CAREERS IN AGING

The rapid growth of the older population, especially the oldest old—those over eighty-five (Hobbs and Damon)—has resulted in a greater demand for a variety of services traditionally provided by the family. However, family structure has changed; in particular, women today are more likely to have commitments outside the home. Thus, professional service providers have started to offer assistance to older persons and careers in aging have come into being.

Early development of the field

At the same time that women began establishing careers outside the home, other conditions emerged which created a need for services to the elderly. Lower birthrates resulted in fewer adult children available to provide care; an increase in life expectancy led to more older persons with chronic diseases requiring many years of support; and the sheer numbers of the elderly increased dramatically. Almost simultaneously, specialized services were developed as professionals became aware of the unique needs to be met and the increased income available to pay for these services. Older people's needs are almost overwhelming; more than 40 percent of persons older than age seventy need help with one or more daily activities (National Academy on an Aging Society). Although this need continues to be met in large part by family members, at an estimated cost of $196 billion annually, every year there is an increase in professional services to augment or replace home care (National Academy on an Aging Society).

Professionals in care for the aging emerged from health and human service fields. They had been trained to work with all age groups, with an emphasis on child and family needs. As their senior clientele increased, experience with this group led some professionals with applicable skills to concentrate on the needs of the elderly. They demonstrated their interest in the older clientele by participation in age-related workshops and conferences, as well as membership in professional associations. As the professions developed a strong gerontology component, specialized services emerged within many fields, including medicine, rehabilitation, pharmacy, counseling, housing, and recreation. Networks were built among professions that began to specialize in service to the elderly, and the term "gerontologist" gained greater acceptance.

The first generation of professional gerontologists developed almost serendipitously, whereas the second cohort was greatly influenced by government-funded programs.

The Administration on Aging (AoA), a unit of the Department of Health and Human Services, had extensive influence on the creation of careers in the field of aging. AoA undertook several approaches to career development. Over $500 million was provided annually to establish and maintain service programs for older persons. These programs led to the employment of many people who had interest or experience in working with the elderly. The funding also included the creation and dissemination of training materials and consumer information, and coordination of the growing variety of agerelated community projects. The latter resulted in the establishment of the National Association of Area Agencies on Aging and the National Association of State Units on Aging, which supported professionals interested in facilitating services to the elderly.

AoA's greatest impact on careers involved financial support to undergraduate and graduate students who wanted to gain knowledge and skills in gerontology. Its funding also facilitated internships and volunteer experiences leading to future employment of health and human service professionals. The funding was also used to create nearly two hundred instructional certificate or degree programs in community colleges, four-year schools, and universities between 1967 and 1990 (Peterson, Hickey, and Stillman). Although such financial support was allocated for only two or three years to each school, it provided sufficient seed money to launch ongoing programs that continued to graduate gerontological professionals ready for jobs within the network for the aging.

The AoA approach of funding degree and continuing education programs as well as community programs has been supplemented by foundations. However, the financial support of the latter has not been as large or as consistent as that of AoA. While aging is not the highest priority for many foundations, they are nevertheless supporters of innovative approaches to serving the aging and have continued to provide assistance to many agencies. Grantmakers in Aging is an organization that brings together the age-conscious foundations and facilitates joint projects (Peterson, Douglass, and Seymour).

The contribution of higher education

Encouraged by the availability of funding, faculty at American colleges and universities expanded their instructional offerings related to aging. Typically, at first noncredit workshops were conducted, but credit courses soon followed. The first national survey of gerontology courses offered, carried out in 1957, reported that only fifty-seven colleges and universities in the United States were offering credit courses in aging (Donahue). By 1992, 1,639 (54 percent of all colleges and universities in the United States) offered such courses (Peterson, Wendt, and Douglas). At the turn of the twenty-first century, it is speculated that nearly all major institutions of higher learning offer at least a few credit courses in gerontology. This availability created an awareness among students of the variety of such courses and the diversity of jobs existing under the umbrella of gerontology, and in turn encouraged some students to explore this career option. The publicity of courses on aging is a successful method of promoting gerontology careers.

Career opportunities

In 1987 the National Institute on Aging projected that the field of aging would grow dramatically, and that by 2000 many more professional gerontologists would be needed in a variety of fields (National Institute on Aging). Observations support these conclusions; however, it is widely accepted that instructional programs have not met the demand for trained professionals.

The recruitment of personnel for the field of aging, as with any profession, depends heavily on the innate attractiveness of the field, which usually includes such attributes as salary, job security, personal job satisfaction, and opportunity for advancement. Studies have found that the salaries of gerontology professionals are comparable to those of similar human service professionals (Peterson et al., 1995). Responses to surveys on job satisfaction indicate that 90 percent of respondents were satisfied with the education they received, and a similar percentage felt they had achieved reasonable career advancement. Job satisfaction was high, and led many persons to stay in the field of aging for many years (McLeran et al.).

Peterson, Wendt, and Douglas surveyed the career paths of gerontology professionals after they had completed a master's degree program in gerontology. They reported that when gerontology was a second career, advancement occurred 41 percent of the time.

It is widely believed that career opportunities are excellent in the field of aging. The book 100 Best Careers for the Year 2000 (Field) lists medicine as the best career, with gerontology the second most attractive. With the continuing increase in the size of the older population, there is a major undersupply of trained professionals, and persons with gerontology education will continue to be in demand. It is estimated that a total of over one million people work in all aspects of the field of aging (Kahl). However, fewer than ten thousand persons graduated annually with a gerontology degree, or even a course or two in gerontology (Peterson et al., 1982). The obvious conclusion is that most people who work in the field of aging have had little or no academic gerontology instruction. Gerontology education could enhance their understanding and effectiveness as skilled and knowledgeable professionals in aging. Participation in continuing education and in-service education programs, which are widely available, could meet this need.

At the turn of the twenty-first century, there is no precise definition of which jobs are included under the umbrella of occupations in aging. Some researchers would include all who come in contact with seniors regularly in the course of their work to be in the field of aging, while others would say that unless the work is primarily concerned with seniors and their age-related characteristics and concerns, it is not an aging occupation. The truth probably lies somewhere in between; a career in aging could be said to exist when a person's primary occupation is with or for persons over the age of sixty.

Some of the careers which are commonly accepted to fall within the scope of a career in aging include direct service jobs for the elderly, which can be found in counseling, housing, health care, recreation, retirement planning, and advocacy; program planning for seniors, which includes needs assessment, program design, and community planning; administration of senior-focused programs or organizations, which includes supervision of employees, financial management, and coordination of programs; education about or for seniors, which incorporates teaching college students, employed persons (through continuing education and in-service training), and the seniors themselves who seek practical and personal enrichment instruction; and research, incorporating the mental, physical, or social aspects of aging.

Job seekers have traditionally found these positions in mental and physical health facilities, such as hospitals and nursing homes; in rehabilitation clinics, including physical and occupational therapy departments; social service centers, including senior centers and day care centers; through corporations' departments focusing on product design, marketing, and personal services; housing for independent and assisted living; community agencies providing coordination, funding, and public information; and federal, state, and local government programs.

The bridge from college to career can begin with a positive internship experience. College gerontology programs usually require a field placement assignment, which frequently leads to employment in the agency or business where the student is placed. The cooperating community agency becomes better informed on how gerontology-trained persons can enhance its business, and the student gains practical experience (McCrea, Nichols, and Newman).

Entering the profession can be greatly facilitated by institutions of higher education that establish job placement programs for their graduates. Through their contacts with community agencies, providers of internships, graduates, and professional colleagues, it is possible to create an employment network. This can also apply to employees who have been part of in-service training or continuing education programs. The computer provides on-line job searches as well. However, as in any new field, helping the potential employer see the advantages of a gerontology-trained person may be a vital step in job placement. Gerontology programs need to offer guidance for entering the job market that includes securing and preparing for interviews; students need to learn how to promote the advantages their gerontology skills bring to a particular employer.

Future career opportunities

The oldest old, generally defined as those over the age of eighty-five, are the fastestgrowing portion of the older population. In 1900 there were 122,000 people in this category in the United States. By 1990 the number had increased to three million. This group will not grow as rapidly during the years between 2000 and 2010, because of the smaller number of people born during the 1930s, but after that date, growth of this segment will be very rapid (Hobbs and Damon) and will result in social and economic pressures on their children, other caregivers, and society.

The interest in the oldest old results from their high level of difficulty in carrying out personal care tasks. These functional limitations must generally be compensated for with assistance from family members or hired professionals. Increasing levels of disability may require the more specialized caregiving that can be provided by trained professionals.

Persons over sixty-five will increase from 35 million in 2000 to 40 million in 2010 (Hobbs and Damon), but the impact may not be as strongly felt, or at least not felt in the same areas of professional service. With the many advances in medicine, an increasing percentage of these elderly persons will fall in the category "well old" (over sixty-five). Although they will not require the basic health services of the old old, they will demand service for their own needs and desires. This is where new careers in aging are already beginning to emerge. Professionals with gerontology training can meet the unique needs of this group in such areas as financial counseling, insurance, travel and recreation, housing, transportation, participation in cultural and artistic endeavors, education for second and third careers, special interest education, computer literacy, spiritual and social expression, and community activism.

The demographic data further suggest the challenges to be met by educational institutions that seek to prepare professionals to serve this growing clientele. More college-level educational gerontologists will be needed who can teach the unique principles of older adult education. The resulting graduates will be better able to create effective senior learning opportunities in the community.

Higher education also requires gerontologists who are both researchers and teachers. Gerontology-related research is an ever-broadening field because more information is needed in such areas as demographics, for planners in all fields; pharmacy, regarding drug interactions and the efficacy of alternative health programs; and sociology and psychology, for understanding the diversity of the aging as individuals and as groups. Careers in teaching gerontology are also expanding with the advent of distance learning courses for the professional as well as of enrichment courses for seniors.

Opportunities for careers in aging grew substantially during the last quarter of the twentieth century, and there are many indications for future growth. The rate of increase in professional gerontology is directly tied to how well certain professional challenges are met in the future.

• Even though this career field has grown significantly, there needs to be an increased awareness of the opportunities presented by, and the desirability of, this career choice. When compared with other professionals on the bases of academic preparation, salaries, and job satisfaction, a 1995 survey of gerontological personnel found salaries comparable with other professions, the educational preparation as relevant and useful, and the subsequent employment as fulfilling. Furthermore, 90 percent of survey respondents indicated they would recommend the program to others, and that they would enroll in the program again if given the opportunity (Peterson, Douglass, and Lobenstine).
• Potential employers who are not trained in gerontology are less likely to seek gerontologically trained employees. As increasing numbers of gerontology graduates rise to administrative positions and as community information becomes more widespread, this concern can be met.
• Potential senior clients who have accepted negative ageism stereotypes are reluctant to seek out gerontology specialists. The living examples of the well old and their stories of how they have maintained their vitality can help seniors take a more active role in their own future. The increasing educational level of tomorrow's seniors and the mass media's dissemination of information can have a positive effect.
• Negative societal attitudes about seniors inhibit support of senior services other than those for health and income needs. The well old may be the best advertisement and advocates for more positive attitudes.
• Professional standards need to be defined as they pertain to both the professionals and the institutions that train them. Professional certification is still not available through a gerontology program (Fairchild et al.). As long as people can enter the field without some measure of their knowledge beyond that of receiving a degree, careers in aging will remain underrecognized and insecure. A related concern is the lack of accreditation of professional gerontology training programs. In the world of professions, accreditation has come to be a determination of quality. The Association for Gerontology in Higher Education has developed a quality review process for gerontology programs (AGHE Program of Merit). Professional gerontology associations will continue to keep these concerns under review.
• The lack of cultural diversity in the cadre of gerontology professionals inhibits services to the broad diversity of older persons. Intentional recruitment by colleges can help bridge this gap.
• The availability of financial assistance for gerontology students is a growing need as college costs rise (American Association of Retired Persons). Less government and philanthropic funding is available for scholarships and for new and innovative programs. Colleges, and gerontology departments in particular, can intensify their search for student support. Advocates for seniors, who may also include the seniors themselves, can work for community program support.

These challenges and more need to be met with creative solutions if career opportunities are to expand to meet the needs of a diverse older population. It will require determined, knowledgeable leadership from people employed in the field of aging. The national associations on aging are the most likely groups to lead the effort and coordinate the work of others. They can bring together educational institutions to advance training, seek foundations to fund education and programming, and promote community awareness and involvement. Ultimately, there must be an intergenerational effort uniting concerned persons of all ages to further advance the opportunities for careers in aging.

David A. Peterson

See also Administration on Aging; Gerontology; National Institute on Aging.

BIBLIOGRAPHY

American Association of Retired Persons. The 2000–2001 AARP Andrus Foundation Undergraduate Scholarship Program for Study of Aging and Finance. Washington, D.C.: AARP, 2000.

Assocation for Gerontology in Higher Education. AGHE Program of Merit. Washington, D.C.: AGHE, 1999.

Donahue, W. T. "Training in Social Gerontology." Geriatrics 15 (1960): 501.

Fairchild, T., et al. Gerontological Education and Job Opportunities in Aging. Washington, D.C.: Association for Gerontology in Higher Education, 1998.

Field, S. 100 Best Careers for the Year 2000. New York: Prentice-Hall, 1992.

Hobbs, F., and Damon, B. 65+ in the United States. Washington, D.C.: U.S. Bureau of the Census, 1996.

Kahl, A. "Careers in the Field of Aging." Occupational Outlook Quarterly 32 (1988): 2–21.

McCrea, J. M.; Nichols, A.; and Newman, S. Interorganizational Service-Learning in Gerontology. Washington, D.C. : Association for Gerontology in Higher Education, 1998.

McLeran, H.; Pope, H.; Logan, H.; and Jacobsen, J. Career Pathways for Graduates of Midwestern Gerontology Programs. Iowa City: University of Iowa, 1990.

National Academy on an Aging Society. Caregiving: Helping the Elderly with Activity Limitations. Washington, D.C.: NAAS, 2000.

National Institute on Aging. Report on Education and Training in Geriatrics and Gerontology. Washington, D.C.: National Institutes of Health, 1987.

Peterson, D. A.; Douglass, E.; and Seymour, R. Aging Education and Training: Priorities for Grantmaking Foundations. Washington, D.C.: Association for Gerontology in Higher Education, 1997.

Peterson, D. A.; Douglass, E.; and Lobenstine, Joy. Careers in Aging: Opportunities and Options. Washington, D.C.: Association for Gerontology in Higher Education, 1996.

Peterson, D. A.; Wendt, P.; and Douglass, E. Development of Gerontology, Geriatrics, and Aging Studies Programs in Institutions of Higher Education. Washington, D.C.: Association for Gerontology in Higher Education, 1994.

Peterson, D. A.; Hickey, T.; and Stillman, P. Gerontology Program Self-Study: Evaluating an Existing Program. Washington, D.C.: Association for Gerontology in Higher Education, 1994.

Peterson, D. A., et al. A National Survey of Gerontology Instruction in American Institutions of Higher Education. Washington, D.C.: Association for Gerontology in Higher Education, 1987.

Peterson, D. A., et al. Survey of Gerontology Education. Washington, D.C.: Association for Gerontology in Higher Education, 1995.