As directors of gerontology programs at two state universities in North Carolina, we are well aware of the advantages of incorporating gerontology education into what might be considered traditional fields of study such as nursing, social work, public health, counseling, and psychology. However, because older adults are everywhere and aging is a universal experience across the life course, gerontology credentials can arguably benefit those working in a much wider range of fields. We encourage administrators, faculty, and students to think more broadly about the benefits of adding gerontology education to all programs of study, whether it be through general education requirements, minors, combined undergraduate and graduate programs, graduate certificates, or dual degree programs.
As gerontology is a multidisciplinary and interdisciplinary field of study, gerontology educators draw upon the biological, psychological, and social sciences and integrate arts and humanities approaches to help learners understand the full experiences of aging and older adults. Gerontology courses are framed around the bio-psycho-social model and national standards for gerontology education highlight the importance of incorporating arts and humanities as well (AGHE, 2020). Taking such a broad, interdisciplinary approach helps our students to more fully understand diverse aging experiences and expand their thinking about the application of gerontology to various fields of study and career pathways.
But how do we help students to see this relevancy? Following are some teaching options to consider as a way to help students grow their understanding of the relevancy of gerontology to their field of study. Consider working to ensure introductory gerontology courses are included among general education requirements (known as foundational studies, university studies, and many other synonyms across campuses). Then, in introductory gerontology courses with students from a variety of majors (who may not have an interest in aging so much as meeting a graduation requirement), survey students about their majors early in the semester. Students can then be guided into understanding how each of their majors intersects with gerontology. Thinking non-traditionally, the elementary education student can be guided to understand that they are well-placed to help young children unlearn the negative stereotypes of aging most people internalize through exposure to cartoons, books, and movies that portray older adults as frail, confused, and out of touch. Or the marketing major can be shown that the cohort with the most disposable income is also the oldest and one of the largest. The criminal justice major can learn that aging in the prison system is not only on the rise, but comes with significant challenges, including chronic illness and other needs that the system is not prepared to meet. This thinking process can continue for every major in the classroom.
For those who teach students who have adopted gerontology as their program of study (or part of it, as with minors or certificate students), in upper-level classes students can work through Grabinski’s 101 Careers in Aging (2014) and also utilize the careers page on the APA websiteopens in new window, (APA, 2017). Students can also be required to research non-traditional careers in aging and process their findings together. To foster students’ gerontological imagination and encourage them to make new connections, students can be encouraged to think broadly, knowing that any career is fine to research as long as they can connect it to their gerontological knowledge. Recently, a student mentioned their goal of working in human trafficking. I (CH) asked the class to brainstorm the gerontological connection, and the class quickly turned to the life course implications of this kind of trauma.
While students who have studied gerontology know their skillset, they may need guidance on how to make the case to employers that they should be hired because of the expertise they bring to the table. Further, we have to consider how we can help others recognize the value added of gerontology to their degree programs. Two websites provide helpful information: Exploring Careers in Agingopens in new window (2022) is designed to help faculty, students, and employers recognize the value added by gerontological education to all career fields. In particular, the Career Catalogopens in new window lists not only traditional career fields but non-traditional fields such as agriculture, animal care services, apparel manufacturing, architecture and engineering, beauty and salon services, construction management, and leisure and recreation, among others. On that site employers can learn why they should hire someone with gerontological skills. Job seekers can learn about aptitude training, mentoring, and networking to better learn how to market themselves (and their gerontology knowledge). Similarly, on the APA website, Resources for Interdisciplinary Career Possibilitiesopens in new window (APA, 2018), helps clarify the broad applicability of gerontology across a variety of career fields. Finally, the Gerontological Society of America’sopens in new window (GSA) annual Careers in Aging Weekopens in new window (GSA, 2022) is the perfect opportunity to creatively promote these ideas across campuses and communities.
Helping students to think more broadly about the intersection of their own area of study with gerontology, and how to market their particular skill set to employers from both traditionally and non-traditionally aging-related disciplines and career fields, is a way to advance gerontological understanding and prepare students to work with older adults (as colleagues, clients, and their own future selves) in any setting.
References
Academy for Gerontology in Higher Education. (2020). Gerontology Competencies for Undergraduate and Graduate Education. https://www.geron.org/images/gsa/AGHE/gerontology_competencies.pdfopens in new window
American Psychological Association. (2017). Exploring Careers in Aging. Retrieved February 24, 2023, from https://www.apa.org/pi/aging/resources/careersopens in new window
American Psychological Association. (2018). Resources for Interdisciplinary Career Possibilities. Retrieved February 24, 2023, from https://www.apa.org/pi/aging/resources/careers/interdisciplinaryopens in new window
Exploringcareersinaging.com. (2022). Retrieved February 24, 2023, from https://exploringcareersinaging.com/opens in new window
Gerontological Society of America. (2022). Careers in Aging Week. Retrieved February 24, 2023, from https://www.geron.org/programs-services/careers-in-aging-weekopens in new window
Grabinski, C. J. (2014). 101+ Careers in Gerontology. New York, NY: Springer Publishing Company.