"Ageism can affect anyone": teaching ageism as a threshold concept.

Area of Science:

• Gerontology
• Educational Psychology

Background:

• Threshold concepts are crucial for fundamental shifts in understanding.
• Ageism is a pervasive societal issue impacting perceptions of aging.
• Traditional methods may not fully address the complexities of ageism.

Purpose of the Study:

• To investigate the impact of a threshold concept approach on teaching ageism.
• To compare student perceptions, attitudes, and behaviors regarding ageism in different course structures.
• To assess the effectiveness of threshold concepts in fostering a nuanced understanding of aging.

Main Methods:

• Quasi-experimental design comparing two threshold concept courses with two traditional courses.
• In-class surveys, word clouds, and qualitative reflections were used for data collection.
• Quantitative analysis using SPSS and qualitative content analysis were performed.

Main Results:

• Students in the threshold concept group demonstrated a significant shift in understanding ageism.
• Initial negative associations with aging transformed into a more complex, nuanced perspective.
• Qualitative data revealed a move from stereotypes to recognition of broader societal implications of ageism.

Conclusions:

• Integrating threshold concepts into gerontology curricula can lead to irreversible positive changes in attitudes toward aging.
• This approach promotes a more inclusive and less ageist perspective among students.
• Further research is recommended to explore long-term effects and applicability in diverse gerontological settings.