Intergenerational learning strategies for addressing ageism among college and university students: A scoping review

Abstract

Intergenerational (IG) learning strategies can increase social and emotional wellness, among both students and elders while challenging ageism. However, research on IG learning to address biases among college students is still emerging. A scoping review was conducted to explore what is known about IG learning, the potential relevance of IG learning to reduce ageism, and implications for education, policy, and research. Included were peer-reviewed and gray sources based on primary research on IG learning in higher education and potential impacts on ageism. Excluded were sources not based on primary research and/or without clear implications for education, policy, or research. Of the 313 articles identified, 67 were screened in for full reading, 37 were initially screened in for analysis, and eight were excluded, resulting in 29 cases for thematic analysis. Key themes included changed attitudes toward elders, the aging process, and dementia; interest, familiarity, and confidence in the ability to interact with elders following IG learning; greater understanding of diversity in later life; mutual benefits and creative expression; and the needs for research and education, chiefly for more diversity in IG research (e.g. by including more individuals living with dementia), and longitudinal study designs. These themes are discussed, along with implications for education, research, and policies to reduce ageism. Implications include, but are not limited to, recommendations for ongoing service-learning agency outreach and for IG learning to be developed with elders and community agencies, and offered across curriculums, to prioritize meaningful and mutually beneficial IG learning strengthened by strong community–university partnerships.

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