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Humans are very diverse and although we share many similarities, we also have many differences. The social groups we belong to help form our identities (Tajfel, 1974). These differences may be difficult for some people to reconcile, which may lead to prejudice toward people who are different. Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group (Allport, 1954; Brown, 2010). Prejudice is common against people who...
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Cognitive development continues throughout adulthood, undergoing significant shifts across early, middle, and late stages. Individual transition occurs from adolescent idealism to pragmatic and adaptable thinking in early adulthood. During this period, individuals learn to integrate personal beliefs with the recognition that other perspectives are equally valid. Exposure to the complexities of modern society, diverse experiences, and higher education contribute to this adaptive thought process,...
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Related Experiment Video

Updated: May 5, 2026

Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing
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Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing

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

Jiawei Cao1, Leah M Janssen2, Valerie Flores3

  • 1Department of Aging Service and Management, Nanjing University of Chinese Medicine, Nanjing, China.

Gerontology & Geriatrics Education
|June 2, 2025
PubMed
Summary

Teaching ageism using threshold concepts significantly shifted undergraduate students' understanding. Students moved from negative stereotypes to a nuanced view, recognizing ageism's societal impact and fostering more positive attitudes toward aging.

Keywords:
Curriculum developmenthigher educationpedagogyqualitative research

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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.