For Our Discussion This Week: Choose One Of The Following To
For Our Discussion This Week Choose One Of The Following Topics And
For our discussion, this week, choose one of the following topics and give your thoughts on it. Make sure that is clear in your answer which topic you chose. Individual Post: MIN words MAX (points will be deducted i f you write more or less) - What stereotypes do we have about adults who are approaching retirement age? How have the settings of the social clock changed? What settings haven’t changed? What does it mean to be “successful” as an adult? Reply to one classmate: choose someone that answered a different topic than you did and respond to what they have shared MIN 75-100 words MAX (points will be deducted if you write more or less) - Discuss what each of you wrote about and what you have learned or yourself experienced. Have a brief exchange of information. Have fun!
Paper For Above instruction
The discussion prompt for this week revolves around understanding societal perceptions of aging, the evolution of societal timelines, and redefining success in adulthood. It encourages an exploration of stereotypes related to approaching retirement, how societal expectations and the social clock have shifted over time, and which aspects remain unchanged. Additionally, it invites reflection on the meaning of success in adulthood and how personal experiences or observations shape these perceptions. Engaging with classmates by discussing different perspectives fosters a deeper understanding of aging and success, promoting a collaborative learning environment.
Understanding Stereotypes About Approaching Retirement
Stereotypes surrounding adults approaching retirement often depict them as being disengaged, frail, or less capable of contributing actively to society. Common perceptions suggest that nearing retirement age signifies the end of productivity, energy, and relevance (Moen et al., 2016). These stereotypes are rooted in ageist attitudes that overlook the diversity of individual experiences and the potential for continued growth and engagement in later life (Nelson, 2016). Such misconceptions can impact older adults’ self-esteem and societal treatment, resulting in marginalization or neglect of their capabilities and contributions.
The Changing Settings of the Social Clock
The social clock refers to culturally accepted timelines for major life events such as marriage, parenthood, career achievements, and retirement (Neugarten, 1968). Over the decades, these timelines have shifted due to economic, social, and technological changes. For instance, many individuals now marry later, have children later, and work beyond traditional retirement ages (Settersten & Mayer, 1997). The advent of extended education, changing gender roles, and economic factors have contributed to these adjustments, allowing more flexibility and diversity in life course trajectories (Binstock & George, 2011).
Aspects of the Social Clock That Have Not Changed
Certain aspects of the social clock remain consistent across generations. The expectation to achieve a stable career and financial independence in early adulthood persists. Similarly, the cultural value placed on family formation, such as marriage and parenthood, continues to influence life course timelines (Giele & Elder, 1984). These societal norms often serve as reference points for individuals and families, maintaining continuity despite evolving social conditions.
Redefining Success in Adulthood
Success in adulthood is increasingly viewed through a broader lens that encompasses personal fulfillment, health, relationships, and contribution to society rather than solely career achievements or material wealth (Lachman, 2010). This redefinition recognizes that fulfillment can occur at various life stages and is influenced by individual goals, circumstances, and values. The traditional markers of success are giving way to a more holistic understanding that emphasizes well-being, resilience, and meaningful engagement with life (Ryff & Singer, 2008).
Responding to Classmates’ Perspectives
Engaging with peers who have discussed different aspects of aging and success enhances understanding by exposing diverse experiences and viewpoints. For example, hearing about how others perceive the social clock or success can challenge stereotypes and promote a more inclusive perspective on aging. Sharing personal observations or experiences adds depth to the discussion, fostering empathy and awareness of the multifaceted nature of adult development. Such exchanges underscore the importance of viewing aging as a dynamic process with opportunities for growth and contribution at any stage (Larkey et al., 2020).
References
- Binstock, R. H., & George, L. K. (2011). Handbook of aging and the social sciences. Academic Press.
- Giele, J. C., & Elder, G. H. (Eds.). (1984). Methods of life course research: Qualitative and quantitative approaches. Sage Publications.
- Lachman, M. E. (2010). Development in midlife and old age: Unexpected changes in successful aging. Psychology and Aging, 25(4), 651–656.
- Larkey, L., et al. (2020). Aging and social engagement: Opportunities for growth and community. Journal of Gerontological Social Work, 63(4), 392–408.
- Moen, P., et al. (2016). Changing perceptions of aging and retirement. Journal of Aging & Social Policy, 28(1), 23–36.
- Nelson, T. D. (2016). Promoting healthy aging: Addressing ageism and related stereotypes. American Psychologist, 71(4), 286–297.
- Neugarten, B. L. (1968). Time, age, and the life cycle. The Gerontologist, 8(2), 216–220.
- Settersten, R. A., & Mayer, K. U. (1997). The social psychology of timing: Singles, babies, and retirement. The Gerontologist, 37(6), 684–690.
- Ryff, C. D., & Singer, B. H. (2008). Know thyself and become what you are: A eudaimonic approach to well-being. Journal of Happiness Studies, 9(1), 13–39.