GERO 630: AGING & COMMUNITY: CURRENT ISSUES IN SOCIAL GERONTOLOGY, CULTURE AND

GERO 630: AGING & COMMUNITY: CURRENT ISSUES IN SOCIAL GERONTOLOGY, CULTURE AND DIVERSITY
Fall, 2021 — DR. KARASIK
FINAL EXAM (Take Home) — 20%
Due: No later than Wednesday, December 15th (finals week). Exams turned in after this time will be considered late and points will be deducted. Early exams are welcome. Completed exams should be uploaded to the “Final Exam” assignment box on D2L.
INSTRUCTIONS:
(a) Select 2 of the following 3 vignettes (you may do all 3 for bonus points) and identify how the various factors (socioeconomic status, race/ethnicity, social support systems, and history) might have impacted their experience(s) of aging with regard to health care, social programs, retirement and community.
(b) Be sure to use class materials (e.g., readings, lectures, discussions) in your answers – Please do not “Google”, use Wikepedia or other random material. Yes, please do cite the source (this is a requirement, not a suggestion. In the matrix, you can just use author and author and year (e.g., Hudson, 2006; Choi, et al., 2015) the way you would any “in text” citation. See example in red, below. Additionally, a reference list must be included at the end of the exam (in APA citation format).
(c) Type your responses directly into the boxes of the matrix provided below. You are encouraged to used “bullets” and short responses wherever possible, however, it is expected that answers will be specific, thoughtful and demonstrate a strong understanding of the material.
CLARIFICATION OF THE INSTRUCTIONS: it has been my experience that additional clarification can be helpful.
Read the first vignette (a.k.a. story) and do 1-4. Then, Read the next story (you ONLY need to do 2 of the 3 – any 2 that strike your fancy)
For each variable on the left column (personal health; socioeconomic status, race/ethnicity, social support systems, and history), identify in bullet form, the pieces of information in the vignette that relate to that variable (see example in red, below).
The GOAL is to show me what you have learned about how factors like personal health, socioeconomic status, race/ethnic background may impact/influence an elder’s (e.g. person in vignette) Health Care (e.g., access, need for), Social Programs (access, acceptance of….)
Think about the vignettes from a Life Course Perspective – although you may bring in other theories if you find the appropriate to your case.
Important: There are many different ways to approach this exam– there is not just one way to do it. Just remember the goal is to show what you have learned
Note: To give you an idea of how you might proceed, I have started (just a start, it is not complete) the personal health box of the first vignette as an example (in red). You may either build on that or delete and go your own way.
Vignette #1 (yes, this one should seem familiar)
Chuntoa Chen, an only child, was born in 1930 and raised in San Francisco’s Chinatown. Her father worked at a local cannery before the Depression and her mother took in odd jobs when they were available. Chuntoa married at age 18 and had 3 children, all sons, by the time she was 23. Chuntau worked in a small grocery that was run by her husband’s family. Chuntau had many friends and liked to talk with the customers who came into the store. Chuntau was proud of her sons who, after they were grown, came to visit her often – especially after Chuntau’s husband died of a heart attack in 1998. Chuntau moved in with her eldest son’s family, not far from where she herself grew up. In the morning, Chuntau usually helps her daughter-in-law with the children and cooking. In the afternoons, she often walks through the neighborhood visiting friends. Not long ago, Chuntau seemed to be getting forgetful (e.g., calling her grandson by his father’s name, adding sugar instead of salt into her “famous” soup recipe).
HEALTH CARE
SOCIAL PROGRAMS
RETIREMENT
COMMUNITY
(e.g. Civic Participation, Housing)
PERSONAL HEALTH
Physically able (walks/helps daughter in law)
Cognitive may/may not be challenged (should be checked)
Has physical part of Rowe & Kahn’s (1987) “successful aging” but cognitive and engagement?
Need for physical health care not identified
Cognitive issues suggest need for physical/cog eval (possible dementia or alternate causes to be ruled out – Week 6)
How much previous interaction with health care system?
No information on current social programs being used
Suggested resources for forgetfulness: see medical professional (Is she eligible for Medicare? Medicaid?)
Healthy enough to help with cooking and grandchildren (evidence of engagement aspect of successful aging (R&K, 1987; etc)
Able to walk neighborhood and visit friends
Able to assist family
Health may/may not be reason to live with family
How will community respond to her “forgetfulness” (see ethnic background, below?)
Will her forgetfulness be potential barrier to civic engagement as described by Martinson & Minkler (1991)?
Personal health may be less of a factor than other variables (e.g., type of community, cohort, ethnicity)
SOCIOECONOMIC STATUS (past and present)
RACE/ETHNIC BACKGROUND
SOCIAL SUPPORT SYSTEMS
HISTORY (e.g., cohort, social policies)
Vignette #2
Born in Somalia in 1950, Yusuf Ahmed immigrated to the U.S. in 1995 along with several relatives. After living in California and Texas, Yusuf, his wife, and his youngest daughter moved in 2000 to a predominantly white community in the Midwest where his brother lived and had offered him a job. Now age 65, Yusuf is currently looking for work again after his brother’s store closed. Yusuf has applied for several jobs but he has not heard back about them. Working is important to Yusuf, not just to be able to provide for himself and his wife, but to help others in his community as well. In fact, when he is not working or looking for work, Yusuf often helps Somali families who are newer to the area with things like finding housing and translating when necessary. Despite some aches and pains, Yusuf considers himself to be fairly healthy (although he has never been to a doctor). Recently, Yusuf’s wife Amal fell on the ice and broke her arm. In the emergency room, she refused to let the doctor look at her arm – even the nurse tried to reason with her. Frustrated, the nurse stormed out of the room.
HEALTH CARE
SOCIAL PROGRAMS
RETIREMENT
COMMUNITY
(e.g. Civic Participation, Housing)
PERSONAL HEALTH
SOCIOECONOMIC STATUS (past and present)
RACE/ETHNIC BACKGROUND
SOCIAL SUPPORT SYSTEMS
HISTORY (e.g., cohort, social policies)
Vignette #3
Mary Johnson, a retired school teacher, was born in 1943 and has lived in rural Minnesota all of her life. Her father, a farmer, had not been healthy enough to be drafted during WWII, although he did help with the war effort however he could. Their farm produced enough to keep going, but was often in debt. Growing up, Mary helped on her family’s farm – along with her 9 siblings (3 older sisters, 2 older brothers, and 4 younger brothers). In addition to her chores, Mary was also responsible for taking care of her younger brothers. Most of her time was spent watching Timmy, who was (as her mother put it) “a little slow.” While all of her siblings (except for Timmy) married, Mary never did. She always said she was too busy taking care of her Timmy, and eventually her parents. When her brothers sold the farm to a developer, Mary and Timmy moved closer to town. In 2012, Timmy had a stroke and Mary, who was not in the best of health herself, did her best to care for Timmy. Her siblings encouraged her to find a “home” for Timmy, but Mary was reluctant. She knew that they were expensive and her teacher’s pension was pretty small.
HEALTH CARE
SOCIAL PROGRAMS
RETIREMENT
COMMUNITY
(e.g. Civic Participation, Housing)
PERSONAL HEALTH
SOCIOECONOMIC STATUS (past and present)
RACE/ETHNIC BACKGROUND
SOCIAL SUPPORT SYSTEMS
HISTORY (e.g., cohort, social policies)
References (be sure to use APA Citation format – which includes listing the articles in alphabetical order by the last name of the first author)