Social Sciences and Humanities Open (Jan 2023)
Never too old to learn - Third age adults experience little (self-)ageism or barriers to learning
Abstract
Currently, the proportion of older adults in the world population is increasing at a fast rate. An active lifestyle could contribute to healthy ageing. It is therefore urgent and important that ageing policies focus on active ageing, for example through third-age learning. This study explores the experiences of healthy older adults to find out to what extent they perceive (self-)ageism as a barrier to learning new skills. With this knowledge, a first step could be taken in clarifying whether more attention should be paid to a positive self-perception in older adults.To this end, semi-structured interviews were conducted with 10 third-age learners (aged 65–77, four females), who participated in several courses as part of an overarching study. The interviews were analysed using inductive thematic analysis. Thematic groups, themes, and related quotes were compared, leading to the identification of overarching themes that represented the experiences of older adults in their learning processes.The interview data suggest that the participants in our study believed they experienced little to no ageism and self-ageism, that they generally did not feel hindered in learning new skills due to societal or their own views on learning in the third age, and that they did not regard themselves as old. Moreover, no age limit existed for learning, according to the older participants. However, latent forms of (self-)ageism seemed to be present, implying that the older adults in our study were implicitly influenced by ageist stereotypes that exist in society. As positive self-esteem may help to avoid (self-)ageist experiences, ageing policies could focus on stimulating this positive self-image among older generations and encourage a positive view of older adults in younger generations to support healthy ageing.
