[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-427348-105":59,"doc-detail-427348-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","what-drives-students-to-pursue-gerontology-and-geriatrics-education-abstract-citation-id-igaf1222957","WHAT DRIVES STUDENTS TO PURSUE GERONTOLOGY AND GERIATRICS EDUCATION - Abstract citation ID igaf122.2957","","Despite the growing need for practitioners, researchers, and policymakers knowledgeable about aging and older adults, student interest in gerontology and geriatrics education is not keeping pace with demand. Prior work links low entry to ageism, limited awareness of career options, and perceived lower prestige and compensation. This study investigates motivations of individuals who chose the field through an email survey of students taking aging courses (N=67), identifying personal and service experiences, quality-of-life goals, advocacy, and supportive academic influences.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/what-drives-students-to-pursue-gerontology-and-geriatrics-education-abstract-citation-id-igaf1222957/427348/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/what-drives-students-to-pursue-gerontology-and-geriatrics-education-abstract-citation-id-igaf1222957/427348.png","ImageObject",300,407,{"name":92,"@type":93},"Noah","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address about gerontology and geriatrics education?","Question",{"text":112,"@type":113},"Student interest is failing to keep pace with the growing need for knowledgeable practitioners, researchers, and policymakers in aging and older-adult care.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why have students been reluctant to enter the field, according to prior studies?",{"text":117,"@type":113},"Prior research points to ageism/negative attitudes toward aging, limited awareness of career options, and expectations of lower prestige and compensation.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors motivated participants to pursue gerontology and geriatrics education?",{"text":121,"@type":113},"The first-wave survey highlights motivations such as personal experiences with aging family members, desire to improve older adults’ quality of life, policy advocacy, ability to educate others, positive academic influences, and aging-related service experiences.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},427348,1790793570,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":81},8796095462418,"https://ap-avatar.wpscdn.com/avatar/80000253c1241d02b47?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778826106357471780","874 Innovation in Aging, 2025, Vol. 9, No. S2  \nAbstract citation ID: igaf122.2957  \nWHAT DRIVES STUDENTS TO PURSUE  \nGERONTOLOGY AND GERIATRICS EDUCATION?  \nIsaac Asirifi Boateng1, and Rona Karasik2, 1. St. Cloud State University, St. Cloud, Minnesota, United States, 2. Saint Cloud State University, Saint Cloud, Minnesota, United States  \nDespite the growing need for practitioners, researchers and policymakers knowledgeable about aging and older adults, student interest in pursuing gerontology and geriatrics at all levels (e.g., undergraduate, graduate, post-graduate) and related fields (e.g., human services, medicine, PT/OT, social work) is failing to keep pace with demand. While student recruitment concerns in gerontology are not new, the situation is becoming increasingly dire. Previous studies have shown students are reluctant to enter the field because of ageism/negative attitudes toward aging and older adults (e.g., Jester et al., 2021), lack of awareness of career options (e.g., Dassel et al, 2014) and expectations of lesser prestige and compensation (e.g., Cheung et al., 2023). There is limited understanding, however, of what does draw potential students to gerontology and geriatrics. To develop effective strategies for increasing student interest in gerontological education, this study explored the motivations of individuals who chose the field. Findings from the first wave of data obtained through an email survey of current and recently graduated students taking courses in aging (N = 67) revealed several factors leading to their decisions, including: personal experiences with aging family members (n = 43), desire to improve quality of life for older adults (n= 39), policy advocacy (n = 24), ability to educate others on aging issues (n = 23), positive academic influences (n = 18), and aging-related service experiences (n = 18) . Implications for these preliminary findings include opportunities for fostering greater interest in the field, e nhancing a n a ge-savvy w orkforce, a nd a dvocating for policies to support the growth of academic gerontology programs.","cbCaitJulZXu9DXv","https://ap.wps.com/l/cbCaitJulZXu9DXv","pdf",61122,"English","# Study background and problem\n## Prior explanations for low enrollment\n# Research approach\n## Email survey and participant group (N=67)\n# Key motivations identified\n## Personal experiences and quality-of-life goals\n## Policy advocacy and educational influence\n## Academic and service experiences\n# Implications and next steps","[{\"question\":\"What problem does the study address about gerontology and geriatrics education?\",\"answer\":\"Student interest is failing to keep pace with the growing need for knowledgeable practitioners, researchers, and policymakers in aging and older-adult care.\"},{\"question\":\"Why have students been reluctant to enter the field, according to prior studies?\",\"answer\":\"Prior research points to ageism/negative attitudes toward aging, limited awareness of career options, and expectations of lower prestige and compensation.\"},{\"question\":\"What factors motivated participants to pursue gerontology and geriatrics education?\",\"answer\":\"The first-wave survey highlights motivations such as personal experiences with aging family members, desire to improve older adults’ quality of life, policy advocacy, ability to educate others, positive academic influences, and aging-related service experiences.\"}]","WHAT DRIVES STUDENTS TO PURSUE GERONTOLOGY AND GERIATRICS EDUCATION - Abstract citation ID igaf122.2957 | PDF",1790643617]