Old School: The Shame and Stigma of Being an Older Student

Background and Purpose: As the global population of older adults continues to grow, addressing social structures that negatively impact them becomes increasingly important. One such structure is the higher education system, which can perpetuate ageism and discrimination against older students. This begins with labeling older students as “non-traditional” or “mature,” perpetuating stereotypes and biases about their ability to learn. Practices and policies often do not uphold the right to an education free from discrimination due to age, leading to barriers, shame and stigma faced by older students.

Returning to school as a mature student over 65 comes with unique challenges, including balancing work and caregiving responsibilities. Despite this, an increasing number of older adults are pursuing higher education for personal growth, and positive physical/mental health effects.

Methods: To gain a greater understanding of the shame and stigma that may be present in older adults who return to the higher education system, two case studies were conducted. The first participant was an older woman who pursued a graduate education and received a doctorate in her late 80s. The second participant was an older woman who pursued a graduate education and received a Master’s degree in her late 70s.

Three interviews, approximately one week apart, were conducted with each of the two participants. These interviews aimed to explore their experiences with returning to higher education as an older adult, learn more about their current lives, and allow them some time for reflection on the subject.

Results: In the two case studies, both participants revealed that ageism was present, and at times very apparent, in the classroom, which subsequently led to feelings of shame and doubt, impacting their ability to participate and succeed. Both participants shared that the ageism they experienced appeared to be more evident at the beginning of a new semester, where peers and instructors were unfamiliar with them. To combat ageism in higher education, both participants suggested the need for age-inclusive pedagogy and policies, as well as an overall age-friendly university movement that offers solutions to create safe and welcoming environments for older students.

Conclusions and Implications: The case studies showed that intergenerational educational settings foster positive relationships and exchange, and understanding the factors that lead to ageism can lead to strategies to combat it. Addressing ageism in higher education is crucial for ensuring that older adults have equal access to education and the opportunities. By creating age-inclusive policies and pedagogy, universities can offer safe and welcoming environments for older students, leading to positive benefits for both individuals and society as a whole.