician-assisted suicide, terminal sedation, and withdrawal of life support. American Journal of Hospice & Palliative Medicine, 25(2), 112-120.

  2. Wink, P., & Dillon, M. 2002. Spiritual Development Across the Adult Life Course: Findings From a Longitudinal Study. Journal of Adult Development, 9(1), 79-94.

  3. Krause, N. (2003). Religious meaning and subjective well-being in late life.” Journals of Gerontology: Psychological Sciences and Social Sciences, 58B: S160.

  4. Finlay, G. & George, R. (2011). Legal physician-assisted suicide in Oregon and The Netherlands: evidence concerning the impact on patients in vulnerable groups another perspective on Oregon’s data. J Med Ethics 37:171-174.

  5. Seno, V. L. 2010. Being-With Dying: Authenticity End-of-Life Encounters. American Journal of Hospice & Palliative Medicine. 27(6) 377-386 DOI: 10.1177/1049909109359628

  6. Gopal, A. (2015). Physician-Assisted Suicide: Considering the Evidence, Existential Distress, and an Emerging Role for Psychiatry. Journal of the American Academy of Psychiatry and the Law Online, 43(2), 183-190. 

Week 11. March 28: Moody Basic Concepts III: Social and Economic Outlook for an Aging Society


Articles for student presentations

  1. Polivka, L. 2011. Neoliberalism Postmodern of Aging. Journal of Applied Gerontology, 30(2), 173 –184. Doi:: 10.1177/0733464810385919

  2. Motel-Klingebiel, A., Tesch-Roemer, C., & von Kondratowitz, H-J. 2005. Welfare states do not crowd out the family: evidence for mixed responsibility from comparative analyses. Ageing & Society, 25, 863–882.

  3. Binstock, R.H. (2005). Old-age policies, politics, and ageism. Generations, 29, 73-78.

  4. Connidis, I.A. (2003). Bringing outsiders in: Gay and lesbian family ties over the life course. In S. Arber, K. Davidson & J. Ginn (Eds.), Gender and Aging: New Directions (pp. 79-94).

  5. Burr, J. A., Mutchler, J.E. & Caro, F.G. (2007). Productive activity clusters among middle-aged and older adults: Intersecting forms and time commitments. The Journals of Gerontology, 62B: pp. S267.

  6. Calasanti, T. 2010. Gender relations and applied research on aging. The Gerontologist, 50, (6), 720–734 doi:10.1093/geront/gnq085
  7. Shah, A., Padayatchi, M., & Das, K. (2008). The relationship between elderly suicide rates and elderly dependency ratios: A cross-national study using data from the WHO data bank. International Psychogeriatrics, 20(3), 596-604. doi:

Week 12. April 4: Moody Controversy 8: Should Age or Need Be the Basis for Entitlement?

Articles for student presentations

  1. Stapleton, D. C., O'Day, B. L., Livermore G. A., & Imparato A.J. (2006). Dismantling the Poverty Trap: Disability Policy for the Twenty-First Century. The Milbank Quarterly, 84(4), 701-732.

  2. Glasgow, N. 1993. Poverty among rural elders: trends, context, and directions for policy. Journal of Applied Gerontology, 12, 302-319.

  3. Kingson, E. R. 1994. Testing the boundaries of universality: what's mean? what's not? The Gerontologist 34 (6): 736-742.

  4. Grenier, A. & Hanley, J. March 2007. Older women and ‘frailty’: aged, gendered and embodied resistance. Current Sociology, 55, 211-228.

  5. Brady, D. 2004. Reconsidering the divergence between elderly, child, and overall poverty. Research On Aging, 26(5), 487-510. DOI: 10.1177/0164027504266587

  6. Altman D, Frist WH. Medicare and Medicaid at 50 Years: Perspectives of Beneficiaries, Health Care Professionals and Institutions, and Policy Makers. JAMA. 2015;314(4):384-395. doi:10.1001/jama.2015.7811
  7. Asch SM, Sloss EM, Hogan C, Brook RH, Kravitz RL. Measuring Underuse of Necessary Care Among Elderly Medicare Beneficiaries Using Inpatient and Outpatient Claims. JAMA. 2000;284(18):2325-2333. doi:10.1001/jama.284.18.2325

Week 13. April 11: Moody Controversy 9: What Is the Future for Social Security?


Articles for student presentations

  1. Gregory, J., Bethell, T., Reno, V., & Veghte. B. (2010). Strengthening Social Security for the Long Run. Washington, D. C.: National Academy of Social Insurance.

  2. Seipel, M. September 2013. Social security: strengthen not dismantle. Journal of Sociology & Social Welfare, XL(3), 69-84.

  3. Quadagno, J. & Street, D. (2006). Recent Trends in U.S. Social Welfare Policy: Minor Retrenchment or Major Transformation?” Research on Aging, 28: 303-316.

  4. Williamson, J.B., McNamara, T.K., & Howling, S.A. (2003). Generational equity, generational interdependence and the framing of the debate over Social Security reform. Journal of Sociology & Social Welfare, 30, 3-14.

  5. Polivka, L. & Baozhen, L. 2013. The future of retirement security around the globe. Generations, retrieved January 6, 2015.

  6. Tucker, J. 2013. Strengthening Social Security: Views Among African Americans, Hispanic Americans, and White Americans. Policy Brief National Academy of Social Insurance, 1-10.
  7. Veghte, B. W., Schreur, E. and Waid M. December, 2016. Social security and the racial gap in retirement wealth. National Academy of Social Insurance(48), 1-15.

Week 14. April 18: Moody Controversy 10: Is Retirement Obsolete?

Articles for student presentations

  1. Hardy, M. A. (2002). The transformation of retirement in twentieth-century America: From discontent to satisfaction. Generations, 26: 9-17.

  2. Williamson, J.B. & McNamara, T.K. (2003). Interrupted trajectories and labor force participation: The effects of unplanned changes in marital and disability status. Research on Aging, 25, 87-121

  3. Kail, BL. (2011). Coverage or Costs: The role of health insurance in labor market reentry among early retirees. Journals of Gerontology B. 1-8. doi: 10.1093/geronb/gbr130.

  4. Johnson, R. W. 2011. Phased retirement and workplace flexibility for older adults : Opportunities and challenges. The ANNALS of the American Academy of Political and Social Science, 638-68.

  5. Smith, D. B. & Moen, P. 2004. Retirement satisfaction for retirees and their spouses: do gender and the retirement decision-making process matter? Journal of Family Issues, 25, 262-285.
  6. Tan, E. J., Tanner, E. K., Seeman, T. E., Xue, Q., Rebok, G. W., Frick, K. D., & Fried, L. P. (2010). Marketing Public Health Through Older Adult Volunteering: Experience Corps as a Social Marketing Intervention. American Journal Of Public Health, 100(4), 727-734.

  7. Kane RL. Finding the Right Level of Posthospital Care: “We Didn't Realize There Was Any Other Option for Him”. JAMA. 2011;305(3):284-293. doi:10.1001/jama.2010.2015.

Week 15. April 25: Moody Controversy 11: Aging Boomers – Boom or Bust?
FINAL PAPER DUE Midnight 4/25

Articles for student presentations

  1. Tingjian Yan, T., Silverstein, M., & Wilber, K.H. 2011. Does race/ethnicity affect aging anxiety in American baby boomers? Research on Aging, 33(4) 361–378.

  2. Brown, SL, Bulanda, Jr., & Lee, GR. (2005) The significance of nonmarital cohabitation: marital status and mental health benefits among middle-aged and older adults. Journals of Gerontology B, 60(1): S21-S29.

  3. Martin, L.G., Freedman, V.A., Schoeni, R.F., & Andreski, P.M. (2009). Health and functioning among baby boomers approaching 60. Journals of Gerontology B, 64(3), 369–377.

  4. Hallam, S., Creech, A,. Varvarigou, M., McQueen H., & Gaunt, H., 2013. Does active engagement in community music support the well-being of older people? Arts & Health: An International Journal for Research, Policy and Practice, 1-16. DOI:10.1080/17533015.2013.809369.
  5. Adams-Price, C. E., Turner, J. J. & Warren S. T. 2013. Comparing the future concerns of early wave baby boomers with the concerns of young-old adults. Journal of Applied Gerontology, XX(X), 1–21.

  6. Pruchno. R. (2012). Not your mother’s old age: Baby boomers at age 65. The Gerontologist, 52 (2): 149-152. doi: 10.1093/geront/gns03

  7. Yan LL, Daviglus ML, Liu K, et al. Midlife Body Mass Index and Hospitalization and Mortality in Older Age. JAMA. 2006;295(2):190-198. doi:10.1001/jama.295.2.190.

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