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首页> 外文期刊>Journal of aging studies >Graduation at age 50 +; Contested efforts to construct 'third age' identities and negotiate cultural age stereotypes
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Graduation at age 50 +; Contested efforts to construct 'third age' identities and negotiate cultural age stereotypes

机译：50岁以上毕业;为构建“第三年龄”身份和协商文化年龄定型而进行的有力竞争

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摘要

The cultural and social contexts of aging have changed a great deal during the last two decades and aging experiences have become more differentiated. However, pervasive age stereotypes still exist that limit the agency and self-perception of older people, and part of the experience of new aging is to actively combat such negative stereotypes. The purpose of this study is to explore how lifelong learning and a degree attainment in midlife become embedded into new aging practices. The study will focus on a specific group of aging workers who attained a Master's degree from Finnish universities in their fifties. In order to better understand the aging experiences of these older graduates, this study seeks to address how they construct the meaning of aging in relation to their own educational and professional status. The data consist of 14 life-history interviews, which were analyzed as narrative identity performances. Differentiating oneself from the stereotype of physical and mental decline and positioning oneself in a favorable way in inter-generational relations were common ways of approaching aging. Age-negotiation and ambivalence about aging were expressed by structuring narratives around dear oppositions and contradictions. University studies at age 50+ became a talking point in countering cultural age-stereotypes, because it showed that aging workers could still accomplish significant goals and "renew" oneself intellectually. University studies also enabled collaboration with the younger generation and the breaking of narrow age boundaries.
机译：在过去的二十年中，老龄化的文化和社会环境发生了很大变化，老龄化经历也变得更加与众不同。但是，仍然存在普遍的年龄定型观念，这限制了老年人的机能和自我知觉，新衰老的部分经验是积极应对这种负面定型观念。这项研究的目的是探索终身学习和中年学位如何融入新的衰老实践中。该研究将集中于特定的老龄化工人群体，这些工人在五十年代获得了芬兰大学的硕士学位。为了更好地了解这些年龄较大的毕业生的衰老经历，本研究旨在探讨他们如何根据自己的教育和职业状况来构建衰老的含义。数据包括14次生活史访谈，这些访谈被分析为叙事身份表现。应对衰老的常见方法是，将自己与身心衰退的刻板印象区分开来，并在世代关系中以有利的方式定位自己。通过围绕亲密的对立和矛盾来组织叙事，表达了对年龄的谈判和模棱两可。 50岁以上的大学研究成为对抗文化年龄刻板印象的话题，因为它表明，老龄化的工人仍然可以实现重要的目标并在智力上“自我更新”。大学研究也使与年轻一代的合作以及打破狭窄的年龄界限成为可能。

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