Too little, too late?: Can an integrated empathy-building intervention shift gero-attitudes for undergraduates in an online course?

ABSTRACT

By 2050, 22.1% of the United States population will be 65 years or older, increasing the demand for well-trained, enthusiastic professionals to serve them. At the same time, later life is frequently pathologized, and there continues to be a preference for youth by those who are yet to be old as well as older adults themselves. The growing divide between this expanding cohort and gero-focused professionals is exacerbated by the under-emphasis on gerontology in undergraduate higher education and the substantial shift toward online instruction and larger class sizes in the U.S. In this quasi-experimental study, researchers examined whether a gerontology-focused empathy-building intervention (EBI) in 2 semesters of an online undergraduate course on aging changed students’ attitudes toward older adults, aging anxiety, and interest in gero-focused careers, compared with 2 control semesters taught without the EBI. Statistical results showed that neither the EBI nor course completion without the EBI significantly shifted students’ gero-attitudes and interest, suggesting the necessity of earlier and varied interventions to combat negative stereotypes about aging. Qualitative results provided some indication of the possible impact of the EBI. We describe study design, implementation, challenges, and areas for future intervention and study.

KEYWORDS:

• Ageism
• gerontology
• aging anxiety
• empathy
• higher education
• online learning

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

There are no relevant financial or non-financial competing interests to report.