English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Students who plan geriatric/gerontology careers typically learn the biopsychosocial domains of aging. Using intersectionality to understand older adults and family experiences (Calasanti & Kiecolt, 2012), however, offers students a deeper understanding of how aging adults may face interconnected oppressions and inequalities based on race/ethnicity, gender, age, sexual orientation, socioeconomic status, health, and other aspects of social location within micro and macro contexts. Through systematic assessment of student learning outcomes, a planned programmatic approach to integrating intersectionality was adopted within an undergraduate gerontology program. This multifaceted approach will be highlighted including new course development, course case studies, community member voices, practicum applied practices, and research activities.  Calasanti, T. & Kiecolt, K. J. (2012) Intersectionality and aging families. In Blieszner, R., & Bedford, V. H. (Eds.), Handbook of families and aging (pp. 263-286). Santa Barbara, CA: Praeger. Part of a symposium sponsored by Age-Friendly University (AFU) Interest Group.

Adopting an Intersectionality Lens Within an Undergraduate Gerontology Curriculum