Ageism and adultism identifies the issue of the oppression and marginalization of a group based on their age—be it youth or elders. Society assigns expected behaviors founded on historical views on how one should act and present themselves on the basis of their age.
As you read this week’s chapters, consider your own personal views of ageing and the steps you might take to make yourself look younger. Further, reflect on how the fascination with looking younger in our society is related to ageism and how society views the elderly.
This week, you will analyze the influence of ageism in the case studies. In addition, you submit your presentation on a cultural event you attended in your community.
Learning Resources Required Readings
Adams, M., Blumenfeld, W. J., Castaneda, C., Catalano, D. C. J., DeJong, K., Hackman, H. W,… Zuniga, X. (Eds.). (2018). Readings for diversity and social justice (4th ed.). New York, NY: Routledge Press.
Chapter 116, (pp. 553-559)
Chapter 118, (pp. 565-567)
Chapter 120, (pp. 572-574)
Chapter 124, (pp. 583)
Chapter 127, (pp. 590-592)
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
“The Parker Family”
“The Logan Family”
Document: Kaltura Automatic Captioning (PDF)
Document: Guide for Creating and Uploading a PowerPoint Presentation (PDF) Required Media Laureate Education (Producer). (2013). Parker Family (Episode 30) [Video file]. In Sessions. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 4 minutes.
Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript Laureate Education (Producer). (2013). Logan Family (Episode 34) [Video file]. In Sessions. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 2 minutes.
Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript
Discussion: Impact of Ageism and Adultism
Adultism refers to the oppression of young people by adults. The popular saying “children should be seen and not heard” is used as a way to remind a child of his or her place and reaffirm the adult’s power in the relationship. The saying suggests that children’s voices are not as important or as valid as an adult’s and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth’s self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. By Day 3
Post an analysis of the influence of adultism in the Logan case. Then, explain how gender, race, class, and privilege interact with adultism to influence the family’s discourse related to Eboni’s pregnancy as well as other family dynamics.
Respond to at least two colleagues with a comparison of how adultism and ageism affects the Logan and Parker families. In your comparison, draw specifically on your colleagues’ analysis with any further details that support or critique your colleagues’ posts. Also, be sure to provide specific examples related to both the Logan and Parker families.
Assignment: Power Point– Diversity Awareness & Self Reflection
In the profession of social work, there is an expectation that all service providers and professionals provide culturally responsive interventions and considerations to diverse individuals, groups, and communities. At the same time, the topic of diversity has the potential to create discomfort. How do social workers continue to not only engage in difficult conversations, but to also acknowledge and confront the layers of discomfort?
Learning about local diversity and attending cultural events is one way to challenge one’s perspective and engage with diverse others. For this Assignment, participate in an immersive experience in your community. As a guest at this experience, remember to take a stance of cultural humility and respectfully participate. You then create a PowerPoint (PPT) presentation about this experience in which you analyze related concepts in the course. You are expected to demonstrate professional demeanor in behavior, dress, and setting for the presentation.
To Prepare: Attend an open event in your community related to a diverse social identity (gender identity/expression, race/ethnicity, class, religion, ability, sexual orientation, national origin, or age). Then, create a PPT presentation.
Submit, a 7-10 minute recorded PowerPoint presentation and transcript of presentation. In the PPT presentation, address the following prompts: Describe the cultural event in which you participated. Explain how this experience influenced your perceptions of diversity and difference. Analyze at least 3 key concepts from this course in relation to this experience. Define what it means to you to engage with diversity and difference in practice. Describe two challenges associated with discussing and reflecting on diversity related content. Describe one strategy to address these challenges. Identify one positive emotion and one negative emotion that surfaced during the past 10 weeks of the course. Describe one strategy to address the negative emotion in order to continue developing cultural awareness. Explain specific steps that you will take to advance human rights and social, economic, and environmental justice based on what you have learned in this course.
It is highly recommended that you write a script before recording your presentation. A good guide for translating the length of your written script into presentation time is about 135 words per minute. This rate may differ based on your speaking style and other variables, so consider it a general guideline.