Navigating the generational divide: Students’ views on baby boomer teachers’ behavior and age-related challenges

Daycho Khaenamkhaew; Chettha Muhamad

doi:10.31893/multirev.2026413

Keywords:

ageism

elderly teachers

beliefs and values

intergenerational dynamics

higher education

Abstract

As universities increasingly rely on multigenerational faculty, understanding how students perceive elderly Baby Boomer teachers has become essential for strengthening classroom interactions and promoting inclusive educational environments. Senior educators bring valuable professional experience and deep disciplinary knowledge; however, age-related changes and shifting student expectations may influence how their behaviors are interpreted. Examining student perceptions of these teachers, including attitudes related to ageism, provides insight into how intergenerational dynamics shape learning, communication, and academic development. This study therefore seeks to assess both the behavioral characteristics of Baby Boomer teachers and the extent to which students’ views reflect empathy, bias, or constructive expectations. The research employed a mixed-methods design to ensure a comprehensive understanding of the phenomenon. Quantitative data were collected through a questionnaire administered to 202 students, with results analyzed using frequency, percentage, mean, and standard deviation. Qualitative insights were gathered from interviews and observation notes involving 12 purposively selected key informants, including class presidents and committee members familiar with senior faculty interactions. Findings revealed that students rated the overall behavior of Baby Boomer teachers at a moderate level. The domain of Beliefs and Values received the highest rating, reflecting strong student respect for teachers’ ethical foundations and life experience. Physical Changes, Societal Expectations, and Cognitive Mechanisms were also rated at moderate levels, while Emotional Management received the lowest score, though it remained within the moderate range. In terms of ageism, students expressed understanding of physical and technological limitations while valuing teachers’ extensive expertise. They expected senior faculty to demonstrate ethical conduct, emotional stability, and fairness, particularly in difficult situations. Students also noted that positive relationships with elderly teachers enhanced communication skills, confidence, and overall personal development.
References
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How to cite

Khaenamkhaew, D., & Muhamad, C. (2026). Navigating the generational divide: Students’ views on baby boomer teachers’ behavior and age-related challenges. Multidisciplinary Reviews, 9(9), 2026413. https://doi.org/10.31893/multirev.2026413

[1] Allport, G. W. (1954). The nature of prejudice. Addison-Wesley.

[2] Almairi, S. O. A., Sajid, M. R., Azouz, R., Mohamed, R. R., Almairi, M., & Fadul, T. (2021). Students' and faculty perspectives toward the role and value of the hidden curriculum in undergraduate medical education: A qualitative study from Saudi Arabia. Medical Science Educator, 31, 753–764. https://doi.org/10.1007/s40670-021-01247-5

[3] Assatarakul, T., Metasuk, A., & Ninkhate, F. (2024). “Manut-Pa,” “Manut-Loong,” “Dinosaur,” and “Tao-Lan-Pee”: Ageism towards older persons in Thai social listening. Parichart Journal, 37(3), 582–599. https://doi.org/10.55164/pactj.v37i3.270618

[4] Atchley, R. C. (2001). Continuity and adaptation in aging: Creating positive experiences. Johns Hopkins University Press.

[5] Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1997). Women's ways of knowing: The development of self, voice, and mind. Basic Books.

[6] Bunmak, S. (2021). Research methodology in social sciences. Faculty of Humanities and Social Sciences, Thaksin University.

[7] Cahill, K. E., Giandrea, M. D., & Quinn, J. F. (2005). Are traditional retirements a thing of the past? New evidence on retirement patterns and bridge jobs. U.S. Bureau of Labor Statistics. https://www.bls.gov/osmr/research-papers/2005/pdf/ec050100.pdf

[8] Cronbach, L. J. (1990). Essentials of psychological testing (5th ed.). Harper & Row.

[9] Cuddy, A. J., Fiske, S. T., & Glick, P. (2007). The BIAS map: Behaviors from intergroup affect and stereotypes. Journal of Personality and Social Psychology, 92(4), 631–648. https://doi.org/10.1037/0022-3514.92.4.631

[10] Cuddy, A. J., Fiske, S. T., & Glick, P. (2008). Warmth and competence as universal dimensions of social perception: The stereotype content model and the BIAS map. Advances in Experimental Social Psychology, 40, 61–149. https://doi.org/10.1016/S0065-2601(07)00002-0

[11] Department of Community Development. (2022). Bachelor of Arts program document in community development. Nakhon Si Thammarat Rajabhat University. https://human.nstru.ac.th/introduction/6

[12] Douwes, R., Metselaar, J., Pijnenborg, G. H. M., & Boonstra, N. (2023). Well-being of students in higher education: The importance of a student perspective. Cogent Education, 10, 2190697. https://doi.org/10.1080/2331186X.2023.2190697

[13] Dovidio, J. F., Hewstone, M., Glick, P., & Esses, V. M. (2010). The SAGE handbook of prejudice, stereotyping, and discrimination. SAGE Publications.

[14] Durongrittichai, V., Buajalearn, H., & Maleewong, K. (2022). The model of health promotion through health literacy approach for the elderly in Bangkok, Thailand. Asia Social Issues, 15(6), 1–16. https://doi.org/10.48048/asi.2022.254116

[15] Erikson, E. H. (1963). Childhood and society. W. W. Norton & Company.

[16] Feagin, J. R. (2006). Systemic racism: A theory of oppression. Routledge.

[17] Fiske, S. T., Cuddy, A. J., Glick, P., & Xu, J. (2002). A model of (often mixed) stereotype content: Competence and warmth respectively follow from perceived status and competition. Journal of Personality and Social Psychology, 82(6), 878–902. https://doi.org/10.1037/0022-3514.82.6.878

[18] Garcia, L. L. (2020). Progression towards psychosocial well-being in old age. Cogent Social Sciences, 6(1), 1738152. https://doi.org/10.1080/23311886.2020.1738152

[19] Gibson, J. W., Jones, J. P., Cella, J., & Clark, C. (2010). Ageism and the baby boomers: Issues, challenges and the TEAM approach. Contemporary Issues in Education Research, 3(1), 53–60. https://doi.org/10.19030/cier.v3i1.161

[20] Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ for character, health and lifelong achievement. Bantam Books.

[21] Gross, J. J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39(3), 281–291. https://doi.org/10.1017/S0048577201393198

[22] Guoliang, K., Rungruang, P., Wonglek, P., Sungkhawan, J., & Khun Chen, W. (2023). The influencing factors of teachers’ intention to use technology in the classroom: Case study of one smart campus environment in Shandong Province, China. International Journal of Development Administration Research, 6(2), 128–140.

[23] Havighurst, R. J. (1961). Successful aging. The Gerontologist, 1(1), 8–13. https://doi.org/10.1093/geront/1.1.8

[24] Hoff, A. (2008). Population ageing in central and eastern Europe as an outcome of the socio-economic transition to capitalism. Socialinis Darbas, 7(2), 14–25.

[25] Issahaku, P. A. (2022). A discourse on aging in contemporary Ghana. Cogent Social Sciences, 8(1), 2059139. https://doi.org/10.1080/23311886.2022.2059139

[26] Jirapongsuwan, A., Kaewpan, W., & Luksamijarulkul, P. (2017). Work life abilities and quality for retired Thai professors of education. Journal of Public Health Nursing, 31(1), 1–15.

[27] Johnson, S. M., & Kardos, S. M. (2005). Bridging the generation gap. Educational Leadership, 62(8), 8–14.

[28] Josephine, J., & Jones, L. (2022). Understanding the impact of generation gap on teaching and learning in medical education: A phenomenological study. Advances in Medical Education and Practice, 13, 1071–1079. https://doi.org/10.2147/AMEP.S370304

[29] Kegan, R. (1994). In over our heads: The mental demands of modern life. Harvard University Press.

[30] Khaenamkhaew, D. (2025). Participation of students and teachers in the development of community, local, and social network activities: Case study in Nakhon Si Thammarat Rajabhat University and Chiang Mai Rajabhat University, Thailand. Journal of Multidisciplinary in Social Sciences, 21(2), 230–247.

[31] Khaenamkhaew, D. (2026). Enhancing student development through experiential learning: Impact on academic growth, leadership, and community engagement in Thailand. Multidisciplinary Reviews, 9(1), 2026095. https://doi.org/10.31893/multirev.2026095

[32] Kohlberg, L. (1984). The psychology of moral development: Essays on moral development. Harper & Row.

[33] Lang, F. R., Rieckmann, N., & Baltes, M. M. (2002). Adapting to aging losses: Do resources facilitate strategies of selection, compensation, and optimization in everyday functioning? The Journals of Gerontology: Series B, 57(6), P501–P509. https://doi.org/10.1093/geronb/57.6.P501

[34] Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

[35] Markowitz, R. I., & Reid, J. R. (2018). Teaching and learning in the millennial age. Pediatric Radiology, 48, 1377–1380. https://doi.org/10.1007/s00247-018-4215-8

[36] Noor, H. M., Ramli, A. M., Foo, J., Ladin, M. A., Marzuki, M., & Jing, C. I. (2024). Mobility issues among the elderly in Kota Kinabalu, Sabah: An initial study. Journal of Sustainability Science and Management, 19(5), 173–187. https://doi.org/10.46754/jssm.2024.05.010

[37] Office of Academic Promotion and Registration. (2024). Report on the number of students enrolled, categorized by level and type for semester 2/2566. Nakhon Si Thammarat Rajabhat University. http://regis.nstru.ac.th/regis_web2009/service/statistic/statistic_total_year_term.php

[38] Pager, D., & Shepherd, H. (2008). The sociology of discrimination: Racial discrimination in employment, housing, credit, and consumer markets. Annual Review of Sociology, 34(1), 181–209. https://doi.org/10.1146/annurev.soc.33.040406.131740

[39] Pandya, S. P. (2016). Aging spiritually: Pitamaha Sadans in India. Cogent Social Sciences, 2, 1219212. https://doi.org/10.1080/23311886.2016.1219212

[40] Pathrapoowanun, N., Woethong, A., Tuyweang, C., & Kittikong, T. (2023). The creation of a satirical performance on TikTok application. Journal of Communication Arts, 41(1), 91–108.

[41] Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751–783. https://doi.org/10.1037/0022-3514.90.5.751

[42] Piaget, J. (1977). The development of thought: Equilibration of cognitive structures. Viking Press.

[43] Rahman, S., & Mahadi, N. (2024). Visualising emotional intelligence global research trends using bibliometric analysis. Journal of Sustainability Science and Management, 19(6), 200–218.

[44] Ryff, C. D., & Singer, B. (2008). Know thyself and become what you are: A eudaimonic approach to psychological well-being. Journal of Happiness Studies, 9(1), 13–39. https://doi.org/10.1007/s10902-006-9019-0

[45] Schmitt, M. T., Branscombe, N. R., Postmes, T., & Garcia, A. (2014). The consequences of perceived discrimination for psychological well-being: A meta-analytic review. Psychological Bulletin, 140(4), 921–948. https://doi.org/10.1037/a0035754

[46] Schunk, D. H., & DiBenedetto, M. K. (2020). Self-efficacy and human motivation. Advances in Motivation Science, 8, 153–179. https://doi.org/10.1016/bs.adms.2020.10.001

[47] Sherif, M. (1967). Group conflict and co-operation. Psychology Press.

[48] Siriwan, L. (2024). A guideline for local elderly policy development in Thailand. Asia Social Issues, 17(6), 1–18. https://doi.org/10.48048/asi.2024.264840

[49] Somboonboorana, S. (2023). Toward the anthropology of general education: A Thailand experience. International Journal of Learning and Change, 16(1), 28–38. https://doi.org/10.1504/IJLC.2024.135595

[50] Somboonboorana, S. (2024). Exploring identity and affinity: Myanmar students learning spaces on the southernmost border between Thailand and Myanmar. Inter-Asia Cultural Studies, 25(5), 799–811. https://doi.org/10.1080/14649373.2024.2389715

[51] Tajfel, H. (1982). Social psychology of intergroup relations. Annual Review of Psychology, 33(1), 1–39. https://doi.org/10.1146/annurev.ps.33.020182.000245

[52] Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33–47). Brooks/Cole.

[53] Vygotsky, L. S., Cole, M., John-Steiner, V., Scribner, S., & Souberman, E. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.

[54] Yatniyom, P., Mungkhamanee, S., Ratthanoo, N., & Trivichian, P. (2022). Active aging preparation for Thai nurse educators in the Ministry of Higher Education, Science, Research and Innovation. Journal of the Royal Thai Army Nurses, 23(1), 292–302.

[55] Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement. Routledge.

Abstract

References

How to cite