AGEING & AGEISM (AGE DISCRIMINATION)
1. WARM-UP QUESTIONS
1. What is ageism?
2. Have you ever experienced it or seen an example of it?
3. In what ways/situations are people discriminated against because of their age?
4. Do you think older people are treated well in your society?
5. What type of problems do elderly people face in modern society? How could this be improved?
6. Do you think the way in which older people are treated has got better or worse in your lifetime?
2. DEFINITIONS. Match the words and phrases in bold in sentences 1-10 with their definitions a–j.
1. In our society, a lot of stigmas are associated with mental illness.
2. Nowadays, we see more and more children having little or no respect for their elders.
3. This new TV show is reinforcing common stereotypes about the French.
4. Women, unlike their male counterparts, are not given regular promotions.
5. Research shows that women are more likely to feel insecure about their weight than men.
6. According to a new survey, older employees are at risk of being marginalised in the workplace
7. It is important not to make assumptions about someone before getting to know them first.
8. In many European countries, many workers retire at the age of 62.
9. In general, women have a longer life expectancy than men.
10. Ageing is one of the natural parts of life that many people find hard to accept.
a. a person that has the same position or function as somebody else in a different place or situation
b. the number of years that a person is likely to live
c. a belief or feeling that something is true although there is no proof
d. negative feelings that people have about particular circumstances or characteristics that somebody may
have.
e. the process of growing old
f. not confident about yourself
g. to leave your job and stop working, especially because of age or illness;
h. people of greater age, experience and authority
i. to make somebody feel as if they are not important
j. a fixed idea or image that many people have of a particular type of person or thing, but which is often not
true in reality
3. ADJECTIVE+NOUN COLLOCATION. Combine one word from list A with one word from list B to make
suitable noun phrases. Then use a suitable collocation to complete the sentences below.
LIST A: 1 major, 2 aging, 3 horrible, 4 prevailing, 5 older, 6 boosting, 7 intergenerational, 8 younger, 9
positive, 10 age
LIST B: a confidence, b attitude, c workforce, d diversity, e problems, f contact, g folks, h contributions, i
stereotypes, j counterparts
e.g. 1E major problems
1. In our society, we constantly apply a whole host of horrible ________ to groups of people without knowing
them.
2. It is important for us to highlight the positive ________ those senior workers are marking in the labour
market
3. In developed countries, age discrimination is a MAJOR problem in many workplaces.
4. Many people believe that older workers are less useful than their younger ________
5. To reduce discrimination against older workers, we need to promote intergenerational ________ through
mentoring and job-sharing schemes.
6. During the Industrial Revolution, for the first time, an ________ workforce became a problem.
KEY
2. DEFINITIONS. Match the words and phrases in bold in sentences 1-10 with their definitions a–j.
1D, 2H, 3J, 4A, 5F, 6I, 7C, 8G, 9B, 10E
1. In our society, a lot of stigmas are associated with mental illness.
2. Nowadays, we see more and more children having little or no respect for their elders.
3. This new TV show is reinforcing common stereotypes about the French.
4. Women, unlike their male counterparts, are not given regular promotions.
5. Research shows that women are more likely to feel insecure about their weight than men.
6. According to a new survey, older employees are at risk of being marginalised in the workplace
7. It is important not to make assumptions about someone before getting to know them first.
8. In many European countries, many workers retire at the age of 62.
9. In general, women have a longer life expectancy than men.
10. Ageing is one of the natural parts of life that many people find hard to accept.
a. a person that has the same position or function as somebody else in a different place or situation
COUNTERPARTS
b. the number of years that a person is likely to live LIFE EXPECTANCY
c. a belief or feeling that something is true although there is no proof ASSUMPTIONS
d. negative feelings that people have about particular circumstances or characteristics that somebody may
have. STIGMAS
e. the process of growing old AGEING
f. not confident about yourself INSECURE
g. to leave your job and stop working, especially because of age or illness RETIRE
h. people of greater age, experience and authority ELDERS
i. to make somebody feel as if they are not important BEING MARGINALISED
j. a fixed idea or image that many people have of a particular type of person or thing, but which is often not
true in reality STEREOTYPE
3. ADJECTIVE+NOUN COLLOCATION. Combine one word from list A with one word from list B to make
suitable noun phrases. Then use a word from list A to complete the sentences below.
LIST A: 1 major, 2 aging, 3 horrible, 4 prevailing, 5 older, 6 boosting, 7 intergenerational, 8 younger, 9
positive, 10 age
LIST B: a confidence, b attitude, c workforce, d diversity, e problems, f contact, g folks, h contributions, I
stereotypes, j counterparts
e.g. 1E major problems
2C-AGING WORKFORCE
3I-HORRIBLE STEREOTYPES
4B-PREVAILING ATTITUDE
5G-OLDER FOLKS
6A-BOOSTING CONFIDENCE
7F-INTERGENERATIONAL CONTACT
8J-YOUNGER COUNTERPARTS
9H-POSITIVE CONTRIBUTIONS
10D-AGE DIVERSITY
1. In our society, we constantly apply a whole host of horrible STEREOTYPES to groups of people without
knowing them.
2. It is important for us to highlight the positive CONTRIBUTIONS those senior workers are marking in the
labour market
3. In Developed countries, age discrimination is a MAJOR problem in many workplaces.
4. Many people believe that older workers are less useful than their younger COUNTERPARTS
5. To reduce discrimination against older workers, we need to promote intergenerational CONTACT through
mentoring and job-sharing schemes.
6. During the Industrial Revolution, for the first time, an AGING workforce became a problem.
AGEISM: GROUP DISCUSSION
SCENARIO 1: OLDER ADULTS AND PHYSICAL ACTIVITY
●
Context: A local community center is organizing a fitness program. Some younger members express
concerns about including older adults in the same exercise class, assuming they won’t be able to keep up.
●
Stereotype: Older adults are too weak or fragile to engage in physical activities or exercise at the same
level as younger people.
●
Discussion Points:
1. Is it fair to assume that older adults cannot engage in physical activities?
2. How can physical fitness be adapted to all ages?
3. How does this stereotype affect older adults' willingness to participate in community activities?
SCENARIO 2: OLDER ADULTS AND LEARNING NEW SKILLS
●
Context: A community organization offers a digital literacy class. The instructor believes that older
adults will struggle to learn and adapt to new technologies compared to younger participants, and therefore,
the pace of the class is slowed down.
●
Stereotype: Older adults are not capable of learning new skills, especially related to technology.
●
Discussion Points:
1. Is there evidence that older adults struggle more with learning technology?
2. What impact does assuming a slower pace for older adults have on their learning?
3. How can learning environments be inclusive of all ages?
SCENARIO 3: OLDER ADULTS AND SOCIALIZING
●
Context: At a social gathering, some younger participants avoid engaging in conversation with an older
person, assuming they won’t share the same interests or understand modern topics.
●
Stereotype: Older adults are out of touch with modern culture, trends, and technology, making them
uninteresting or irrelevant in social situations.
●
Discussion Points:
1. How does this stereotype create social isolation for older adults?
2. Are older people necessarily disconnected from modern culture?
3. How can intergenerational social interactions be encouraged?
SCENARIO 4: OLDER ADULTS AND DRIVING
●
Context: A family is discussing whether their 70-year-old relative should continue driving. Some family
members assume that because of their age, they are automatically unfit to drive, without considering the
relative’s actual driving ability or health.
●
Stereotype: All older adults are bad drivers because of their age and should not be allowed to drive.
●
Discussion Points:
1. What factors other than age should be considered when determining driving ability?
2. How can we fairly assess an older adult's driving capability without relying on stereotypes?
3. What impact does this stereotype have on older adults' independence?
SCENARIO 5: OLDER ADULTS AND EMPLOYMENT
●
Context: A company is restructuring, and an older employee (58 years old) is passed over for a
promotion. The decision-makers assume that the employee is too close to retirement to invest in, even though
the employee has expressed a desire to continue working for several more years.
●
Stereotype: Older employees are not worth investing in for long-term roles because they are close to
retirement.
●
Discussion Points:
1. How does this stereotype impact older adults’ career opportunities?
2. Is it fair to assume someone’s retirement plans based on their age alone?
3. How can workplaces become more inclusive and supportive of older employees?
SAMPLE ANSWER
SCENARIO 1 – Older Adults and Physical Activity
It is unfair to assume older adults cannot take part in physical activity; fitness levels vary widely across all
ages. Exercise programs can be adapted through adjustable intensity, clear progressions, and low-impact
options that still build strength and mobility. When this stereotype is reinforced, older adults may feel
unwelcome or embarrassed, reducing their motivation to join community activities. Promoting inclusive classes
and focusing on individual ability rather than age helps everyone participate confidently.
1. Is it fair to assume that older adults cannot engage in physical activities?
No, it is an unfair generalization. Many older adults maintain high fitness levels and can train safely when
activities are tailored to their abilities. Age alone does not determine physical capacity.
2. How can physical fitness be adapted to all ages?
Programs can include adjustable intensity, low-impact alternatives, clear progressions, and options for jointfriendly movement. Instructors should focus on individual fitness rather than age groups.
3. How does this stereotype affect older adults' willingness to participate?
It can discourage participation, create feelings of inadequacy, and reduce confidence. Some may avoid
community activities altogether to avoid judgment or embarrassment.
SCENARIO 2 – Older Adults and Learning New Skills
While some older adults may need more time to learn technology, research shows they can acquire new skills
effectively when given proper support. Slowing the class solely because of age can undermine confidence,
limit progress, and frustrate both older and younger learners. Inclusive learning environments use clear
explanations, optional one-on-one help, and flexible pacing that adapts to individual needs rather than
assumptions. This approach encourages engagement and respects each learner’s potential.
1. Is there evidence that older adults struggle more with learning technology?
Some may learn more slowly, but research shows they can master digital skills effectively with structured
guidance. Motivation and experience often matter more than age.
2. What impact does assuming a slower pace have on their learning?
It can limit their progress, reduce engagement, and make them feel underestimated. It may also frustrate
faster learners in the group.
3. How can learning environments be inclusive of all ages?
Provide clear instructions, optional individualized support, flexible pacing, and materials that suit different
learning styles. Avoid assumptions based solely on age.
SCENARIO 3 – Older Adults and Socializing
This stereotype can lead to exclusion, leaving older adults feeling isolated and undervalued. Many older
people stay well informed about culture, trends, and technology, and their experiences often enrich
conversations. Intergenerational socializing can be strengthened through shared activities, mixed-age events,
and environments that encourage open dialogue. When younger people actively engage with older adults,
they often discover common interests and gain new perspectives.
1. How does this stereotype create social isolation for older adults?
It leads younger people to avoid interaction, creating exclusion and making older adults feel invisible or
irrelevant in social settings.
2. Are older people necessarily disconnected from modern culture?
No. Many stay informed, use technology daily, and enjoy contemporary media. Interests vary within every age
group.
3. How can intergenerational interactions be encouraged?
Organize mixed-age events, promote collaborative activities, and create informal spaces where different
generations can share interests and experiences.
SCENARIO 4 – Older Adults and Driving
Age alone does not determine driving ability. Vision, reaction time, cognitive health, medication effects, and
driving history are far more relevant indicators. Fair assessment should include medical evaluations, practical
driving tests, and periodic check-ups rather than assumptions based on age. Stereotyping older adults as
unsafe drivers can limit their independence, mobility, and sense of autonomy, even when they remain fully
capable behind the wheel.
1. What factors other than age should be considered?
Cognitive function, eyesight, reaction time, medication effects, physical mobility, and driving history are far
more accurate indicators of safety.
2. How can we fairly assess driving capability?
Use medical evaluations, practical driving tests, and periodic reviews based on health status rather than
assumptions tied to age.
3. What impact does this stereotype have on independence?
It can restrict mobility, reduce autonomy, and negatively affect quality of life even when the person remains a
capable driver.
SCENARIO 5 – Older Adults and Employment
Decisions based purely on age overlook valuable experience, reliability, and long-term commitment. Many
older employees plan to work for years and contribute significantly to organizational stability. Assuming they
are not worth investing in can undermine morale and perpetuate age discrimination. A fair evaluation should
focus on performance, skills, and career goals rather than retirement stereotypes. Inclusive workplaces benefit
from diverse perspectives and stronger mentorship across generations.
1. Is it fair to assume older employees aren’t worth investing in?
No. This stereotype ignores their expertise, strong work ethic, and long-term commitment. Many plan to work
well beyond retirement age.
2. What factors should guide promotion decisions?
Performance, skills, leadership potential, and expressed career goals should outweigh assumptions based on
age or retirement proximity.
3. How does this stereotype affect older workers?
It damages morale, limits career progression, and reinforces age discrimination, making employees feel
undervalued despite their contributions.