A Reflection on Ageist Attitudes

Ageism is defined as the discrimination of individuals based on their chronological age as a result of age-related societal stereotypes about aging. Ageist attitudes are detrimental because they result in both scientific misconceptions about physical and mental deterioration that impair elders’ wellbeing and social assumptions regarding the cultural roles of elders that diminish the roles of elders in our communities. My personal notions of “age-appropriate behavior” and cultural views of age-related roles and responsibilities define my individual attitude towards aging. I am aware that I have often judged human behavior on the basis of chronological age instead of considering more significant factors of an individual’s personality. Overcoming my own ageist attitudes starts with identifying my own prejudices and actively engaging with different perspectives (Hooyman, Kawamoto, & Kiyak, 2018).

Societal misconceptions about the science of aging result in specific expectations of mental and physical functionality for each age group, often causing us to discriminate against individuals who do not meet these stereotypes and defy our inbuilt biases of aging. In the case of one of my relatives, my well-meaning but inaccurate notions of aging may have negatively impacted her well-being. My late great-grandmother lived to the age of 99 and spent much of her last years on a bed with little mobility. Family members, including myself, were worried about her straining her body and rushed over to her with concern every time she attempted strenuous physical activity. Although her condition demanded rest and comfort, if I had encouraged her to engage in the maximum exercise that was possible, both her physical stamina and psychological sense of esteem would have increased. Research has continually shown that being active and self-confident of one’s physical and mental functionality is an important indicator of longevity (Andres, 1969). The scientific stereotype that aging is directly correlated with frailty and weakness results in discriminatory treatment of elders that hinders a more positive aging experience. 

From childhood, we are conditioned to correlate public behavior and social roles with chronological age and taught to discriminate and reprimand those who do not match our stereotypes of age-appropriate personality. In my life, my perception that life’s biggest milestones occur before middle-age changed after interaction with the residents of a senior living home. In my conversations with them, I always focused on the past: discussing their marriage, their kids, and their careers. It was only when residents spoke about still searching for love and companionship, starting a new hobby or skill, or taking on new roles as grandparents and great-grandparents that I realized that my assumption that we are “settled” into our lives at a certain age doesn’t hold true. In fact, it has been proven that actively trying new things, meeting new people, and consistently setting new goals is common across age groups and gives elders purpose while preventing feelings of stagnancy (Bolton-Lewis, 2006). Our stereotype of old age as a mundane, routine, and traditional period often causes us to discriminate in the range of opportunities we offer elders which prevents them from growing as individuals and having new experiences regardless of chronological age.

By depending on narrow, inaccurate stereotypes to organize ourselves into age groups, we limit our potential as a society. If we instead choose to encourage everyone to be their best selves regardless of age and look at aging through an active aging framework, we can create a society that truly believes “age is just a number” (Hooyman, Kawamoto, & Kiyak, 2018).

References

Andres, R. (1969). PHYSIOLOGICAL FACTORS OF AGING SIGNIFICANT TO THE CLINICIAN. Journal of the American Geriatric Society.

 Bolton-Lewis, G. M. (2006). Learning and Active Aging. Educational Gerontology.

Hooyman, N. R., Kawamoto, K. Y., & Kiyak, A. H. (2018). Social Gerontology: A Multidisciplinary Perspective (10th ed.). Boston, MA: Pearson.