GERO 311: Gender and Aging

Gender and Aging challenges socially constructed assumptions about gender and aging — life transitions, ageism, sexuality, and health after midlife.

What GERO 311 covers

(Fulfills the general education requirement in behavioral and social sciences.) An analysis and discussion of issues related to gender and the aging process. The goal is to evaluate and challenge negative, socially constructed assumptions associated with gender and aging and examine gender-relevant issues in health and well-being after midlife.

Discussion covers life transitions, socioeconomic status, culture, family and social relationships, ageism, and sexuality and health as each relates to gender. The impact of public policy and services on gender and aging is also addressed.

Typical GERO 311 assignments

Expect an assignment requiring you to challenge a specific socially constructed assumption about gender and aging, grounded in course concepts.

Key topics in GERO 311

• Gender and the aging process
• Ageism and socially constructed assumptions
• Sexuality and health after midlife
• Public policy impact on gender and aging

Writing tips for GERO 311

Follow the assignment instructions and rubric line by line

UMGC assignments for GERO 311 are graded against a specific rubric or grading criteria your instructor provides — every requirement has to be visibly addressed. Skipping a requirement because it seems minor is one of the most common reasons a strong submission loses points.

Apply a specific theoretical perspective, not general observations about aging

Gerontology courses like GERO 311 draw on specific theoretical frameworks from psychology, sociology, and social gerontology — evaluators want to see a named theory or perspective applied to the topic, not general observations about older adults.

Address diversity — gender, culture, race, and socioeconomic status — explicitly

UMGC's gerontology curriculum consistently expects analysis to address how aging experiences vary by gender, culture, race, and socioeconomic status. A discussion of aging that treats older adults as a homogeneous group is one of the most common ways students lose points.

Why students seek help with GERO 311

Students sometimes describe gender differences in aging without critically challenging the underlying assumptions the course specifically requires — the rubric typically wants that critical evaluation shown, not description alone.

How GradeEssays helps with GERO 311

Share your gender/aging topic and rubric, and your writer will build an analysis critically evaluating and challenging the relevant socially constructed assumption.

Prerequisites and course context

GERO 311 has no listed additional prerequisites and fulfills the general education requirement in behavioral and social sciences. Note: students may receive credit for only one of GERO 311 or GERO 497E.

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