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There is growing body of scholarship that examines adultism through various methodologies and in a variety of settings, including labor, education, and society. In addition, studies of adultism increasingly recognize how this from of power intersects or is parallel with other forms of oppression. This research is generative for illuminating the various way in which adultism and other forms of power operate or contribute to limiting or exclusionary practices that young people face. However, how can we move away from discourses of liberal inclusivity toward social transformation? Why do the causes, effects, or outcomes of adultism from a critical perspective often fall short? What can decolonial thought offer to understandings of adultism? This essay proposes a de/colonization framework to advance understandings of adultism and center liberation. I argue that adultism and colonization are not separate but birthed in relation to one another. Furthermore, discourses on adultism that fail to seriously engage with de/colonization risk perpetuating the oppression that they attempt to challenge, trouble, or address.

Let's explore adultism (in early childhood education)! The first part of the article answers seven questions frequently posed by adults who first come in contact with adultism, involving concepts of adult power, children's dependence and protection, limits, guilt, the intersectionality of discrimination, and the internalization of adultism. It explains how adultism constitutes fertile ground for the cultivation of every form of discrimination. The second part of the article focuses on remedies for adultism, specifically looking at some of the practices that we implemented in our multicultural pedagogical community with children of early childhood age. We look at basic pedagogical choices, matters of organization of time and space, and details of interactions of adults and children. The article concludes that there is no given recipe against adultism, and invites adults to discover the immense, barely charted terrain of anti-adultist action.

Higher education students, formally adults, are nevertheless subject to adultism. The co-authors of this article--the director of the Students as Teachers and Learners (SaLT) program and three undergraduates who have worked in pedagogical partnership with faculty through SaLT--discuss how this program counters adultism on three levels: conceptually, structurally, and personally/interpersonally. We conclude with implications of this work for others interested in creating structures, practices, and relationships that counter adultism in higher education.

This paper employs the notion of a "career script" as a conceptual basis to examine how age-based academic career norms are internalized, strategized, and reproduced among PhD students aspiring to become academics. It draws on interviews with 70 PhD students at leading universities in mainland China, Hong Kong, and Macau that were organized and explored using narrative inquiry. The findings suggest that the tournament-like, age-based career scripts are primarily shaped by institutional policies on recruitment and funding applications and reinforced through social interactions. Doctoral students internalize the established criteria for success defined by the career scripts and stigmatize those who lag behind in the attainment of institutionally predetermined milestones, thus discouraging any attempt to rescript career norms. While enacting successful career scripts, students experience age and temporal anxiety at a fairly young age, exacerbating ageism in the academic labor market.

This paper explores the social media literacies of Dakari, a 16-year-old Black teen reader, writer, and activist, within a broader 3-month multi-case study on diverse teens' online literacies. The focus is on Dakari's multimodal literacy practices related to social justice activism and civic engagement. The study highlights how social media platforms empower youth, exemplified by teens like Dakari who utilize these spaces to influence culture, practice critical literacies, and establish civic identities. Examining Dakari's case, three key themes emerge: (1) addressing systemic racism, (2) driving change as a content creator, and (3) challenging the idea that one must wait until adulthood to make a difference. The study highlights the transformative potential of youth of Color's social media literacies, suggesting a reimagining of educators' roles to recognize and respect teens' online literacies while fostering youth identity and political engagement. It is imperative to reshape teaching methods for justice and social change in the digital age. This involves supporting student literacy development and acknowledging the timely language and literacies of youth in social media contexts.

As life expectancy in the United States continues to increase, there is a need to enhance interest and competency in working with older adults. There have been efforts to do so in recent years, but research indicates that there are barriers, such as lack of awareness and negative perceptions of aging. This qualitative study examines the experiences of eight students who are pursuing or recently completed an interdisciplinary certificate focused on working with older adults. Personal experience is a strong motivator for professional interest in the older adult population. Students value interdisciplinary education on older adults, citing the opportunity to learn with those in different majors as an asset. Making students aware of course offerings on older adults is cited as a significant need. Suggestions for improving and promoting an interdisciplinary certificate on older adults have implications for strengthening the workforce to care for aging Americans, as well as faculty who want to design and implement certificate programs in higher education generally.

Objective: Several studies have shown that Adult ADHD presents differently in younger and older adults. We sought to assess the difference in care between these two groups using previously identified quality measures (QMs). Methods: Using electronic health record data, we matched a younger group of ADHD patients to an older group. We then assessed the achievement of the QMs using probit models with and without interaction terms. Results: The majority of QMs shown an increase in achievement for both groups over time. However, significant differences in quality of care between younger and older adult ADHD patients persisted. By the end of the study period, with the exception of three QMs, younger patients achieved the QMs more. Conclusion: While, in general, the quality of care for adult ADHD increased from 2010 to 2020, there were still differences in care between younger and older adult ADHD patients.

Catalysed by conversations amongst a group of colleagues, this article is an initial exploration of what happens to women academics aged 60+ who work in a university in Aotearoa New Zealand. This work is an example of when academic theories, in this case feminism, are called forth by real-world experiences - in this case, increasing academic job insecurity, catalysed by post-pandemic economic shortfalls. We blend together personal anecdotes and feminist analysis to show how women's academic careers, which are commonly constrained by motherhood in their younger years, are also curtailed at the senior end by processes of voluntary/involuntary retirement, as and when demanded by adverse fiscal conditions.

This paper reflects on the ecofeminist educational implications of research findings about Australia's Knitting Nannas' Against Gas and Greed (a.k.a. The Nannas') experiences of peer-to-peer, environmental activist learning. Aspects of this unique and successful suite of informal learning practices devised by the Nannas guided by their Nannafesto, and named as Nannagogy, are drawn on to explore the matter of informal ecofeminist education with older women. Drawing on a materialist ecofeminist perspective and learning from older women's activism in overcoming ageist sexism, we argue for the recognition of an emergent learning space we call 'ecofeminist geragogy'. As women age, and the matters of climate disruption and species extinction grow ever more severe, informal learning for transformation (or otherwise) emerges as space rich for research investigation.

Segregated schools have not been sufficiently explored and reflected upon. The appearance and facilities of these schools have not yet been mapped in detail, nor how they operate day by day. This article attempts to help fill this knowledge gap through the example of a segregated school in eastern Slovakia attended exclusively by Roma pupils. The research concerns to a 13-year-old Roma boy who attends first grade with 7-year-old classmates and who had moved with his family from England to Slovakia. The article is based on qualitative research and the ethnographic observation method, supplemented by interviews with teachers and fieldworkers from an NGO. The research results show how this segregated school had a negative effect on the future of the children who were attending. The poor condition and lack of material equipment have a very significant impact on the quality of teaching and learning.

In this paper we conduct a poststructural discourse analysis inspired by Carol Bacchi's 'What's the problem represented to be?' (WRP) approach. We explore what kinds of problems are formulated in preschool educational policy on multilingualism, and what underlying assumptions underlie the dominant discourse on language proficiency in Sweden. Serving as a case to discuss how racism, ableism and childism intersect with linguicism, we examine the importance of shifting from a 'children's (special) needs' discourse to a 'children's (language) rights' discourse through a social justice education framework. We draw upon Elisabeth Young-Bruehl's understanding of childism, which refers to prejudice and discrimination against children based on beliefs about their inferiority to adults. The right to and rights in education are contingent upon linguistic rights, upon students learning to use their first language, whether that be minority, indigenous or sign language.

The concept of #BlackGirlMagic has resonated with Black women and Black girls across the world. Black Girl Magic is as unique as a fingerprint and serves as an invitation for Black girls to be present as their true, most powerful selves. In reflecting on the power of Black Girl Magic for Black girls as 5 Black women in psychological science and education, we describe 3 recommendations for cultivating supportive spaces for Black girls to be magical. These recommendations can serve as an important starting point for future conversations and purposeful action.

Over the past decade, the rate of presidential turnover in higher education has accelerated, prompting research on what motivates the next generation of leaders. This article focuses on millennial women in Christian higher education, a sector where White male leaders have historically dominated: Women have remained underrepresented in college presidencies despite earning the majority of degrees at all levels. Although leadership literature has addressed that women have broken beyond the glass ceiling toward improved gender equity, both gender and generational barriers continue to impede a woman's ambition to pursue a presidency. The research herein was conducted using the theoretical framework by Dahlvig and Longman, a women's leadership development model, to investigate further millennial women's intrinsic and extrinsic motivators to aspire and pursue a presidency in Christian higher education. This article explores the relevant literature and examines the findings from interviews of 12 millennial women participants who work at Christian colleges and universities within the Council for Christian Colleges & Universities. Seven major themes emerged from the data: (a) patient preparation for the presidency; (b) the value of relationships, recognition, and representation; (c) how the experiences of current leaders differ; (d) what it means to be intrinsically wired as a leader; (e) care for the well-being of the institution; (f) exercising faith over fear; and (g) transformation through developmental relationships with mentors, coaches, and sponsors. These findings contribute to an understanding of the motivators of millennial women as they contrast with previous generations. Findings also support the adapted model proposed here, the millennial women's leadership development model, as well as offering practical implications for campus leaders and aspiring women presidents.

This qualitative study explored the relationship between creativity, time, age, and the literary world among 16 award-winning Israeli writers in the second half of their lives. Based on data collected through in-depth interviews with the participants, the findings indicate that the writers' creativity in the second half of life was linked to "Preservation, Growth," and "Decline," leading to four interrelated dimensions: (a) preserving youth through creativity, (b) enhancing creativity over time, (c) navigating creativity, acclaim, and ageism, and (d) managing creativity amidst a changing world. The study found that the writers' creativity was enhanced over time, as they gained experience and developed their skills. However, some writers experienced a decline in stamina or their ability to write long novels. The study also found that the writers' experiences of acceptance from the literary world and the audience changed over time. Some writers continued to receive acclaim and attention, while others experienced ageism and a decline in the audience's interest in their work.

This colloquium discusses the crucial need to reconcile the ironic dilemma of enforcing social-distancing measures and social relationships simultaneously during the COVID-19 crisis. Young children have been exposed to multifaceted challenges during this time. However, their well-being, education, and safety have often been overlooked, ignored, or compromised. It is argued that society should abandon childism, which is prejudice and/or discrimination against children, and implement a holistic approach to protect and prioritize children's well-being, fundamental rights, and humanity.

The concept of diversity and inclusion has continued to gain attention and attraction and is a challenging topic in the times of COVID-19. In this pandemic period, all of our systems are totally disturbed including the educational system and all sectors of life get stressed, including our principles and values. Remote teaching and learning process has become a 'new normal' for all of our educators and learners and it will be continued for an undetermined period of time. This new normal online learning poses adaptive and transformative challenges to the educators and the learners. Inclusive education in this lockdown, quarantine period is a huge challenge. This paper explains about barriers of inclusion, like unconscious bias, and the pedagogical methods to practice for successful inclusive education online in times of COVID-19 and in the future.

A rapid demographic transition to aging populations is imminent over the next decade, especially in Southeast Asian countries. An aging population presents a host of medical challenges, such as multimorbidity; chronic illnesses; and geriatric syndromes, such as frailty, falls, dementia, and incontinence. In order to tackle such issues efficiently, there is an urgent need to train future doctors in geriatric medicine. Aged care is a specialty in medicine that was not traditionally part of the undergraduate medical curriculum. With the changing demographic, aged care content needs to be integrated into the existing curriculum for undergraduate medical students. In this paper, we present an introductory novice level geriatric module that was developed for first-year medical undergraduate students in Monash University, Malaysia. The module consisted of collaborative active learning sessions on healthy aging, interaction with older adults from the community, and a simulated experiential activity. Feedback was collected from students on module completion. The immediate impact of the module was positive from the student responses. The findings from this study will be useful to inform the development and implementation of future educational interventions for aged care, as well as to support the establishment of a vertically integrated aged care curriculum, in order to prepare future doctors to provide healthcare for the ageing Asian population.

Through an experiential learning project, social work students were able to examine ageist ideas of older adults and appreciate that, regardless of age, all humans need companionship. These insights allowed students to examine their ageist ideas and values toward older adults toward positive change. Engagement across micro, mezzo, and macro practices increased student interest in working with older adults in field education placement and future workplace. The results were advantageous for both students and older adults. This article discusses the development and implementation of two speed-dating events for older adults by social work students in a Human Behavior in the Social Environment II course, the benefits to students and participants, and the lessons learned through the evaluation process.

Young adults hold many stereotypes about aging and older adults that formal education cannot always address. Interaction and community engagement projects with older adults can challenge and dispel stereotypes young adults hold about older adults. This semesterlong project is designed for undergraduate students in interpersonal and relational communication classes to engage in intergenerational dialogue to ease social isolation, interact across generations, and dispel ageist stereotypes through community engagement. Courses: Communication across the Life Course, Family Communication, Interpersonal Communication, Intergenerational Communication, Relational Communication. Objectives: The purpose of this semester-long project is for participants: (1) to engage in meaningful conversation and dialogue with older adults; (2) to build relationships with community partners; (3) to learn skills in interacting across generations; and (4) to reflect on their attitudes and attitude change toward older adults.

Age can lead to stigmatisation, which is aggravated in groups that are already at risk of exclusion, such as women. This intersectional bias between age and gender (gendered ageism) affects so-called mature workers (aged 50 and over) in different ways, including the prejudices of employers and workers regarding their skills and competencies, as well as regarding their motivation to participate in training. In this article we analyse mature female workers' level of training, motivation, and use of job-related skills, with the aim of providing evidence that breaks with ageist gender prejudices on this issue. For this, we conducted a descriptive analysis using ANOVA, and we applied structural equation modelling in an analysis of the PIAAC data of the OECD (2016), dividing the entire sample (n. = 31,739) into four subsamples (women -50; women 50+; men -50; men 50+). In our descriptive analysis, female older workers achieve the highest scores in almost all the variables. Our proposed model, resulting from multigroup comparisons among the four subsamples, has a more optimal fit and structural coefficients of greater weight in mature female workers than in younger ones, especially regarding the influence of informal learning at work on the level of use of job-related skills.

In the UK a 'crisis' has been manufactured around the so-called baby boomer generation. It has been claimed that this demographic (those born between 1946 and 1964) have benefitted from supportive public policies throughout their lives and are still continuing to access advantages but at some cost to younger generations. For example, policies that offer protection against age discrimination coupled with the end of mandatory retirement have offered baby boomers the opportunity to extend their working lives. In choosing to remain in paid work when they could have retired, it has been claimed that older workers limit employment opportunities for younger people. This paper explores the perceptions and experiences of twelve older academics from the baby boomer generation who have stayed on in their posts and asks questions about social justice issues; that is, issues of distribution, inclusion and recognition. We argue that discourses that malign and/or exclude older academics need to be disrupted and that a kinder alignment between employers, managers, and differently-aged university employees may go some way to dispelling any concerns about intergenerational unfairness.

Ageism in today's workplace can have a range of detrimental emotional, psychological, and economic effects on older job seekers. This article highlights types of ageism in the workplace and the most common age-related stereotypes in the hiring process and on the job. We explore how ageism negatively affects the emotional and psychological, physical, and financial health of older job seekers, older workers, and organizations. Finally, we conclude with the implications for supporting older job seekers in navigating reeducation and learning for obtaining employment.

Addressing ageism (prejudice, stereotyping, and discrimination based on age) is paramount to the general health and well-being of all persons. Providing aging education, challenging deep-seated stereotypes about aging, and facilitating intergenerational connection are promising ways to reduce ageism. In the following manuscript, we detail how to promote aging education and community-based discussions using two novel art programs: (1) community-oriented educational programs on menopause; (2) a university course which used creative practice and art as a lens to explore aging and challenge age-based stereotypes. Future research should focus on expanding the use of art and creative practice for individuals in various settings (e.g. academic, community) to challenge negative stereotypes of older adults and facilitate intergenerational connections.

Background: Over the past decade, courts increasingly have considered cases that involve clashes between public, secular private, and religious institutions in education. Such clashes appear to have intensified as recently as the 2019-2020 Supreme Court term, and the confirmation of Associate Justice Amy Coney Barrett to the Court in 2020 suggests that issues centered on these institutions will continue to receive significant judicial attention. While these recent cases have focused on a range of education law and policy issues, some have focused on arguably the most fundamental legal issues applicable to such schools--the instances in which the legal distinctions between public, secular private, and religious schools are strong or weak. Purpose: This study examines three recent, major federal cases as both historical and legal cases to highlight the restructuring of the distinctions among public, secular private, and religions schools in the institutional setting of the courts. I examine how the courts have historically structured these distinctions; how these three recent cases have restructured these distinctions; and the education law and policy implications moving forward. Research Design: This article is a legal analysis and historical case study. Findings: Three recent and high-profile education cases reflect a spectrum of how the highest courts have restructured distinctions between public, secular private, and religious schools in a short period. In some instances, courts have blurred the legal distinctions between these types of schools by allowing religious schools to receive governmental support even in situations in which states have directly attempted to exclude institutions like them from receiving such support. In other instances, courts have strengthened these distinctions by differentiating how public, secular private, and religious schools are treated with respect to their abilities to discriminate. Conclusion: Taken together, the three cases underscore the intensifying attention of the courts to restructuring the distinctions between the public, secular private, and religious spheres in education. These distinctions reflect judicial engagement with major educational and political goals, such as pluralism, communality, and discrimination, and are grounded in a long history of courts' involvement in this field. Especially in a field characterized by highly politicized debates, attention to the distinction between the public, secular private, and religious spheres in education is critical for understanding how and why fundamental educational policy decisions have been and continue to be made.

As of 2018, Taiwan had a population of approximately 23.5 million people, of which 14% had reached 65 years old. To promote healthy and active aging for Taiwanese older adults, the Lifelong Learning Act was amended in 2018 in order to support older adults in terms of their personal development and leisure opportunities. The primary goal of the study was to explore the attitudes toward older adults and ageist behaviors shown by Taiwanese lifelong learning practitioners, including faculty members, lecturers, and volunteers. The results showed that Taiwanese lifelong learning practitioners, especially faculty members, had a high level of benevolent ageist attitudes toward older adults. However, associations between demographic factors on ageist behaviors were inconsistent. The findings of the study provide suggestions and research directions for the purpose of building a better age discrimination-free lifelong learning environment for current and prospective older learners.

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: We present and discuss an exercise and corresponding in-class discussion aimed at conveying equal employment opportunity concepts to undergraduate students. Method: An exercise was developed using vignettes based on cases that demonstrate key equal opportunity concepts. Student understanding of equal employment opportunity was assessed pre- and post-exercise. Results: Overall, the post-exercise measures suggested greater student understanding of equal employment opportunity concepts in comparison to their pre-exercise understanding. Conclusion: The exercise described herein is an impactful and effective means of engaging students in content related to equal employment opportunity. Teaching Implications: Instructors can use this active exercise in their courses to aid students in their understanding of equal employment opportunity concepts. As a result, students' knowledge of equal employment opportunity may encourage them to combat and prevent occurrences of discrimination in the workplace.

The purpose of this study was to explore the buffering role of opportunities for professional development within the frame of the indirect relationship between workplace age discrimination (as a job demand) and job performance on a sample of N = 325 Italian teachers. Results of moderated mediation analysis indicated that emotional exhaustion mediates the relationship between workplace age discrimination and impaired job performance. Furthermore, the relationship between workplace age discrimination and performance through the mediation of emotional exhaustion became stronger at lower levels of professional development. Although professional development is recognized as a crucial job resource, this study sheds light on its protective role among teachers dealing with discrimination caused by their age. Fostering of professional development could prevent teachers from feeling emotionally exhausted and, in turn, from the occurrence of impaired performance.

While child abuse and neglect have been explored at length, less attention has been paid to the role of contemporary realist Young Adult Literature (YAL) in denouncing abusive treatments of young people in conjunction with adultism. It is hereby suggested that age inequality is at the core of youth maltreatment, and it is this intersectionality that should lead attempts to confront this global problem. YAL offers a bottom-up approach to deal with these social issues through first-hand experiences of oppressed, yet cognizant protagonists. This article foregrounds the voice of Sarah, the lead character featured in A. S. King's "Still Life with Tornado" (2016), in addressing the drastic outcomes of ageist stereotypes at the family level. The emphasis on the perspective of young people provides an informative understanding of youth subordination, parental power, and adultist discrimination in an effort to challenge such practices.

Ageist mindsets and practices occur worldwide and can embody both explicit and implicit forms of discrimination. Inclusive and affirming community music spaces highlight the centrality of age as an integral form of diversity and can help to counteract age-based biases that older adults might experience in society.

The human resource allocation and efficient utilization of PhD graduates directly affects China's macro strategy of building an innovative country with strong human resources. The existence of different forms of overt or hidden employment discrimination leads to "multiple losses of efficiency" on the national, organizational, and individual levels. This empirical study based on data from the 2017 National PhD Student Graduation Survey found that the main types of employment discrimination encountered by doctoral graduates in employment are first-degree discrimination, gender discrimination, age discrimination, regional discrimination, marital status discrimination, and other discrimination in descending order of incidence. And the incidence of multiple employment discrimination, i.e. encountering two or more types of discrimination at the same time, is 27.18%. In addition, there are differences in the incidence of the various types of employment discrimination between different genders, ages, selection methods, types of training units, academic disciplines, and regions. Further regression results show that the gender barrier effect, age barrier effect, and regional barrier effect in the employment of doctoral students are typical manifestations of employment discrimination. [Translation by Desmond Cheung.]

Ageism is highly prevalent, especially among college students. However, efforts to reduce ageism largely take place in helping professions. This activity seeks to promote positive perceptions toward older adults and aging among communication undergraduate students through gerontological education, a positive intergeneration contact experience, a reflective writing assignment, and class discussion. Courses: Interpersonal, intergroup, health communication, communication and aging. Objectives: This activity seeks to (1) increase student knowledge of older adults and aging, (2) improve student attitudes toward the aging process, and (3) enhance relationships between students and older adults.

As the number of older adults increases, it is important to understand how attitudes toward aging influence society, the aging process, and the counseling profession. Ageism--defined as social stigma associated with old age or older people--has deleterious effects on older adults' physical health, psychological well-being, and self-perception. In spite of research indicating that the pervasiveness of ageism is growing, there are few studies, whether conceptual or empirical, related to the impact of ageism within the practice of counseling. This article includes an overview of existing literature on the prevalence and impact of ageism, systemic and practitioner-level consequences of ageism, and specific implications for the counseling profession. Discussion of how members of the counseling profession can resist ageism within the contexts of counselor education, gerontological counseling, advocacy, and future research will be addressed.

Textbooks might be one of the main resources of teachers even today however there have been many changes in education media and Technologies. Especially language course books used in foreign language teaching can be the basic source of learning when the target language is not spoken in the country where the language is thought. Thus, it can be mentioned that the resources used in education, indirectly play an important role in shaping the historical, cultural and social perception of the learners. By the way, as textbooks especially language textbooks should be considered as one of the important items in education, and they should be designed as free of stereotypical and ideological sources, discriminative expression and offer objective information. However, It is an indisputable fact that the cultural heritage of the textbooks and its contribution to transfer the values to the future generations. It is argued that the explicit or implicit messages in text books may lead to social polarization and the formation of societal mental boundaries and the stereotypical beliefs in society. Although discrimination is a concept in educational researches on discrimination in text books is limited to militarism and sexism. So the aim of this research to analyze the Turkish Language Text Books according to the discrimination types--age, race, ethnicity, disability, color, sexism, sexual orientation, property, religion, belief, language, addiction, social class, differentiation, occupation, pregnancy, individual differences, marital status--which is declared in European Non Discrimination Law by European Union Agency for Fundamental Rights. The aim of this research to analyze the Turkish Language Textbooks for Foreigners to answer the questions stated below by using a content analyzing scale according to the types of discrimination: 1. Are there discriminatory expressions in written and vocalized texts? 2. Are there elements of discrimination in the visuals (graphics, pictures)?

Numerous studies have explored the persistence of discrimination against nonnative-English-speaking teachers (NNESTs) of English as a foreign or second language in various contexts. However, the author of this article could find no study that explores the prevalence of "native-speakerism" and other forms of discrimination in English language teacher recruitment in South America. The current study thus investigated the extent to which online postings for English language teachers in Colombia expressed a preference for native-English-speaking teachers (NESTs) and how this discrimination intersects with other inequitable hiring practices. The author conducted content analysis on job ads found on two prominent Facebook groups for English language teachers in Colombia. The findings reveal evidence of discrimination in nearly half of the 95 job ads analysed. These ads discriminate based on age, gender, nationality, variety of English, the location where a prospective teacher gained their qualifications, and "nativeness." The study tentatively concludes that this discrimination has several dimensions, with those further from the colonial "centre" facing greater degrees of discrimination. The mutually reinforcing constructs of "coloniality" and "native-speakerism" help account for the persistence of such discrimination, which is also reflected in the Colombian governments' linguistic policies.

Intergenerational service-learning for undergraduate students seeks to generate interest about the older adult population, while increasing knowledge and improving attitudes about aging and reducing ageism. It is difficult to make an impact on students' views in a short time period, such as an academic quarter. This comparative effectiveness study?evaluated?the efficacy of a 10-week intergenerational service-learning program administered to Psychology of Aging undergraduates?to determine if?it increased knowledge about aging, improved attitudes about older adults, and reduced ageism more than a?predominately didactic course with less service activity. A quasi-experimental design using a?convenience sample compared?pre- and posttest scores between?the experimental intervention (n = 68) and?comparison?(n = 71)?condition on The Facts on Aging Quiz?Multiple Choice version, Aging Semantic Differential, and?Fabroni?Scale on Ageism. The experimental intervention, the "Lives Well Lived" program, matched students and older adults who met criteria for "successful aging," in a mutual interviewing, life review project utilizing documentary film, photography, and creation of memoirs. Results determined that students in the experimental intervention showed less stereotypical beliefs and net bias about aging.?Programs that are?more relational, in-depth, more experiential and less didactic?may be useful for consideration in undergraduate?psychology or human service programs?in reducing ageism and potential?for increasing interest in?careers in?the field of?aging.

The current study compared responses from college students on a survey questionnaire about aging knowledge, aging attitudes, aging anxiety, experiences with older persons, and other related experiences. A total of 1124 college students from China (430), Japan (349), and the United States (345) participated in this study. They completed Palmore's Facts on Aging Quiz, Kogan's Attitudes toward Older persons Scale, and a modified Lasher and Faulkender's Aging Anxiety Scale. Cronbach's alphas indicated satisfactory reliability on all three scales for the three cultural groups of participants. They also reported their experiences with aging and the older adults including living with, taking care of, working with older persons, and taking a gerontology course. The results indicate that the Chinese students scored significantly higher than both the Japanese and Americans on Facts on Aging Quiz. Findings also show that overall, level of aging knowledge is positively related to aging attitudes and negatively related to aging anxiety. In addition, our study shows that very few students in all three countries have ever taken a gerontology related class. Further, past and current experiences with the older adults do not seem to be related to participants' aging knowledge, with the exception of Chinese and Japanese women. These results are discussed in a global aging context of reducing ageism and the evolving nature of both Eastern Asian and American cultures.

Ageism is the most prevalent form of prejudice and is experienced by both older and younger people. Little is known about whether these experiences are interdependent or have common origins. We analyze data from 8,117 older (aged 70 and over) and 11,647 younger respondents (15-29 years) in representative samples from 29 countries in the European Social Survey. Using multilevel structural equation modeling, we test the hypothesis that older people are less likely, and younger people more likely, to suffer age discrimination if they live in a country with stronger structural support for older people. We also test the hypothesis that although stronger social norm against age discrimination reduce age discrimination suffered by older people it does not inhibit discrimination against younger people. These hypotheses are supported, and the results underline the neglected problem of ageism toward youth. Findings highlight that strategies for reducing age prejudice must address ageism as a multigenerational challenge, requiring attention to intergenerational cohesion and resource distribution between ages.

The need to ensure equal rights to different age groups without discrimination in our country necessitates the study of international experience. One of the traditional and at the same time, urgent problems in the USA is the problem of age equality and the overcoming of discriminatory theory and practice. The goal of the study is to analyze the genesis of the system of legal safeguards against age discrimination in the U.S. legislation and the practice of the United States Supreme Court. Methodological potential includes methods of comparative historical and legal analysis. The development of the United States Supreme Court and other federal courts on age discrimination was investigated, the grounds for the institute emergence were analyzed, and its discriminatory nature, causes and conditions of its assessment in the decisions of the US Supreme Court were revealed.