Gerontological education: Course and experiential differences across academic colleges

ABSTRACT

A knowledgeable workforce is key to meeting the demands of an aging population that is expected to nearly triple by 2030 and their attitudes influence propensity to seek aging-related careers. Postsecondary education offers an opportunity to increase aging-related knowledge and facilitates intergenerational experiential-learning opportunities; however, research is lacking regarding attitudes toward aging and experiences among an academically diverse sample. To address this gap, the aims of this study were to (1) examine differences in students’ attitudes toward older adults by academic college, (2) assess differences in aging-related coursework and course experiences by academic college, and (3) explore key factors associated with students’ attitudes toward older adults. Online survey methodology was used with a sample of 816 undergraduate students from a single university who represented all academic colleges offering undergraduate degrees. Significant differences among students’ attitudes toward older adults by academic college were noted: those enrolled in the College of Human Sciences reported better stereotype, separation, and affective attitudes. Furthermore, factors associated with students’ aging-related attitudes were sex, affiliation with academic college, perception of “old,” contact frequency, and desire to learn aging-related content. The authors suggest interdisciplinary and disciplinary-specific educational recommendations to improve students’ attitudes toward older adults.

KEYWORDS:

• Undergraduate students
• aging attitudes
• aging-related coursework
• course experience
• older adults
• gerontology education
• gerontology

Acknowledgment

Portions of this manuscript were presented at the 2016 annual meeting of the Gerontological Society of America.

Funding

This research was supported by an Iowa State University College of Human Sciences Innovative Teaching Initiatives award granted to Margrett, Francis, Lee, Franke, and Crawford. Funding by USDA National Institute of Food and Agriculture (project number IOW03716) awarded to the second author also supported dissemination of this research.

Additional information

Funding

This research was supported by an Iowa State University College of Human Sciences Innovative Teaching Initiatives award granted to Margrett, Francis, Lee, Franke, and Crawford. Funding by USDA National Institute of Food and Agriculture (project number IOW03716) awarded to the second author also supported dissemination of this research.