Generational Stereotypes and Age-Related Biases Toward Senior Faculty: The Role of Students’ Educational Experience

Abstract

The paper investigates how higher education students perceive older faculty members (aged 55 and above), with a focus on age-related stereotypes and prejudices, and their impact on educational interactions and academic experience. The study employs a qualitative approach, using group interviews, and identifies several major themes: the perceived rigidity of senior professors, biases shaped by prior schooling experiences, discrepancies between students’ expectations and teaching styles, the ambivalence of attitudes, as well as the role of institutional culture in perpetuating or reducing biases. The findings confirm that prejudices toward teachers are strongly influenced by individual and affective experiences but can be reshaped through positive contact, intergenerational mentoring, and inclusive institutional policies. The conclusions emphasize the need for continuous professional development programs, comprehensive evaluation systems, and an institutional anti-ageism movement that promotes intergenerational equity and values diversity within the academic environment.