1. Social Problems: A Down-to-Earth Guide, 11e James M. Henslin
Chapter 2
Interpreting Social Problems: Aging

2. Introduction
Societies devise ways of “covering up” when the elderly have outlived their social usefulness.
Every society must determine how to handle the problem of people who grow old and frail.
The opening story presents a chilling example of how one society handles the problems associated with aging.
Aging presents both personal and social problems.
Societies try to minimize the social problems associated with aging.
This chapter will focus on how we use theories to understand social life.

3. 2.1 - Sociological Theories and Social Problems
Theory
Sociological Theory
Three Sociological Theories
When researching a social problem many “facts” will be revealed.
You must put the “facts” in order to understand how they are related and how to interpret them.
Theory provides this framework.
Sociological theory falls into three categories that we will use to understand and interpret social problems throughout the text.
Lecture Starter
To get students prepared to understand issues relating to aging, ask them to describe some common stereotypes related to the elderly. Ask if they are aware of any social problems that might impact the elderly. Then ask students to decide which theoretical approaches might be useful to study those specific problems. (L.O.2.1)
MyLab Activities
1. Explorer. Theories of Social Problems
a. Review Slide 6 and discuss how people who live in the white areas of Detroit may benefit from their location and why sociologists are interested in this issue. b. Please discuss each theory and how it focuses on social problems. You can give an example using the data in the slides, such as drug addiction, lack of resources by location, or patterns of people moving in and out of the city. c. Which theory do you think can be applied to the type of social problems your family may encounter or has had to deal with? (L.O.2.1)
2. Video. George Ritzer: Importance of Sociological Theory
Ask students to work in groups and assign them different theoretical perspectives: Group 1: Functionalism. Discuss how it can be applied to looking at issues affecting the elderly population and society as a whole. Ask them to brainstorm some of the issues and solutions. They can utilize online tools in class such as their smart phones or laptops to research different areas.
Group 2: Symbolic interactionism. Discuss how symbolic interactionists’ perspective of studying the problems of aging is different and ask them to describe symbols or signs of aging that may impact the elderly population (i.e. discrimination of employment, views of their capabilities to handle technology or the speed of business). Group 3: Conflict theory. Look at who dominates the elderly, who is in charge of their care (family members), how the role of work fits into our concepts of aging, etc. … The instructor can see if students are correct in their understanding of the material, then tie that in to the video with George Ritzer describing the importance of sociological theory in understanding social problems. (L.O.2.1) (

5. Video: George Ritzer: Importance of Sociological Theory

6. Theory
Explains how two or more concepts (or facts) are related, such as age and suicide.
A theory provides a framework for organizing facts, and in so doing, provides a way of interpreting reality.
Sociological Theory:
Provides a framework for thinking about a social issue from a perspective that we might otherwise neglect.
Sociologists use theory to interpret the reality of their facts.
Example: How are age and suicide related? You do research and discover many different “facts”
Perhaps the young use suicide to cry for help.
Maybe the old attempt suicide because their bodies are failing.
Perhaps the elderly use more lethal methods or maybe the young use more lethal methods.
Theory helps the sociologist see these facts in ways we might not think.
Theory can help us break out of our usual way of thinking and see the social world in a different way.
Theory also helps determine the best research method.

7. Three Sociological Theories
Functionalism
A social system composed of parts that work together to benefit the whole
Conflict Theory
Groups competing with one another within the same social system
Symbolic Interactionism
People’s patterns of behavior always changing
The points on this slide answer the question “What is society?”
Each theory provides a different perspective or view on a social problem.
No single theory can provide a complete understanding of a social problem.
Taken together, we understand more about social problems.

8. Explore: George Ritzer: Importance of Sociological Theory

9. 2.2 - Functionalism and Social Problems
Introducing Functionalism
The Development of Functionalism
Applying Functionalism to Social Problems
Functionalism and Social Problems: A Summary
First major theory that sociologists use to interpret social problems.
Also called “functional analysis”
Answer to the question, “what is society?”
Society is a social system composed of parts that work together to benefit the whole.
In this section we will look at functionalism, how it developed (the founders), and how it applies to social problems.

10. Introducing Functionalism
Functionalists compare society to a self-adjusting machine with many parts.
Each part of the machine has a function.
Failure of a part is a dysfunction.
Social problems result from unresolved dysfunctions interfering with another part of society.
When each part does its job, the machine runs smoothly.
The book gives the example of the human body. When all organs (parts) are functioning properly the body is not sick.
Failure of an organ (part) will lead to illness.
You can also think of a car. Cars have many parts with their own functions.
If you ignore an oil leak (dysfunction), you may end up with a fire under the hood.
If you don’t flush the transmission, the car may shut down.
If you lose the muffler, people will laugh as they hear you drive.
Through maintenance of the car, major dysfunctions that interfere with other parts of the car can be avoided.
The same is true for society.
If the dysfunction is not resolved it can create problems in other parts of society.
For example, agencies (the part with a function) that serve the elderly have strict regulations.
Receiving necessary health care may be delayed because of the regulations (dysfunction).
Without medical care some individuals will need increased assistance costing society and families more (social problem).
Dysfunctions left unresolved are a social problem for functionalists.
Discussion Question
It is valuable for students to think about how the theoretical perspectives can be applied to socially problematic issues. Have students examine the issue of Social Security in the US and explain how the three theoretical perspectives can be applied to understand the issue. Students can discuss which perspective they agree with most and reasons for their views. (L.O.2.1)
Short Assignment
2. Students can identify one or two social problems that the elderly in the United States are facing today. Have them research specifics about the particular issue and why this is a social problem. Ask them to examine these issues from all three of the theoretical perspectives and to discuss which perspective they most agree with and why. Additionally, they should research and identify possible social solutions to the issues they have addressed. They should address how viable these solutions are and the barriers within society that may pose challenges for these possible solutions. It may be helpful to have them look within their own communities. (L.O.2.1)

11. No stereotype does justice to the variety of the elderly
No stereotype does justice to the variety of the elderly. The two lifestyles represented here are likely a reflection of lifestyles followed in earlier stages of the life course. These choices also have a major impact on health, as we discuss in Chapter 10.

12. The Development of Functionalism
Auguste Comte
Society as organism
Emile Durkheim
Normal and abnormal states
Structure
Robert Merton
Functions (Manifest and Latent)
Dysfunctions
Auguste Comte is regarded as the founder of sociology. (He coined the term “sociology.”)
Functionalism is rooted in the origin of sociology.
This should sound familiar….Comte thought of society as an animal. For smooth functioning the parts must be in balance.
Emile Durkheim built off Comte’s idea that society is composed of parts that must function properly.
When the parts function as intended, society is in a “normal” state.
When the parts fail to function properly, society is in an “abnormal” or “pathological” state.
Durkheim pointed out that sociologists must not look only at function (the contribution to society), but also the structure (how each part of society related to the others)
Robert Merton stopped referring to society as an animal, but kept the other functionalist concepts.
Merton identified two types of functions.
Manifest function is an action intended to help some part of the system.
e.g., Social Security is intended to make life better for the elderly.
Latent function consequences of actions that help some part of the system, but were not intended.
e.g., Social Security intends to help the elderly, the unintended consequence are all the people employed by the Social Security Administration.
Human actions can also have dysfunctions. Merton called these latent dysfunctions because our actions that harm a system are typically unintended.
e.g., The thousands of rules in the Social Security Administration can interfere with the help to the elderly.
Chapter 2, Activity 2
Invite one retired professional from any field to talk with your students about his or her career, retirement, and the aging process. The speaker can also discuss with students stereotypes and misconceptions about aging and older adults. The speaker can share the positives and negatives of aging, as well as lessons he or she has learned throughout life.
Discussion Question
Ask your students to think about how our society views and treats older people compared to other societies and countries. Have a discussion about students’ reactions to the story of the Tiwi tribe at the beginning of the chapter. Also, have them discuss the rapidly aging population in Japan and the implications it has for that country. Compare and contrast the United States and Japan and how each country handles inequalities or needs for the elderly population. (L.O.2.2)
Lecture Starter
Another example is to use a short sitcom video from the “Everybody Loves Raymond” TV show, which is available for free online. Ask students to describe all the stereotypes shown in that video and the long-term impact it may have on television viewers in how they view the roles of the elderly in society. Have students discuss what functions the elderly could play today in society, such as in schools, hospitals, communities, and workplaces. (L.O.2.2)

13. Applying Functionalism to Social Problems
Equilibrium
When the parts of society function there is balance.
Social Problem
Some part of society is not working. (Dysfunction)
Example: Nursing Homes
Institutional change in one area of society can disrupt the equilibrium of society’s parts, forcing those parts to make new adjustments.
Have students list the functions of nursing homes. Write these on the board.
Historically, care of the elderly fell to women.
Social change occurred…women entered the workforce in larger numbers.
Another change was necessary...who would care for the elderly?
Nursing homes were developed. An adjustment to a social change.
That is the manifest function of nursing homes.
One latent function includes easing strain on relationships where a child cares for an aging parent.
Have students list the dysfunctions of nursing homes.
Not usually pleasant.
Mental and physical decline after entering.
Neglect.
Use of medication to control patients.
Abuse.
View that placing a parent in a nursing home is callous.
Nursing homes don’t have to be abusive.
Society needs to pass its positions of responsibility (jobs) from one group (the elderly) to another group (younger people).
Disengagement Theory
Chapter 2, Activity 3
Have students in groups make a list of issues related to nursing homes from various lenses, such as employees, patients, and family members. What might be the challenges that are faced by employees and patients who work or live in the homes? What qualifications would an employee need to work in nursing homes, and what types of jobs are available? Are there any issues of access to nursing homes for women and/or the poor? Who in the family decides when an aging parent needs to go to a nursing home? Do people decide against it, and what are the challenges long-term of having an elderly parent in their home? Students should have a pretty good start at analyzing issues and problems around the use of nursing homes in the US.
Long Assignment
Have your students conduct an oral interview with an adult over the age of 60. A grandparent would be the ideal choice due to the already established close relationship. If a student does not have a grandparent, a person in a retirement home or perhaps a professor emeritus could be interviewed. This project can be conducted as an independent interview, or the entire class could agree on an interview format for everyone to follow. In either case, it is important that students follow the same general format in their interviews. The following interview guide could be provided: (L.O.2.3)
The background of the interviewees, including their date and place of birth, parents’ occupations, number of siblings, where they grew up, and their childhood memories.
The interviewee’s educational experiences, including schools they attended, favorite subjects, social activities, and memorable experiences and teachers.
Descriptions of the person’s teen years and early adulthood, including friendships and dating experiences.
The interviewee’s employment history and experiences.
The influence of historical events on the person’s life. Various strategies could be used for wrapping up the interview, such as asking the person to think of the most joyful and saddest times of his/her life as well as life lessons he/she has learned.
Students should write a summary of the interview, describe the insights gained into the elderly person’s life, and outline what he/she learned about the person’s experiences during significant historical events.

14. A common fear is that old age will bring dementia, frailty, dependence, even the lack of control over bodily functions. In nursing homes, the elderly are sometimes treated as though they were little children.

15. Based on Freed 1994; Nishio 1994; Otten 1995; Mackellar and
Horlacher 2000; “Hello Kitty Robot …” 2006; Statistical Handbook of Japan 2009; Mori and Scearce 2010.

16. This table provides an overview of functionalism.
You can explore the table and see how each Action from an institution can have manifest, latent, and dysfunctions for society.
Take away:
Functionalism sees society as a well-oiled machine and look at how the parts are related and adjust to each other.
Problems emerge when a part does not adjust to change.

17. 2.3 - Conflict Theory and Social Problems
Introducing Conflict Theory
The Development of Conflict Theory
Applying Conflict Theory to Social Problems
Conflict Theory and Social Problems: A Summary
“We couldn’t disagree more” would be the response of conflict theorists to functionalists.
“What is society?”
Groups competing with one another in the same social system.
This section focuses on conflict theory, its origins and application.

18. Introducing Conflict Theory
Conflict theorist assume disequilibrium and conflict.
The parts of society are not harmonious.
Below the surface, society’s parts compete for limited resources.
Social problems are the natural and inevitable outcome of social struggle.
Each group in society attempts to further its own interests, even at the expense of others.
As these interests collide, the social order becomes unstable.
Those in power exploit people and their resources for their own benefit.
e.g., The elderly compete with the young for money and health care.
The powerful exploit and oppress the less powerful to “win” the resource.
The oppressed react to the exploitation and other social problems emerge.
e.g., street crime, drug abuse, suicide, homicide, revolution, terrorism

19. The Development of Conflict Theory
Karl Marx
Capitalism and Conflict
Georg Simmel
Subordinates and Superordinates
Lewis Coser
Conflict in Social Networks
Karl Marx is the founder of conflict theory. His views stemmed from the Industrial Revolution in Europe.
People flocked to cities, which were already dirty, and they became dirtier and crowded.
Few jobs were available leading the men to compete and the owners to pay little.
Poverty grew. Followed by political unrest.
Marx concluded that the mark of history is a struggle for power.
One group has power and exploits the one who doesn’t.
Capitalism drives this. A few people gained the means of control. They owned the industry (capitalists).
These workers lacked what we take for granteD. limited work hours, minimum wage, safety standards, work breaks, vacations, benefits.
These benefits emerged because people fought (conflict) for them.
Georg Simmel went beyond owners and workers to state that the power struggle emerges between those who occupy higher positions (superordinates) with those who are in lower positions (subordinates)
Superordinates want to protect their power, but rely on subordinates who are not without some power.
The relationship between the two groups is actually an exchange.
Conflict has benefits.
An external threat can pull groups together, putting aside differences for a common good.
Lewis Coser analyzed why conflict is especially likely to develop among people who have close relationships.
e.g., husbands and wives.
Expectations can be easily upset in close relationships and offend the other party.

20. Applying Conflict Theory to Social Problems
At the root of each social problem lies conflict over the distribution of power and privilege.
To understand a social problem:
Identify the players.
Understand the historical background.
Who has power?
Example: Social Conflict and Social Security
Have students analyze problems related to Social Security. Write answers on the board.
Identify the players
Elderly workers
Younger workers
Employers
Congress
Historical background.
Elderly workers were valued for experience and well developed skills.
With the Industrial Revolution machines replaced skilled workers.
Young workers learned quickly and worked for less.
Who has power?
Ultimately, the employers.
The Industrial Revolution shifted power among workers from the elderly to the young.
The elderly became a political force during the Great Depression
Francis Everett Townsend organized people over 65 and demanded changes.
The power came in the form of numbers. Townsend had thousands of signatures on petitions.
Congress was caught with this during an election year.
They didn’t want to ignore the Townsend group, but didn’t want to hurt the incentive of the younger generation to work.
The result---The Social Security plan
Less desired benefit. Forced retirement at 65 to hire a younger, cheaper workforce.

21. The U. S. elderly are a potent political force today
The U.S. elderly are a potent political force today. They were not considered so until Dr. Francis Everett Townsend (pictured here) organized them as a political force in the 1930s. Townsend proposed a radical $200 per month Pension plan for the elderly in the midst of the Great Depression. His plan and campaign against Congress
frightened politicians.

22. Conflict Theory and Social Problems: A Summary
Conflict and Social Problems
Root of each social problem is the distribution of power and privilege.
Two Types of Social Problems
Trouble is experienced by:
people who are exploited by the powerful.
powerful when the exploited resist, rebel, or even appeal to higher values.
Take away:
To understand social problems look at the players, who has power, and the relationship between the players.
The struggle to gain or maintain power is the likely source of the social problem.

23. 2.4 - Introducing Feminist Theory
The Development of Feminist Theory
Applying Feminist Theory to Social Problems: Focusing on Gender
Feminist theory was inspired by the Marxist theory and aims to transform society instead of just studying it.
They focus on the male-female relationship and resulting oppression and inequality.
The root of inequality is Patriarchy
Rule by men
To maintain this power, men create boundaries and obstacles for women, making it hard for them to gain power.
Short Assignment
Students can perform content analysis research by observing a specific television channel for about two hours. Keep track of the number of men and women shown in commercials, shows, news, etc. Track those same men and women, estimate their ages, the roles or characters they play in a specific show or as newscasters. In focusing on the news, did a specific newscaster cover “hard news” while others covered the lighter or “softer stories”? Did gender and age play a role in bringing legitimacy or seeing them as “experts” in covering those news stories? Student can summarize the number of older characters/newscasters/actors shown in a positive light and in a negative light. Students should also pay attention to symbols (clothing), position (lead actor versus supporting role), social class or race-ethnicity. (L.O.2.4)

24. The Development of Feminist Theory
Radical feminism
Liberal feminism
Socialist feminism
Cultural feminism
Ecofeminism
In 1970s, feminist theory was an umbrella term that described oppression of all women.
In 1980s, feminists split into different branches of feminist theory.
Remember, feminism is about understanding the source of male-female inequality and how to make changes.
Each branch focuses on different parts of the inequality.
These are the five main branches:
Radical feminism: dismantle society entirely to dissolve patriarchy.
We need to free both men and women from rigid gender roles.
This view receives lots of negative publicity.
Liberal feminism: all people created equal and deserve equal rights
The oppression exists because both men and women are socialized to believe the ideology of oppression.
Socialist feminism: direct link between capitalist class structure and oppression of women
The main rewards in a capitalist society go to those in the workforce, not at home.
Cultural feminism: biological differences between men and women should be appreciated
They believe that if women ruled the world oppression would not exist because women are kinder and gentler.
Ecofeminism: patriarchy oppressive for women and environment
They believe men want to dominate women and nature.
Activity:
Have students break into groups and assign a feminist branch. The students should create a society where their branch of feminism actually exists. Have them describe relationships, power and oppression, and look at the social institutions. What are the positive and negative consequences of changes to the patriarchy?
Discussion Question:
Based on conflict theory, would a world run by women be all that different from the one run by men?

25. Applying Feminist Theory to Social Problems
Social problems are a result of the struggle over resources between men and women.
Example: sexual division of labor
Define work
Whose work carries more value?
To understand the application of feminist theory, your text looks at the sexual division of labor.
Have students define work, write it on the board.
Make sure they expand the definition beyond paid labor.
Identify “women’s” work and “men’s” work.
Whose carries more value?
Make sure student don’t get to sentimental about this idea of value. In our capitalist, patriarchal society, the paid wages of men are viewed as more “vital” to society than women’s.
This is not to downplay the importance of the work done in the home. Our values suggest we value the stay-at-home mom (parent), but we don’t necessarily encourage it at the expense of our economic system.
Apply the idea of work to care of the elderly.
Social norms place the burden of care for elderly parents disproportionately on daughters, not sons.
As the number of elderly increase and believe their daughters will care for them, there will be more conflict.
The daughters may not have the time or money for this care.

26. 2.5 - Symbolic Interactionism and Social Problems
Introducing Symbolic Interactionism
The Development of Symbolic Interactionism
Applying Symbolic Interactionism to Social Problems
Symbolic Interactionism and Social Problems: A Summary
“What is society?”
People’s patterns of behavior, which are always changing.
The theory that focuses on how we make sense of life.

27. Introducing Symbolic Interactionism
We see the world through symbols.
Symbols carry meaning and are used to communicate.
Symbols shape our understanding of the world.
What is associated with the symbol “old”?
Changing symbols, changing perception.
Social problems are symbols.
This theory emphasizes the significance of culture.
Symbols are unique to a particular culture.
They are learned through socialization.
They shape our world.
When we use the symbols of our culture we reinforce their meaning.
To demonstrate the power of symbols:
Hold up the text book and throw it to the ground. Ask students if anyone is offended.
Ask the students if anyone would be offended if the textbook was replaced with the bible or other sacred text.
Tie this into aging.
What does “old” mean in our culture? List these
Is it the same in all cultures?
We internalize the meaning of symbols, so it is not unusual for the elderly to see themselves as the symbol (both the positive and negative aspects).
As symbols change so do the things we define as social problems.
When did “old” become a social problem?
Earlier in our history, old age was a personal problem, not a social problem.
Few people lived to be “old” so it was the family’s responsibility to care for the elderly.
Prior to the Industrial Revolution the elderly were valued for their skills.
The term social problem is symbol.
Different periods in time had social problems we do not. We have social problems not present in the past.
Chapter 2, Activity 1
. For the average college student, the definition of an “old” person lies within the range of others’ definitions of “middle-aged.” The middle-aged include nontraditional students who have entered colleges and universities in increasing numbers. For this project, students could talk with any nontraditional students that may be in the class or other nontraditional students in order to understand their experiences of higher education, the factors that influenced their decisions to return to school, descriptions of their typical days, and how they fit classes and study into their personal schedules. They can also address how they feel about interactions with students in different age categories. By “taking the role of the other” (symbolic interactionism), students can then analyze how their perceptions or labels influence their behavior toward nontraditional students. Have students share their results with their classmates.
Long Assignment 1
In a project related to a family oral history, students could examine family photographs for as many generations as possible. Encourage them to make notations about visual images, such as style of clothing, hairstyles, and personal demeanor of those in the photographs; the latter permitting the student to access symbolic information about the people involved. Then, they can gain information about the birth and death dates of these people, including the cause of death if possible, and in so doing, draw some conclusions about longevity and medical/health care of a particular era. By contextualizing the aging process in this graphic fashion, students can better understand how long life, and in particular, long life after retirement, are recent phenomena in our society. Students could create a PowerPoint presentation and present their findings to the class. (L.O.2.5)

28. This respect is a type of symbol
This respect is a type of symbol. A meaning placed on individuals in society. As the respect for the elderly declined, so did their place in the social structure.
Prior to machine production, the elderly were given high respect because of their skills. Respect for the elderly dropped as machines replaced humanskills. Exceptions remain, such as this artisan in Cremona, Italy.

29. PHYLLIS MOEN, professor of sociology
at the University of Minnesota, does
research on the problems and challenges
people face as they advance through the
life course. Much of her research focuses
on the careers and working lives of people
who are approaching retirement age.
Here is what she wrote for your text.
Dr. Moen is a life-course theorist, doing studies to understand the trajectories in people’s lives, especially as they interact with

30. Development of Symbolic Interactionism
George Herbert Mead
Taking the role of the other
Generalized other
Charles Horton Cooley
Looking-glass self
Peter Berger and Thomas Luckmann
Social construction of reality
Symbolic Interactionism grew out of the University of Chicago. Many of the early developers were professors there.
Symbols matter. Symbolic interactionists would state that symbols are the thing that separates humans from the rest of life on the planet.
Symbols allow us to think about people and objects, even when not present.
We symbolize our self. This influences the choices we make.
The man who views himself as a “biker” might wear a leather jacket and boots.
The woman who views herself as professional would wear suits.
George Herbert Mead taught at the University of Chicago.
Mead believed symbols were so important that without them we wouldn’t have social life.
Even our self-concept is based on symbols.
We develop our self-concept when we take the role of the other or we put ourselves in someone else’s shoes.
When we take the role of the other we see how they feel, anticipate actions, and understand how they think.
This is specific at first. Taking the role of a few individuals (e.g., parents, siblings, grandparents).
Then it becomes abstract and we can take the role of the generalized other. At this point we have fully developed self-concept.
Mead’s famous is example is playing in a baseball game. You know what the others are supposed to do and what you should do in relationship to them. You know how they feel.
Charles Horton Cooley believed people view themselves as they think others perceive them.
Our self has three elements:
How we imagine we appear to others
How we think others feel about what they perceive
How we feel about this reflected image
If we reflect negative images to the elderly, they will view themselves negatively.
Berger and Luckmann developed the social construction of reality.
The book gives the example of a stranger making unexpected contact.
How we interpret this situation impacts how we react.
We have many interactions like this everyday.
Through this interaction we are constructing reality.
Another example. If you walk by a group of students and they suddenly begin laughing, you might think they are laughing at you or you may assume they are telling jokes.
Why are they laughing? Discuss the implications.
When does old age begin?
The answer to this question could come from social experiences, biology, or a predetermined age.
Why do we associate old age with 65 today?
Read about Otto von Bismarck in the text.
Discussion Question
In the section on symbolic interactionism, examples are given of the negative connotations found in American society for the word old. Ask students to make a list of adjectives that describe the word “old.” Discuss the symbolic interactionist assumption of the ways in which these definitions communicate our views of the world. Further discussion can include students’ perceptions of the age at which they consider someone old, their physical descriptions of old people, and the activities they think old people are capable of accomplishing, such as working, practicing physical fitness, dating, or sexual activity. The discussion can help your students understand the gap between commonly held perceptions and the reality of people categorized as “old,” as well as approach issues facing the elderly, such as HIV infections for people over 50. (L.O.2.5)
Lecture Starter
An instructor can gather photos of celebrities (George Clooney versus Meryl Streep) in mainstream media and show it to students on a PowerPoint slide presentation. It will visually connect the issue of ageism in the media. Provide examples of aging in Hollywood, how it affects men and women differently, and the types of roles they may be offered to play. (L.O.2.5)

31. Applying Symbolic Interactionism to Social Problems
Social Construction of Social Problems.
Social problems don’t have independent existence.
A social problem emerges when it is labeled a “social problem.”
The social construction of reality can be a hard concept to grasp.
Social problems do not exist until they are recognized as such.
This does not mean the condition (i.e. aging) did not exist.
It does mean that society did not recognize the condition as a social problem.
Aging and the elderly were not always considered social problems.
People have always aged, but our view of aging changed.
The elderly were once respected and admired.
As we read in the text, this “social problem” changed over time.

32. The usual symbols for understanding death are not present for the families of suicide victims. They must construct their own reality about the death.
When this man took his life, his family and friends went through a process called the social construction of reality.

33. Symbolic Interactionism and Social Problems: A Summary
Social problems are socially constructed.
An objective condition of society is labeled a “social problem.”
Take away:
Social problems are whatever people in a society define as a social problem.
To understand the social problem we need to understand how the objective condition became labeled a social problem.

34. 2.6 - The Future of the Problem: The Pendulum Swings
Changing Objective Conditions and Subjective Concerns
The Emerging Struggle
What does the future look like for the elderly in the United States?
The overall poverty rate among the elderly is less than the overall poverty rate among the U.S.
9% of elderly are poor.
15% of U.S. is poor.
Discussion Question
The text’s discussion of conflict theory helps students to understand how social problems are experienced by the exploited when the powerful push them around. While the elderly in America have gained power through organized efforts like the Gray Panthers, they are still likely to be regarded in negative ways. Discuss if the perception of the elderly will change in this country as the baby boom population grows and gains power. If so, have students address the conflicts this will produce in the next 10 to 20 years between older adults and young people. (L.O.2.3)

35. Changing Objective Conditions and Subjective Concerns
In 1970, 25% of elderly were poor.
Today, 9% of elderly are poor.
In 1950, Social Security payments were $784 million.
Today, Social Security payments are $725 billion.
Subjective Concerns
Misleading images of sick and neglected
Today, the rate of poverty among the elderly has been reduced.
Part of this reduction is due in part to the increase in social security payments.
As budgets need to be tightened, Congress needs to consider making cuts. These cuts could impact the number of elderly in poverty.
However, the elderly are a powerful political force and politicians want to be re-elected.
Thus, cuts are not likely.
The subjective concerns are presented in images of the poor, sick, and neglected elderly.
The images are often used for social promotion of programs.
Some people think elderly are receiving more than their fair share.
Reflects fundamental shift in the subjective concerns of this social problem
Much is tied to the costs of health care.
Social Security benefits, Medicare, and Medicaid cannot keep increasing indefinitely.
What will change?
We can’t predict the change, but we can see a crisis emerging.

36. The Emerging Struggle Today, 1 in 7 or 8 Americans is age 65+.
In about 20 years or so, 1 in 5 Americans will be 65+
This is a powerful political force.
The rapid increase those 65+ means a rapid increase in Social Security and health care costs.
The young and old are facing crisis situations. As the dependency ratio drops, Social Security recipients will feel strain.
As the population ages, the strain on society will increase.
The AARP (formerly the American Association of Retired Persons) boasts 40 million members and a staff of 1,800.
Difficult for politicians to ignore these numbers
Social Security problems:
Contributions to Social Security are not put into a worker’s own account.
Money is collected from current workers to pay those retired.
Dependency ratio: number of workers compared with number of Social Security recipients
Currently, there are 4 workers for every retiree.
In about a generation, there will only be 3 workers for every retiree.
The government has collected $2 trillion more in Social Security taxes than it has paid out.
The money was supposed to be in a trust fund for future generations.
But the fund does not exist.
The fund should have prevented problems between the young and the old (workers and retirees).

37. This table compares the rapid increase in Medicare (orange line) and Medicaid (purple line).
Medicare is intended for the elderly and disabled.
Medicaid is intended for the poor.
About 20% of the Medicaid payments go to the elderly.

38. This table demonstrates the rapid increase in those 65+
This is referred to as the “graying of America.”
As America becomes more “gray,” the costs also increase.

39. Poverty of the aged is a global problem
Poverty of the aged is a global problem. I took the photo of the woman searching through garbage in Riga, Latvia, and the photo of the man begging on the street corner in Rome, Italy. In all societies, people who have more money have fewer physical and mental health problems and an easier time adjusting to old age.

40. There are about 50,000 people age 100 or more
There are about 50,000 people age 100 or more. Twenty percent of centenarians report no disabilities.
The increasing number of people reaching 100 years of age is new to the world scene. Shown here is a 104-year old man in Syracuse, New York, dancing with one of the guests at his birthday party.

41. The elderly have become a powerful Political force
The elderly have become a powerful Political force. It is perilous for politicians to ignore their demands.
The Gray Panthers are a group that fights against ageism and categorizing people based on age.

42. The power of the elderly in the U. S
The power of the elderly in the U.S. has been successful in increasing fund for their programs, but cuts must come from somewhere. This is often from children.
In the United States, a land of wealth and bountiful resources, we can ask why millions of children continue to live in poverty.

43. Question for Discussion
Explain how each theory approaches the study of social problems.