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

This item is only available in print in the UCF Libraries. If this is your thesis or dissertation, you can help us make it available online for use by researchers around the world by downloading and filling out the Internet Distribution Consent Agreement. You may also contact the project coordinator Kerri Bottorff for more information.

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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