Attitudes toward Older Workers among Undergraduates: Does Status Make a Difference?

Autor/in	Helmes, Edward
Titel	Attitudes toward Older Workers among Undergraduates: Does Status Make a Difference?
Quelle	In: Educational Gerontology, 38 (2012) 6, S.391-399 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2011.559848
Schlagwörter	Student Attitudes; Negative Attitudes; Priming; Aging (Individuals); Older Adults; Undergraduate Students; Professional Personnel; Factor Analysis; Measures (Individuals); Attitude Measures; Social Status; Social Discrimination + Suchen Sie Ihr Suchwort? Schülerverhalten; Negative Fixierung; Aging; Altern; Älterer Erwachsener; Personalbestand; Faktorenanalyse; Messdaten; Sozialer Status; Soziale Benachteiligung; Soziale Schließung
Abstract	Most research on attitudes toward older adults does not address subgroups of older adults. This study evaluated whether attitudes among undergraduates towards older professionals were more positive than those toward older adults in general. A 2 x 2 factorial design with the covariate of knowledge of aging was used with measures from two attitude scales. Independent variables were the priming target of older adults in general or older professionals and the order of administration of the two attitude scales with a sample of 107 undergraduates. The covariate was significant for three of the four dependent measures. The scale specifically developed for attitudes toward older workers showed a significant difference between the priming instruction groups, with more positive attitudes toward older professionals. Significant interactions in the same direction were noted for two of the other scales: Avoidance and Discrimination. The results suggest that professional status does provide one case in which negative attitudes among undergraduates toward older workers and adults in general may not hold. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10