Getting AHeAD: Examining the Intergenerational Benefits of Participating in a College Service-Learning Program

ABSTRACT

This study examined the validity of the contact hypothesis on changing student attitudes toward older adults as well as accessing the benefits of an ongoing intergenerational service-learning program for older adults. The model introduced in this research paired students from a large university in the southeast (mean age = 23) with older adults (mean age = 83) residing in an assisted living facility. A quasi-experimental pre- and posttest design employing the Perceptions of Aging and Elderly Inventory (PAEI) and the Elderly Patient Care Inventory (EPCI) indicated the program had significant positive effects on student attitudes toward aging as well as improving the likelihood of working with older adults. Qualitative accounts provided by students demonstrated a reduction in negative stereotypes and a greater understanding of and empathy for older adults. Comments from older adult participants indicated the stimulating experience improved overall quality of life by reducing boredom and loneliness, maintaining an important connection to the outside world, and serving as a welcomed exchange for keeping them young at heart.

KEYWORDS:

• contact hypothesis
• service-learning
• Intergenerational
• collegiate curriculum

Disclosure statement

No potential conflict of interest was reported by the author(s).