OLDER ADULTS’ JUDGMENTS OF HISTORICALLY IMPORTANT EVENTS: THE ROLES OF GENDER, AGE, AND EDUCATION

Abstract

Middle‐aged and elderly individuals were asked to list the 10 most important events that have happened in the United States since 1900. The answers were classified into categories and analyzed as a function of gender, age, and education. We obtained mixed support for the notion that gender and age are related in systematic ways to value judgments. The results for the education variable, which was often involved in interactions with age, were considerably more complex. The effects of education were often the opposite on the middle‐aged and elderly. The findings were discussed in the context of Gilligan's theory of gender differences in values, Erikson's (1950) and Gutmann's (1964) theories of age‐related changes in values, and Bloom's (1987) educational theory of values. The results show that value judgments often vary in a complex fashion with variables such as age and education, making simple characterizations of the relationship between value judgments and such variables difficult.

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