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College students' life course drawings and their descriptions: How closely do they align?
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- Author(s): Schuster, Amy M.; Nikzad-Terhune, Katherina; Newsham, Tina M. K.; Guest, M. Aaron; Weaver, Caylee
- Source:
Educational Gerontology. May2024, Vol. 50 Issue 5, p443-454. 12p. - Source:
- Additional Information
- Subject Terms:
- Abstract: Drawing is an effective method to understand attitudes and beliefs on aging, but the subject matter without an explanation can be misinterpreted. We explored college students' drawings and written descriptions of the life course (N = 567). Participants drew, on average, five life phases. Most drawings included human figures, and most were alone in each life phase. Fifteen percent of the drawings were non-human representations. Some characteristics (e.g. hair changes [58%]) and contexts (e.g. birth [91%]) were present in both the drawings and descriptions. Others were only present in the drawings (e.g. alone throughout the life course [79%]) or mainly described (e.g. school/graduation [92%]). Findings highlight participants thought some associations with aging needed explanation while others warranted no explanation, thus intrinsic to aging. Our study reveals the importance of examining both drawn and written content together when using drawing as a method in aging research. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Educational Gerontology is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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