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Threshold concepts are fundamental to the learning process and are said to transform the way we view and understand the world around us. Although a new framework to gerontology, the threshold concept framework has been utilized in many fields inside (e.g. psychology, social work) and outside (e.g. clinical and research settings) of academia. This framework facilitates understanding learning, exposing expert blind spots, and designing curricula for complex concepts that are challenging to learn. For decades gerontologists have grappled with ageism and its dire consequences including unemployment, negative health outcomes, and rationing of health care. Education is one of, if not the most, powerful tools to combat ageism. This article demonstrates the utility of the threshold concept framework for gerontologists by conceptualizing ageism as a threshold concept. The purpose of this article is to provide an innovative approach to education on complex gerontological topics in different clinical, research, and educational settings using ageism as a primary example of a threshold concept in gerontology. [ABSTRACT FROM AUTHOR]

Background and Objectives Older adults can expect to live between 6 and 10 years after they give up driving, but driving reduction and cessation (DRC) are not equally experienced by all groups. Individual characteristics such as poor health, impaired vision, older age, and female gender are known to affect DRC. Using cumulative disadvantage theory as a guide, this study assessed the role played by wealth in DRC among older adults. Research Design and Methods Data from the National Health and Aging Trends Study were analyzed using multinomial logistic regression techniques. This allowed for the effect of each predictor on the odds of engagement in a given driving status (full driving, driving reduction [DR], and driving cessation [DC]) to be compared to each of the others. Results The final sample included 6,387 participants. After controlling for the effect of covariates, less wealth was associated with higher odds of DR compared to full driving, DC compared to full driving, and DC compared to DR. Confirming previous research, several other factors were also significantly related to driving status including age, health, vision, gender, race, education, relationship status, household size, and work status. Discussion and Implications The influence of wealth on driving status among older adults represents another disadvantage unequally distributed to some in older adulthood. Those with less wealth will have fewer resources to meet their mobility needs using alternatives and may already be facing additional financial constraints due to worse health and other challenges associated with lower socioeconomic status. [ABSTRACT FROM AUTHOR]

Since the origin of the Successful Aging (SA) model by Rowe and Kahn, scholars have been working on enriching the content of SA and taking actions to promote this concept worldwide. While most studies primarily focus on older individuals, only a few scholars have considered the environmental aspect of SA. However, the environment, directly and indirectly, enhances older adults' abilities to achieve SA. To measure SA comprehensively and address inequalities among older adults, this theoretical article aims to challenge current SA models by incorporating both individual and environmental aspects and proposing four measurement dimensions: inclusivity of disadvantaged groups, culture-specific adaptation, balance between physical and social environments, and dynamics of the whole lifecycle. Moreover, this article provides examples to illustrate how environment can support older adults especially those who would be defined as "unsuccessful" under the original SA model. Our proposed model would provide theoretical guidance for future research and spark new ideas for policies and programs that support every older adult in achieving SA., (© The Author(s) 2024. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For commercial re-use, please contact reprints@oup.com for reprints and translation rights for reprints. All other permissions can be obtained through our RightsLink service via the Permissions link on the article page on our site—for further information please contact journals.permissions@oup.com.)

Threshold concepts are fundamental to the learning process and are said to transform the way we view and understand the world around us. Although a new framework to gerontology, the threshold concept framework has been utilized in many fields inside (e.g., psychology, social work) and outside (e.g., clinical and research settings) of academia. This framework facilitates understanding learning, exposing expert blind spots, and designing curricula for complex concepts that are challenging to learn. For decades gerontologists have grappled with ageism and its dire consequences including unemployment, negative health outcomes, and rationing of health care. Education is one of, if not the most, powerful tools to combat ageism. This article demonstrates the utility of the threshold concept framework for gerontologists by conceptualizing ageism as a threshold concept. The purpose of this article is to provide an innovative approach to education on complex gerontological topics in different clinical, research, and educational settings using ageism as a primary example of a threshold concept in gerontology., (© The Author(s) 2021. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.)