Multidisciplinary Factors in Gerontological Curriculum Adoptions in Schools of Social Work

Abstract

This article reports on a 1988 survey of graduate schools of social work in the United States. Innovation diffusion theory is used to distinguish variables related to adoption of gerontological curriculum. Two levels of gerontological curricula adoption (minimal aging content integration and substantial aging curricula development) were differentiated through the use of specific criteria and composite scores. There was a significant relationship between both levels of curricula adoption and linkage to a gerontology center, a multidisciplinary approach, and the presence of a medical school on campus. However, linkage with a gerontology center on campus was not significantly related to substantial aging curricula development within schools of social work. Implications for policies and programs aimed to develop gerontology curricula within professional schools are discussed.

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