Ignorance isn't bliss: Addressing ageism with formal university education.
Saved in:
| Title: | Ignorance isn't bliss: Addressing ageism with formal university education. |
|---|---|
| Authors: | Strickland-Hughes, Carla M. (AUTHOR), Carmichael, Megan (AUTHOR), West, Robin L. (AUTHOR) |
| Source: | Educational Gerontology. Dec2025, Vol. 51 Issue 12, p1267-1282. 16p. |
| Subjects: | Psychological aspects of aging, Health literacy, Attitudes toward aging, Repeated measures design, Stereotypes, Health status indicators, Clinical trials, Geriatrics, Interviewing, Questionnaires, Anxiety, Multivariate analysis, Descriptive statistics, Control groups, Pre-tests & post-tests, Surveys, Ageism, Aging, Research methodology, Social skills, Memory, Analysis of variance, Personality, Psychology of college students, Interpersonal relations, Data analysis software, Intergenerational relations, Face perception, Psychosocial factors |
| Abstract: | Aging education in general, and psychology-focused aging education particularly may combat ageism by deconstructing stereotypes and increasing knowledge about aging. This research used quasi-experimental methods to test the impact of formal education about psychology of aging in synchronous, in-person university courses. These courses offered varied amounts of intergenerational activities that might reduce ageism, reduce aging anxiety, and improve aging attitudes. Across two studies, conducted at universities that varied in their size, geographic location, and diversity in the student body, we found partial supporting evidence. Study 1 used a pretest-posttest independent groups design to compare ageism and related outcomes for students who completed a Psychology of Aging class (n = 48) or a comparison class (n = 30). Study 2 replicated Study 1 and used a posttest only independent groups design to compare students who completed a Psychology of Aging class (n = 27) or did not (n = 30). We found consistent evidence that completion of an aging class is related to improved impressions of faces of older women and men and to more positive aging attitudes. In turn, more positive and less negative aging attitudes mediated the impact of aging education on ageism. Aging education can be an effective method for addressing ageism, and we advocate for more gerontology offerings in higher education. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Gerontology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Aging education in general, and psychology-focused aging education particularly may combat ageism by deconstructing stereotypes and increasing knowledge about aging. This research used quasi-experimental methods to test the impact of formal education about psychology of aging in synchronous, in-person university courses. These courses offered varied amounts of intergenerational activities that might reduce ageism, reduce aging anxiety, and improve aging attitudes. Across two studies, conducted at universities that varied in their size, geographic location, and diversity in the student body, we found partial supporting evidence. Study 1 used a pretest-posttest independent groups design to compare ageism and related outcomes for students who completed a Psychology of Aging class (n = 48) or a comparison class (n = 30). Study 2 replicated Study 1 and used a posttest only independent groups design to compare students who completed a Psychology of Aging class (n = 27) or did not (n = 30). We found consistent evidence that completion of an aging class is related to improved impressions of faces of older women and men and to more positive aging attitudes. In turn, more positive and less negative aging attitudes mediated the impact of aging education on ageism. Aging education can be an effective method for addressing ageism, and we advocate for more gerontology offerings in higher education. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 03601277 |
| DOI: | 10.1080/03601277.2025.2486362 |
