Many cultures believe that age brings with it wisdom. This makes it easy for younger academics to feel inferior simply because of an age difference with their students. Older students may be unaware of the effects they can have on younger academics, who report feeling intimidated by the greater life and work experience that older students bring into the class, some of who come from running departments or senior positions in industry. Research suggests that there are solutions for those suffering self-doubt in front of older students (Gravois, 2007). Nesler, Aguinis, Quigley & Tedeschi found that as well as age, many people associate confidence and leadership with expert knowledge. Without the perception of authority that being older can bring, a younger university teacher might:
Promote an image of expertise. Making sure that their class knows about their formal education, relevant work experience, and significant accomplishments relevant to the subject. Command of subject matter and pedagogical content knowledge is necessary if they are to establish their expert authority as a professional educator.
Act confidently and decisively in the classroom. Students like teachers who “take charge” and appear to know how to direct a group when it is coping with a problem. They still need to listen carefully to the concerns and uncertainties of their older students, who often have to juggle home and work responsibilities, and make sure that they address their older students concerns.
Avoid threatening the self-esteem of older students. Mitchell & Spady argue that legitimacy in education is based on a teachers’ ability to encourage student learning which can only be achieved by helping students develop feelings of worth and security within their classroom. Don’t infantilise older students by lecturing to them in a condescending way or convey the impression that they are ignorant. Value the contribution that older students can make by involving them in planning their learning activities, work together to establish their study goals are help them accomplish their goals.
Confront those who doubt their abilities. Some academics find it empowering to directly address those who question their presence in the classroom. Rather than fume in silence about having their right to teach questioned, they let the person know that remarks about their age are inappropriate. If unsure of how to do this, a younger academic might need to consider assertiveness training on how to stand up for themselves without being defensive or aggressive.
References
Gravois, J. (2007). You’re Not Fooling Anyone. The Chronicle of Higher Education, 54 (11) A1
Mitchell, D.E.; Spady, W.G. (1983). Authority, Power, and the Legitimation of Social Control. Educational Administration Quarterly, 19 (1) 5-33.
Nesler, M.S., Aguinis, H., Quigley, B.M. & Tedeschi J.T. (1993). The Effect of Credibility on Perceived Power. Journal of Applied Social Psychology, 23, (17), 1407-1425
