Higher Education and Older People: Some Theoretical Considerations, Part Ii

In this paper disengagement, activity, lifespan, subcultural and continuity theories of social gerontology are described and criticized. Each perspective is then used to interpret participation in higher education by older students. An argument is made that continuity theory holds the most promise in accounting for older students. A suggestion is made that we need to reconsider the ways we think of older people and stress the positive roles of old age in and of themselves.