Making the Case for Transgenerational Learning

ABSTRACT

This article evaluates existing programs designed to bring together groups from different generations, through a literature search on intergenerational learning programs in accordance with the intergroup contact theory. The theory, as described by Allport (1954) and Rothbart and John (1985), asserts that in order to reduce prejudice and achieve the positive effects of intergroup contact, each of the following conditions should be met to some degree: (1) support of established authority or institution; (2) cross-group contact facilitated regularly over time; (3) equal status within the situation; (4) common goals; (5) intergroup cooperation; (6) behavior of minority group members not consistent with their stereotype; and (7) cross-group contact facilitated in a variety of social contexts. It is the authors’ hypothesis that transgenerational engagement in the academic setting is achieved when an activity or program meets all of the aforementioned criteria.

KEYWORDS:

• Transgenerational
• learning
• intergroup contact theory
• literature review

Disclosure statement

The authors report their involvement in one of the manuscripts evaluated (Rubin, S.E., et al, 2015) . The authors alone are responsible for the content and writing of this article.

Additional information

Funding

This work was supported by the Big Lottery Fund [10105971];Social Sciences and Humanities Research Council of Canada [412-2009-1008];Ministerio de Economía y Competitividad [EDU2014-52755-R];Shigeo and Megumi Takayama Foundation [1];Spitz Foundation [1];