Background: Equal employment opportunity guidelines and concepts are important for increasing equity in the workplace. Given the large number of undergraduate students currently in or entering the workforce, it is critical to convey these concepts in a manner that increases student understanding of appropriate organizational behavior. Objective:…

Briefly reviews the gerontological literature on attitudes toward the elderly. Criticizing word association measurement techniques, this article identifies alternative methods for assessing attitudes toward the elderly and considers the pedagogical effects of these methods. (JDH)

Argues that one goal of teaching is to help students critically evaluate their own knowledge to see where biases and stereotypes exist. Presents an activity in which students generate stereotypes about older adults. Warns that instructors must prepare extensively to anticipate student responses and find research that addresses anticipated…

Recently, a number of investigators have reported negative views or attitudes by professionals from various mental health fields toward aged clients. However, the graduate students who participated in this study were not significantly affected by their client's age. Perhaps professionals develop biases toward various client groups on the job. (RM)

Describes a class in human development where students took on roles of the elderly by simulating physical constraints and aging. Depicts their reactions to the conditions and behaviors of the elderly. Allows students to examine their personal conceptions of the elderly. Finds study fostered empathy with senior adults. (Author/NL)

Describes two exercises that convey the ways in which social biases influence adult development and aging: (1) involves sorting pictures of people by age illustrating the diversity of opinions about how to divide the life span; and (2) demonstrates how physical and social factors shape individual well-being in old age. (DSK)

Assesses students' concepts of aging at the beginning, middle, and end of a psychology of aging course. Results show students' knowledge reflected stereotypes in the beginning, but during the course, new concepts appeared. Claims instructors can benefit from using this technique to plan and assess success of course goals. (Author/NL)