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Ignorance isn't bliss: Addressing ageism with formal university education.

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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
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  Data: Ignorance isn't bliss: Addressing ageism with formal university education.
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  Data: <searchLink fieldCode="AR" term="%22Strickland-Hughes%2C+Carla+M%2E%22">Strickland-Hughes, Carla M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Carmichael%2C+Megan%22">Carmichael, Megan</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22West%2C+Robin+L%2E%22">West, Robin L.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+Gerontology%22">Educational Gerontology</searchLink>. Dec2025, Vol. 51 Issue 12, p1267-1282. 16p.
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
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  Data: <i>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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=189706727
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/03601277.2025.2486362
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 1267
    Subjects:
      – SubjectFull: Psychological aspects of aging
        Type: general
      – SubjectFull: Health literacy
        Type: general
      – SubjectFull: Attitudes toward aging
        Type: general
      – SubjectFull: Repeated measures design
        Type: general
      – SubjectFull: Stereotypes
        Type: general
      – SubjectFull: Health status indicators
        Type: general
      – SubjectFull: Clinical trials
        Type: general
      – SubjectFull: Geriatrics
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Multivariate analysis
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Control groups
        Type: general
      – SubjectFull: Pre-tests & post-tests
        Type: general
      – SubjectFull: Surveys
        Type: general
      – SubjectFull: Ageism
        Type: general
      – SubjectFull: Aging
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Social skills
        Type: general
      – SubjectFull: Memory
        Type: general
      – SubjectFull: Analysis of variance
        Type: general
      – SubjectFull: Personality
        Type: general
      – SubjectFull: Psychology of college students
        Type: general
      – SubjectFull: Interpersonal relations
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Intergenerational relations
        Type: general
      – SubjectFull: Face perception
        Type: general
      – SubjectFull: Psychosocial factors
        Type: general
    Titles:
      – TitleFull: Ignorance isn't bliss: Addressing ageism with formal university education.
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            NameFull: Strickland-Hughes, Carla M.
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            NameFull: Carmichael, Megan
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            – D: 01
              M: 12
              Text: Dec2025
              Type: published
              Y: 2025
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