Foothill CollegeApproved Course Outlines

Business and Social Sciences Division
GERN 56AGING & DIVERSITYSummer 2013
3 hours lecture.3 Units

Total Quarter Learning Hours: 36 (Total of All Lecture, Lecture/Lab, and Lab hours X 12)
 
 Lecture Hours: 3 Lab Hours: Lecture/Lab:
 Note: If Lab hours are specified, see item 10. Lab Content below.

Repeatability -
Statement: Not Repeatable.

Status -
 Course Status: ActiveGrading: Letter Grade Only
 Degree Status: ApplicableCredit Status: Credit
 Degree or Certificate Requirement: AA Degree,   Certificate of Achievement
 GE Status: Non-GE

Articulation Office Information -
 Transferability: CSUValidation: 07/9;11/19/12

1. Description -
Introduction to the cross-cultural and diverse issues of aging, focusing on psychological and social aspects for diverse subgroups within the US. Students will learn to effectively communicate with aging clients of diverse ethnic, religious, gender, sexual orientation, and cultural backgrounds. Through readings, lectures, films, discussions, case studies, and other interactive learning tools, the course will help students to develop the necessary skills to engage and work with aging clients with diverse backgrounds and perspectives. Personal reflections, experiences, beliefs and behaviors will be explored.
Prerequisite: None
Co-requisite: None
Advisory: None

2. Course Objectives -
The student will be able to:
  1. Deepen understanding of their own social and cultural identities and how they relate to clients of similar and different backgrounds and perspectives
  2. Demonstrate deep understanding of culturally competent practice
  3. Demonstrate knowledge of demographic information and intra and inter-group differences
  4. Demonstrate knowledge of health and health care disparities
  5. Understand the effects of acculturation and assimilation
  6. Appropriately integrate culturally based knowledge of issues around family (including elder abuse), mental health, caregiving, retirement, long term care, nutrition, and death, dying, and bereavement
3. Special Facilities and/or Equipment -
Multimedia classroom

4. Course Content (Body of knowledge) -
  1. Diversity and Aging: Demography and Definitions
    1. Who are the American Elders?
    2. Between-Group and Within-Group Differences
    3. What do we mean by Diversity, Race or Ethnicity?
    4. Acculturation
  2. Culture-Specific Theoretical and Conceptual Models of Aging
    1. How do we understand people and their behavior?
    2. What disciplines study Aging and Issues of Diversity?
    3. Overview of History of Research on Aging and Diversity
  3. Culturally Competent Practice
    1. Would we recognize it if we saw it?
    2. Cultural Awareness and Cultural Sensitivity
    3. How to get started
    4. Overview of Model Best Practices
  4. Health Issues
    1. Health beliefs and Behaviors
    2. Health Care Services and Diverse Elders
    3. Health Inequalities
    4. Mortality and Diversity
  5. Caregiving
    1. Informal Caregiving among Diverse Elders
    2. Formal Care among Diverse Elders
    3. Issues of Elder Abuse
    4. Programs and Services
  6. Work and Retirement
    1. Ethnic and Gender Differences
    2. Age Discrimination
    3. Retirement or Refirement?
    4. Leisure Pursuits
  7. Spirituality and Religion
    1. Definitions
    2. Participation among Diverse Elders
    3. Distinctive Characters of Diverse Practices
    4. Assessment Tools
5. Repeatability - Moved to header area.
 
6. Methods of Evaluation -
  1. Participation in class
  2. Three short (15 questions) quizzes
  3. Introduction narrative paper
  4. Final paper and presentation of interview with elder with different elements of diversity (ethnicity, culture, gender, sexual orientation, social class and/or rural or urban community location).

7. Representative Text(s) -
Mehrotra & Wagner, Aging and Diversity, 2nd Edition, An Active Learning Experience. Taylor & Francis Publishers 2012

In addition, students are directed to the Curriculum in Ethnogeriatrics supported by the Bureau of Health Professions Health Resources and Services Administration, U.S. Department of Health and Human Services and located on the Stanford University webpage: http://www.stanford.edu/group/ethnoger/ Specific modules will be identified for relevant weeks.

8. Disciplines -
Gerontology
Sociology
Psychology
 
9. Method of Instruction -
Lecture
Group Discussion
Appropriate films and documentaries

 
10. Lab Content -
Not applicable.
 
11. Honors Description - No longer used. Integrated into main description section.
 
12. Types and/or Examples of Required Reading, Writing and Outside of Class Assignments -
Example of weekly readings:
Text book Aging and Diversity 2nd Edition Mehrotra & Wagner
In addition to the text book readings, students are directed to the Curriculum in Ethnogeriatrics supported by the Bureau of Health Professions Health Resources and Services Administration, U.S. Department of Health and Human Services and located on the Stanford University webpage: http://www.stanford.edu/group/ethnoger/

  1. Diversity and Aging: Demography and Definitions
    1. Who are the American Elders?
    2. Between-Group and Within-Group Differences
    3. What do we mean by Diversity, Race or Ethnicity?
    4. Acculturation

Reading Ch 1
  • Culture-Specific Theoretical and Conceptual Models of Aging
    1. How do we understand people and their behavior?
    2. What disciplines study Aging and Issues of Diversity?
    3. Overview of History of Research on Aging and Diversity

    Reading Ch 2
  • Culturally Competent Practice
    1. Would we recognize it if we saw it?
    2. Cultural Awareness and Cultural Sensitivity
    3. How to get started
    4. Overview of Model Best Practices

    Reading Ch 3 and handouts
  • Health Issues
    1. Health beliefs and Behaviors
    2. Health Care Services and Diverse Elders
    3. Health Inequalities
    4. Mortality and Diversity

    Reading Ch. 4
  • Caregiving
    1. Informal Caregiving among Diverse Elders
    2. Formal Care among Diverse Elders
    3. Issues of Elder Abuse
    4. Programs and Services

    Reading Ch. 5
  • Work and Retirement
    1. Ethnic and Gender Differences
    2. Age Discrimination
    3. Retirement or Refirement?
    4. Leisure Pursuits

    Reading Chapter 7
  • Spirituality and Religion
    1. Definitions
    2. Participation among Diverse Elders
    3. Distinctive Characters of Diverse Practices
    4. Assessment Tools



    Examples of Writings for Midterm and Final

    There are two written assignments required.
    A narrative about own ethnic background, values and beliefs about health, healthcare, the interaction between health & spirituality, and death.
    The final paper will be based on a life-interview project that you conduct. In this project, you will interview one older adult (defined as over the age of 60, and preferably from different gender). In the interview, you will ask questions related to their ethnic background, values and beliefs about health, healthcare, work, retirement and leisure, and religious participation. The goal of your paper is to demonstrate the manner in which diversity, and/or culture has played a role in their aging process. Please use this paper as an opportunity to demonstrate to me the knowledge and understanding you have developed about aging and diversity over the course of this term. Your paper should be about 5 - 6 pages (max.), double-spaced, with 12 point font. The paper will be graded for both content and style. This assignment is worth 40% of the course grade.




    Throughout the course, students will be provided with ample relevant printed material. Students will also actively engage in personal reflections on directed activities, discussions, presentations and videos. Students are asked to collect all material and written reflections in a designated binder.
    13. Need/Justification -
    This course is a restricted support course for the AA degree in Adaptive Fitness Therapy.


    Course status: Active
    Last updated: 2014-03-12 11:48:58


    Foothill CollegeApproved Course Outlines