Never too old, never too young? : exploring stereotypes in the mixed-age college classroom

Abstract

Though referred to as "non-traditional students", older students have, in fact, become prevalent in university classrooms, and the number of non-traditional students is expected to continue increasing (Bishop-Clark & Lynch, 1993). Yet, stereotypes that students of different ages hold towards each other may interfere with creating an optimal learning environment for all. This study explores age-based stereotypes students may have of each other. Undergraduate students were randomly assigned to review a scenario about a college student who was described as either traditional (20 years old) or non-traditional (40 years). Participants rated the student in the scenario using the Reysen Likeability, Expertise, and Honesty Scales, the Academic Motivation Scale, and a Student Behavior Questionnaire. Both traditional and non-traditional participants rated the traditional student in the scenario as more likeable. All participants rated traditional students higher in traditional-based stereotypes and the non-traditional student higher in the nontraditional based stereotypes. Evidence of the existence and nature of such stereotyping can be a step toward addressing and alleviating tensions within the mixed-age classroom and working towards support and understanding.

Notes

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Thesis Completion

2010

Semester

Spring

Advisor

Mottarella, Karen

Degree

Bachelor of Science (B.S.)

College

College of Sciences

Degree Program

Psychology

Subjects

Dissertations, Academic -- Science;Science -- Dissertations, Academic

Format

Print

Identifier

DP0022533

Language

English

Access Status

Open Access

Length of Campus-only Access

None

Document Type

Honors in the Major Thesis

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