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CINT901, Module 1 - Introduction
Introduction
This module explores the view of aging as a social process and highlights the distinctions between
individual and population aging. The importance of studying aging is outlined, alongside identifying the
major issues and implications associated with an aging population, such as ageism and stereotypes.
The principle framework that this course is based upon is the life course perspective, which is introduced
in this module. Students have the opportunity to learn and reflect upon the challenges, opportunities,
and critical issues that come with an aging population and begin to explore the interdisciplinary field of
gerontology.
Source: Photo by Philippe Leone on Unsplash
Topics and Learning Objectives
Topics
Aging and the Life Course: Individual and Population Aging
Birth or Age Cohorts
The Life Course Perspective
Individual Aging and Interacting Age Processes
The Social World and Aging
Stereotypes and Ageism: Their Influence on Individuals and Society
Implications of Ageism
The Maturation of the Gerontology Field
Learning Objectives
By the end of this module, you will be able to:
1. Describe aging as a social process.
2. Differentiate individual and population aging.
3. Describe the importance of learning about ageism as individuals and a society.
4. Analyze the impact of major issues such as the social construction of old age, ageism, and
stereotypes.
5. Examine critical issues, challenges, opportunities, and implications of an aging population in
society.
6. Explain how the life course perspective impacts our interpretation of individual and societal events
as we age individually and as a cohort.
7. Summarize significant aging processes: chronological, biological, psychological, and social aging.
Required Readings
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Wister, A. (2019). Aging as a social process: Canadian perspectives (7th ed.). Don Mills, ON:
Oxford University Press.
Chapter 1
Module 1 course notes
Seegert, L. (2016, June 9). How ageism can negatively affect the health of older adults. Retrieved
from https://healthjournalism.org/blog/2016/06/how-ageism-can-negatively-affect-the-health-ofolder-adults/
World Health Organization. (n.d.). Global strategy and action plan on aging and health (2016-2020)
[PDF]. Retrieved from https://www.who.int/ageing/GSAP-Summary-EN.pdf?ua=1
Please Note
Don’t miss these Wister (2019) topics:
Interacting Aging Processes (pp. 15–18)
Critical Issues and Challenges for our Aging Society (pp. 31–32)
Access to Course Readings
Throughout this course, some of the required and optional readings may or may not have a hyperlink
to the reading. You can access any of the readings via D2L in Course Readings - One Stop Course
Readings.
Quick Poll
Complete the poll questions before you go through this module’s content. After you have completed the
readings for this module, please revisit the poll questions and complete them again.
1.
Poll:
By 2021, in Canada, the estimate of persons aged 65 and older
will be between 17 and 20%. What do you think the estimate will
be in 2041?
2.
Poll:
Has the field of gerontology traditionally been an interdisciplinary
field of study?
3.
Poll:
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CINT901, Module 1 - Introduction
Who contributes to myths and stereotypes about older adults?
4.
Poll:
How many persons over 100 (centenarians) were reported in the
2016 Canadian census?
Individual and Population Aging
The proportion and number of older people in countries around the world are increasing, and this is also
the case in Canada. According to Statistics Canada (2011), Canadians are increasingly attaining the age
of 100 and in general are living longer. As Wister (2019) points out, almost 6 million people in Canada
were over the age of 65 in 2016, and 8,230 were 100 years or older. Further, there was a rapid growth in
the number of persons ages 65 to 69 between 2011 and 2016. But why is this important? Alongside this
rise in the number of older adults, there is also a decrease in the amount of births around the world. And
what does this mean? Essentially, a larger part of the total population will now include older adults
(Wister, 2019).
A beneficial start to understanding aging is to become familiar with the two types of aging – individual
and population aging. Individual aging denotes biological, physiological, psychological, and social
changes that occur in a person and that, in turn, impact their life cycle. This process of individual aging
begins at birth and continues. Many things impact a person’s individual aging and health, including their
socio-economic status, education, occupation, environment, culture, and more.
Key Point
According to the World Health Organization (2010), “The aging of the world’s populations is the result
of the continued decline in fertility rates and increased life expectancy. This demographic change has
resulted in increasing numbers and proportions of people who are over 60. As a result, the first time
in history when there will be more older people than younger people is rapidly approaching.”
Wister (2019) defines the concept of population aging as “a demographic phenomenon in which
because of decreased fertility and longer life expectancy, an increasing percentage of the population is
made up of older people” (p. 442). The growth in persons over 65 plus is expected to continue until
2031, and then shrink and level off (Wister, 2019). Population aging pervades all aspects of social life
(i.e. work, leisure, housing, healthcare, family, politics, the economy, and public policies).
Birth or Age Cohorts
Wister (2019) discusses age cohorts, which are sometimes also referred to as birth cohorts. According
to the Encyclopedia of Epidemiology, “A birth cohort is a group of individuals born during a given
calendar time period within a specified geographical region” (Boslaugh, 2008). This group shares similar
characteristics and experiences, and they are different in the same ways from cohorts of other ages. It is
important to assess and understand how certain histories and social structures impact the lives of
different age cohorts.
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Pause and Reflect
Ref #M1-PR1
1. What is a significant historical event in your life that might be considered to define your birth
cohort?
2. Reflect on your parents or grandparents with respect to historical events in comparison to those
of your age cohort.
3. A significant historical event we have all experienced is 9/11. How might this historical event
shape the life course of persons who were adolescents when this occurred?
Lifespan refers to the permanent finite maximum survival limit, whereas life expectancy refers to the
average number of years an individual is projected to live when they are born and at a specific age
(Wister, 2019).
Source: Wikimedia Commons
The Life Course Perspective
The life course is a socially constructed concept where an individual’s personal experiences interact with
historical and social factors in society. The life course is rooted in the life course perspective, which
studies the interaction between social structures, historical events at precise times in the life of
individuals or age cohorts, and an individual’s life story (Wister, 2019). This perspective thus provides a
framework for us to examine and appreciate how earlier life experiences may shape life outcomes. The
life course perspective allows for the interpretation of differences across cultural, regional, political, and
economic spheres that influence individuals’ lifestyles, beliefs, values, and life choices. Studying aging
as a social process involves the identification of patterns in individuals and society, linking them to social
causes and consequences.
Key Point
The life course perspective helps us assess and interpret how individual and/or societal events
produce differences in and among people and birth cohorts.
When an age cohort passes through periods of their life course, they encounter normative expectations,
beliefs, values, and various cultural and social structures unique to their timing, and these have an
impact on individuals (Wister, 2019). Institutions, cultural dynamics, and groups are social structures that
provide individuals with behaviour expectations (Wister, 2019). Some norms, for example associated
with ethnicity or age, may influence a person’s life chances. The life course perspective also appreciates
that individuals play important roles in constructing their life opportunities with what is referred to as
human agency (Wister, 2019).
Video
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Watch this video: What is the life course approach to aging? [3:20].
Individual Aging and the Process of Aging
The process of aging is made up of several interrelated parts (Wister, 2019). For example, a decline in
hearing (biological change) may lead an individual to feel embarrassed when in groups or with their
friends or family, as they may not be able hear or participate in the conversation. This can lead to the
individual withdrawing and limiting their interactions with others, and even result in feelings of sadness or
depression. Another example is a 70-year-old man who has recently taken up running to improve his
physical condition, completes a half-marathon, and as a result accrues physical, social, and
psychological benefits. Aging processes include chronological, biological, psychological, and social
aging.
Source: Photo by JD Mason on Unsplash
Source: The QSpeaks via Flickr
The Social World and Aging
The social status of older persons in a given society also influences our quality of life as we age. History
and culture play a role in social structure and the process by which social attributes are valued or
considered important in a given society. According to Wister (2019), “social stratification is a process by
which social attributes (age, gender, social class, religion, race, and ethnicity) are evaluated and acted
upon differentially by a significant proportion of society members” (p. 18). An example of societal
evaluation of valued attributes is found in gender, whereby white men have enjoyed relative privilege in
North America. Another example is the relatively low status of older persons in westernized countries.
Another important dimension of aging and the status of older adults relates to culture. Canada is a
multicultural country where approximately 19% of the population are born outside the country, and the
majority of whom are visible minorities (Wister, 2019). The diversity of the Canadian population adds to a
richness in our older population that necessitates the modification of services and supports in order to
adequately address the unique needs of older adults from a range of ethnocultural backgrounds. It is
important to be aware that an older person might not speak or understand the dominant language and
might possess particular needs, preferences, and beliefs in relation to health and social care.
Watch this interactive picture and text gallery, Aging Around the World, produced by CBS, which
asked older persons around the world two questions: (1) As you grow older, what are you most afraid
of? and (2) What is the biggest problem facing the elderly in your country?
1. After viewing the interactive gallery, reflect on the similarities and differences among older
adults around the world.
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2. Think about some of the opportunities and challenges that a diverse older adult population in
Canada poses in relation to housing, health care, or social services.
Stereotypes and Ageism
Optional Quiz on Aging Attitudes.
Take the Aging Attitudes Quiz as a first step in your stand against ageism. Check your attitudes
against these commonly held views of aging and older persons and find out how much you know
about aging and older people.
Aging Attitudes Quiz
A stereotype is a fixed and over-generalized belief about a specific class or group of people (Cardwell,
1996).
Did You Know?
“Ageism is the stereotyping, prejudice, and discrimination against people on the basis of their age.”
(WHO, n.d.)
When people speak about “old age,” it is characteristically in reference to chronological age. For
example, the age of 65 is associated with retirement and the age at which a person becomes “old.” In
this society, a person who is 65 years of age or older is socially constructed as “old” and therefore
typically considered of lesser value than a younger member of society. Further, there is the tendency to
attach labels to people who are 65+ that perpetuate negative ideas about aging. With respect to an
aging population, a number of stereotypical images and labels surround the aging body and its changing
appearance (e.g. grey hair) or on “reported or observed changes in the social, physical, or cognitive
behavior of some older persons” (Wister, 2019, p. 23). For example, labels such as unproductive, frail,
sick, dependent, or depressed, help support stereotypes about older people. Stereotypes then serve to
foster age discrimination and prejudices against older adults that constitute ageism.
Video
Watch this Ted Talk video by Ashton Applewhite, Let’s end ageism [11:37], discussing ageism and
urging us to end these stereotypes and this form of discrimination. Please note: there are no
captions, but transcript of the talk is also available in 26 languages.
Implications of Ageism
Ageism is used against older adults in ways that not only limit choices in a range of social institutions
and structures but that can also contribute to the internalization of negative feeling in older adults
themselves, discouraging their participation in many of areas of social life. For example, an older person
might be turned down for a job because of misconceptions related to age and in turn suffer from low selfhttps://de.ryerson.ca/de_courses/templates/m/?c=E761813F83DFC86FA1C6E0DA5510C3B8&m=1&p=182988
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esteem. Ageism is a major focus in gerontology given that ageism is sometimes not seen as serious as
other “isms.” Research shows that education is key to dispelling myths and challenging ageist attitudes
in health care, the labour force, public policy, and more broadly, in the social construction of ageing.
Required Reading
If you have not yet done so, now is a good time to read How ageism can negatively affect the health
of older adults, which discusses how “Ageism remains one of the most institutionalized forms of
prejudice today.”
Pause and Reflect
Ref #M1-PR2
Look up a few different sports leagues in your city that have “Old Timers” or “Legends” groups and
search for information on the age of participants in these programs. What does this tell us about how
we see the role of sports and activity as we age? What assumptions are made about aging adults’
ability to remain active throughout the life course? Do these groups contribute to stereotypes about
the aging process?
The Maturation of the Gerontology Field
Gerontology is an interdisciplinary field that investigates aging processes and aging individuals as well
as the analysis of practices and policies at various levels designed to support older adults. Gerontology
includes biological and health sciences, behavioural and social sciences, and the humanities.
Gerontology is distinct from geriatrics, a medical subspecialty that deals with illness (physical and mental
diseases) in older adults (Wister, 2019). Social gerontology is a subset of gerontology that explores
social processes, issues, practices, and policies related to aging and older adults.
Wister (2019) outlines critical issues and challenges for our aging society. Awareness of these issues is
critical in order to move from thinking of an aging population as a threat to society toward an
appreciation of the economic and social opportunities it produces that facilitate improved quality of life
for older adults and better support for healthy aging.
(Module 1 contains selected materials from Wister, A. (2019). Aging as a social process: Canadian
perspectives (7th ed.). Don Mills, ON: Oxford University Press.)
Key Terms
The following key terms are from Wister (2019) Chapter 1 and course module notes.
Age discrimination (p. 20)
Ageism (p. 20)
Biological aging (p. 16)
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Chronological aging (p. 15)
Culture (p. 18)
Gerontology (p. 28)
Individual aging (p. 11)
Life course (p. 5)
Life course perspective (p. 12)
Population aging (p. 4)
Psychological aging (p. 16)
Social aging (p. 17)
Stereotypes (p. 19)
Quiz 1 Review
To help you stay on top of your coursework and prepare for Quiz 1, review the following topics from
Module 1 and Chapter 1 of the Wister (2019) textbook:
1. Social structure
2. Ageism
3. Stereotypes
4. Biological, social, chronological, and psychological aging
5. Life course perspective
6. Gerontology
7. Individual and population aging
8. Life expectancy
9. Age cohorts
10. Critical issues and challenges for an aging society (Wister, pp. 31-32)
Reminder
Good areas to focus on in the textbook are:
Key facts at the beginning of the chapters
Chapter summaries
Definitions of key terms which can be found in each module’s Key Terms page
A complete Quiz 1 review is available in the Assignments section of Module 3.
Discussions
Introduction and Welcome Discussion
We have a diverse class with individuals from a variety of interdisciplinary fields, backgrounds, interests,
and experiences. This will enhance our class and make this a dynamic course where we can learn from
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one another.
Please write a personal introduction and post by 11:59 PM (EST) on Friday of Week 1. You can create
this post by generating a thread in the Introduction and Welcome Discussion topic in D2L, with the
thread name (subject) being your name and contribute the following:
Your area of study, degree program, and/or special interest
Experience (professional and personal) with older adults
What you desire to learn in this course
Current field placements, if applicable, or related work
One thing you would like to share with us that has nothing to do with the course (i.e. your favourite
food)
Try to keep your post to between 100–250 words. You will find my introduction under Instructor Info.
Assignments
Reflection Paper (10%)
The purpose of this paper is for you to take time during each module when the Pause and Reflect boxes
appear to stop and write down your thoughts and your reactions. You can begin writing this paper early
in the course and add to it as the weeks progress.
You will select 5 Pause and Reflect boxes from 5 different modules and write your responses. You are
not required to use a scholarly reference for this assignment, but you may if it helps support or frame the
answer. This paper should be approximately 1,000–1,250 words using APA format.
This assignment is due at 11:59 PM (EST) on Friday of Week 12. Upload the paper to the assignment
folder in D2L.
Grading Rubric
Criteria
Mark
Reflections from 5 Pause and Reflect options of 5 different modules, including the reference
number (e.g. M1-PR2) and question(s) at the beginning of each reflection.
1
Responses demonstrate appraisal of the question and/or topic and are each at least 200
words not including the question you are responding to.
8
Writing and grammar
1
Supplementary Readings and Multimedia Resources
Videos
How an ageing population will change the world [2:09]
Readings
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Harris, K., Krygsman, S., Waschenko, J., Laliberte, & Rudman, D. (2017). Ageism and the older
worker: A scoping review. The Gerontologist, 58(2), pp. 1-14.
https://doi.org/10.1093/geront/gnw194
Settersten, R.A. (2017). Some things I have learned about ageing by studying the life
course. Innovation in Aging, 1(2), igx014, https://doi.org/10.1093/geroni/igx014
Sousa São José, J., Filipe Amado, C., Ilinca, S., Buttigieg, C., & Taghizadeh Larsson, A. (2017).
Ageism in health care: A systematic review of operational definitions and inductive
conceptualizations. The Gerontologist, https://doi.org/10.1093/geront/gnx020
References
Applewhite, A. (2017). Let’s end ageism [11:38]. Retrieved from:
https://www.ted.com/talks/ashton_applewhite_let_s_end_ageism
Boslaugh, S. (2008). Birth cohort. Encyclopedia of Epidemiology. Retrieved from
http://methods.sagepub.com/Reference/encyc-of-epidemiology
Cardwell, M. (1996). Dictionary of Psychology. Chicago IL: Fitzroy Dearborn.
CBC News. (2018). Aging around the world. Retrieved from
https://www.cbsnews.com/pictures/aging-around-the-world/
Helpage Organization. (2017). What is the lifecourse approach to ageing? [3:20]. Retrieved from
https://www.youtube.com/watch?v=qMLqgK1jfR0
Seegert, L. (2016, June 9). How ageism can negatively affect the health of older adults. Retrieved
from https://healthjournalism.org/blog/2016/06/how-ageism-can-negatively-affect-the-health-ofolder-adults/
Statistics Canada. (2011). Centenarians in Canada: Age and sex, 2011 Census. Retrieved from
https://www12.statcan.gc.ca/census-recensement/2011/as-sa/98-311-x/98-311-x2011003_1eng.cfm
Wister, A. (2019). Aging as a social process: Canadian perspectives (7th ed.). Don Mills, ON:
Oxford University Press.
World Health Organization. (n.d.). Ageism. Retrieved from https://www.who.int/ageing/ageism/en/
World Health Organization. (n.d.). Aging attitudes quiz. Retrieved from
https://www.who.int/ageing/features/attitudes-quiz/en/
World Health Organization. (2010). What is population ageing? Retrieved from
https://www.who.int/features/qa/72/en/
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