Generational Stereotypes Research Articles

Generational differences at work? A meta‐analysis and qualitative investigation

SummaryDespite substantive criticisms of generations and mounting evidence suggesting that “generational differences” do not exist, generational characterizations remain widely popular among academics and practitioners who use them to explain employee thoughts and behaviors. The current research examined academic literature as a source that may have contributed to perpetuating generational stereotypes. In Study 1, we meta‐analyzed the generations literature to examine the extent that findings in this research conveyed a sense that generational differences exist. Results of the meta‐analysis revealed few systematic, meaningful differences among generations on a variety of outcomes. To follow up on why the generations literature generally promotes the idea of systematic differences despite the mixed and limited evidence for them, in Study 2, we conducted a qualitative investigation of the meta‐analyzed articles, looking for explanations about why research and practice using generations persist despite the lack of evidence. Results of the qualitative analysis showed that researchers often discounted null or equivocal findings and seldom raised questions about the underlying concept of generations. Our findings reinforce that researchers and practitioners should continue to seek better explanations for differences among workers, investigate the origins of generational stereotypes, and work to understand why academics and practitioners continue supporting and propagating this questionable concept.

Intergenerational Climate and Work Engagement: The Mediating Role of Perceived Age Discrimination in a Sample of Older Workers

ABSTRACT Given that different generations can be found in the workplace, due to the increase of work life cycle, research regarding the impact of intergenerational climate and perceived age discrimination on work engagement is of relevance, especially among older workers, as those most impacted by age discrimination. The objective of this study was to investigate intergenerational climate and work engagement, and whether this relationship is mediated by age discrimination. The hypotheses were tested in a sample of 201 Portuguese workers with 45 or more years of age, by means of regression. Findings showed that intergenerational inclusiveness and affect, retention and intergenerational affect, and generational stereotypes are negatively related to perceived age discrimination. Furthermore, work engagement seems to only be positively impacted by intergenerational inclusiveness and affect. Age discrimination did not act as a mediator. Theoretical and practical implications to human resources management strategies in organizations are discussed.

For whom the bell (really) tolls: A grounded theory of millennial academic supervisors’ sensemaking of communitarian values as a springboard to enrich their transformational leadership attributes

ABSTRACT The emergence of millennials in strategic positions of academic organizations paved the way for a peculiar execution of leadership practices due to their work ethic and generational stereotypes. Scholars argue that one of the neo-charismatic modalities that they embrace is transformational leadership. By and large, the said leadership paradigm becomes a multifaceted phenomenon if viewed from the specific generational and professional lenses. There is a paucity of studies that discovers its translation on developing countries that imbue a communitarian schema of values. Through a Glaserian grounded theory, the qualitative inquiry purported to provide a model which would uncover the process of sensemaking of communitarian values to enrich the transformational leadership attributes of the millennial academic supervisors. Twenty (20) information-rich cases from various comprehensive universities in the Philippines participated in the inquiry. Interestingly, the study revealed four (4) distinct yet interwoven stages of Build up, Engage in, Lean on, and Live through. The ‘BELL Model of Culturally Sensitive Transformational Leadership Attribute Enrichment among Millennial Academic Supervisors’ can serve as a pragmatic framework that could assist the teacher-leaders hailing from communitarian societies with a scaffolding that resonates with their modern-day sensibilities and celebrates their indigeneity.

READ TO SUCCEED: HOW BOOK CLUBS CAN IMPROVE INTERGENERATIONAL RELATIONS AND FOSTER AGE FRIENDLINESS IN COMMUNITIES

Abstract Intergenerational programming is recommended to improve age friendliness in communities, but there is little empirical research to support its effectiveness (Canedo-García et al., 2017). This project examined whether a multimodal intergenerational book club challenged age stereotypes and reduced ageism among participants (N=41). Twenty-one older adults (61-82) and 20 younger adults (18-22) read A Man Called Ove and met three times to introduce themselves (Time 1) and discuss the book (Time 2 and 3). Before the first meeting and after subsequent meetings, participants completed a survey to assess ageist beliefs and stereotypes. We expected ageist beliefs and stereotypes to decrease across time during the book club program. There was a statistically significant interaction between age group and time on benevolent ageism F(2, 52)= 5.23, p= .009 , partial η2= .167, such that benevolent ageism was more endorsed in younger adults (M=6.64, SE= 2.48, p= .011) compared to older adults at Time 1. This difference was not observed at Time 2 or Time 3 due to younger adults’ decreased overall endorsement. For positive generational stereotypes about older adults, there was a statistically significant main effect of time, F(2, 52)=7.095, p=.002, partial η2= .214, such that both younger and older adults increased their endorsement of these stereotypes from Time 1 to Time 3; similar findings occurred for positive stereotypes about younger adults F(2, 46)=4.53, p=.016, partial η2= .165. Results indicate intergenerational book clubs are an effective means to improve intergenerational relations and reduce ageist attitudes in younger adults.

ENGAGING IN ARTISTIC AND CREATIVE OPPORTUNITIES TO HELP UNDERSTAND THE AGING EXPERIENCE

Abstract This symposium provides an overview of artistic and creative engagement methodologies to understand aging experiences. The first presentation examines a collaborative effort involving a researcher and filmmaker to film, edit, and produce a documentary about Irish Men’s Sheds to increase awareness of diversity within the dissemination of narrative stories. The second presentation focuses on drawing, investigating how young children socially and cognitively represent perceptions of human longevity and of the concept of what constitutes “old.” Children were asked questions regarding what it means to be “old” and what they might look like at 100 years, and to draw a self-portrait image. Findings demonstrating internal working models consistent with socially-learned attitudes, beliefs, and stereotypes of aging. The third presentation explains digital narrative gerontology and a life story project of the older adult’s life created by younger and older adults. Thematic analysis revealed improved well-being, reduced generational stereotypes, and feelings of loneliness and isolation. The fourth presentation details an intergenerational project involving university students and older adults with cognitive impairment. Participants engaged in a six-week, telephone-based reminiscence experience and then co-created a storyboard/script to create a digital story. Thematic analysis demonstrated six themes: Family, religion and purpose in life, loves and hates, career/work, stress/coping, and major life turning points. The final presentation details music as a therapeutic intervention to improve older adults’ quality of life and foster social connections, self-understanding and expression. Observations from working with older adults in a variety of environments and preferred music styles will also be discussed.

The intergenerational climate of Spanish university research

ABSTRACT The knowledge economy has transformed society and the university environment, which has moved towards the market model. The profound changes produced under this new model have had implications for institutional functions, especially research. In Spain, this transformation has also coincided with the intergenerational overlap of researchers. Consequently, research on intergenerational relations has become an area of interest and concern. This study analyses the intergenerational climate of Spanish research by administering the Workplace Intergenerational Climate Scale. This questionnaire has five subscales: lack of generational stereotypes, positive intergenerational affect, intergenerational contact, workplace generational inclusiveness, and workplace intergenerational retention. A total of 2003 researchers from 10 Spanish public universities participated in this study. The findings suggest a favourable intergenerational climate in Spanish research, albeit with some generational stereotypes. Older researchers (Baby Boomers and Generation X) showed the most positive perception of the various aspects of the intergenerational climate of Spanish research, represented by the different subscales. As a positive intergenerational climate in research settings leads to improvements at the individual, group, and institutional levels, higher education institutions should regularly diagnose and improve their intergenerational climate towards overcoming generational stereotypes, which often results from intuitions and beliefs than from actual and confirmed difficulties.

Understanding the stereotypes of Millennials in the workplace

AbstractRecent research on the generations in the workplace has acknowledged the role organizations play in creating generations and the stereotypes associated with them. However, how these stereotypes are formed has yet to be empirically explored. This paper analyzes the stereotypes associated with Millennials based on an in‐depth case study of a population of drivers in a French railway company. This shows that these stereotypes mostly reflect the transformation of professional and organizational identities. The “elders” differentiate themselves from the new organizational generation to enhance the appearance of their skills, knowledge, and values, thus maintaining a balance of power that is favorable to them. Stereotypes also represent generational imprints that work as time markers in shaping the collective memory of their profession. By exploring the relationship among organizational changes, organizational generations, and generational stereotypes, this research produces a more complete understanding of the generational phenomenon in the workplace.

The Critical Role of Developmental Psychology in Addressing Generational Stereotypes Associated With Use of Digital Health Technologies

The Critical Role of Developmental Psychology in Addressing Generational Stereotypes Associated With Use of Digital Health Technologies

DEVELOPMENT OF AN AGE-PERIOD-COHORT-EXPERIENCE MODEL FOR FILIPINO INTERGENERATIONAL DIVERSITY INQUIRY IN SCHOOLS

The purpose of this study is to develop a model to scrutinize intergenerational (IG) diversity in the workplace in response to current issues in IG diversity studies. These include the ambiguity of the definition of generation as the basis for understanding IG diversity and the overgeneralization of findings that could lead to generational stereotypes. The present study consists of two-phase developmental research. Phase One involved model development based on an integrative literature review. Phase Two focused on the validation of the model in the context of multigenerational colleagues in Philippine basic education schools. An Age-Period-Cohort-Experience (APCE) model was developed to explore IG diversity in the workplace. Validation showed the applicability of the model to obtain a contextualized understanding of IG diversity through the recognition of the overlapping and interrelated effects of age, period, cohort, and work experiences. The APCE model provided a useful lens for scrutinizing the IG diversity of the teachers in the workplace through qualitative research with limitations in terms of their age, period, cohort, and experiences. As such, said descriptions for each generation could only hold true while all four conditions are present. Until a strong basis for analysis is established, the separation of one effect from another will be difficult.

Generational situatedness: Challenging generational stereotypes in health professions education

Purpose Use of generation theory is pervasive within health professions education (HPE) literature, yet its application perpetuates unfounded generalizations that disadvantage learners. The objectives of this thematic analysis are first, to understand how generation theory is applied to ‘Generation Z’ HPE students and second, to propose a more productive framework for approaching evolutions within HPE. Methods A literature search was conducted to identify HPE publications pertaining to Gen Z learners. A thematic analysis was undertaken to identify a priori themes and uncover new themes. Results Qualitative analysis revealed evidence of three a priori themes as well as four newly identified themes across our sample. Conclusion The near ubiquity of essentialism and generational othering across our sample illustrates the ongoing challenges posed by generationalism in HPE discourse. While traces of generational humility and generational situatedness suggest a more holistic response to evolving student populations, we nevertheless discourage the continued use of generation theory to guide HPE pedagogy and instead urge educators to resist essentializing generalizations by thinking comprehensively about what evolutions in HPE must occur if we are to best prepare our students to practice in present and future healthcare settings. Practice points As new cohorts of health professions students (‘Gen Z’) matriculate, generation theory remains a compelling frame for conceptualizing changes in health professions education (HPE) despite a robust body of research critiquing its reliance on essentializing stereotypes. Examples of essentialism and generational othering, which perpetuate reductive stereotypes about generational cohorts, frequently recur in the published literature about Gen Z HPE students. Generational situatedness may mitigate the reductive essentializing of generationalism in HPE. A structural approach promises to better prepare students to practice in present and future healthcare settings than adapting HPE to meet the presumed needs of generational learners.

Nurses' generational stereotypes and self-stereotypes: a cognitive study

PurposeThe present research offers insights into the generational stereotypical beliefs that different generations of nurses hold about the own and the other generations and the implications on the work floor.Design/methodology/approachThis cross-sectional, exploratory study employs a cognitive mapping approach known as the repertory grid. The sample consisted of 15 Generation Y, 15 Generation X and 15 Baby Boomer nurses.FindingsBeliefs of nurses about their own and the other generations direct social categorization and generational stereotypes of the in-group and out groups. These stereotypes mold nurses' beliefs and attitudes towards their coworkers and are enacted leading to self-fulfilling prophecies. Especially Generation Y and Baby Boomer nurses are negatively stereotyped and have their ways to deal with these negative stereotypes.Practical implicationsNurses and their managers who hold generational stereotypes may unknowingly create cliques within an organization and adopt behaviors and expectations based on generational (self-) stereotypes. The author offers noteworthy insights for fostering intergenerational synergies amongst nurses, which are important since the level of interdependent relations amongst nurses required to provide care.Originality/valueThe present study moves away from the research about the typical characteristics of nurses across the generational workforce. Instead, mental models about how different generations of nurses construe their coworkers belonging to different generations including their own generation are drawn. Employing the repertory grid technique (RGT), an established method for uncovering people's personal and collective belief systems, the present study shows how generational stereotyping and self-stereotyping among nurses belonging to varying generational cohorts occurs and debates its implications.

Generation Z Workplace Communication Habits and Expectations

Background: People born between 1995 and 2012, referred to as Generation Z, grew up alongside significant technological advancements in communication. This cohort's oldest members are now entering the workforce. Literature review: Although the merits of generational research have been questioned, Generation Z's personal communication preferences and habits demonstrate unprecedented technological experiences and expectations in the workplace. Research questions: 1. What are Generation Z's current habits in using smart technology, social media, and voice communication for personal communication? 2. How does the current workplace communication environment appear through the lens of Generation Z? 3. Do the personal communication habits of Generation Z conflict with current workplaces? Methodology: The study reports on a 207-participant exploratory survey and 6 interviews with Generation Z members in January-March 2020. The survey included multiple choice and open-ended questions regarding respondents' personal and workplace communication habits and expectations. The interviews allowed further investigation of survey responses. Results: Working Generation Z respondents hold unexpected attitudes and behaviors, including awareness of the negatives of technology use, differences in personal preferences and professional behaviors, self-regulation of technology use, and concern for boundaries between personal and work life. Conclusion: Generation Z's ability to adapt to current workplace norms may slow changes in workplace communication. Their awareness of disruptive communication habits could make positive changes to workplace communication in the future. Employers should resist negative generational stereotypes and develop new communication policies to reflect current and future-looking technology use. This study was completed prior to COVID-19 and does not include pandemic-related workplace technology changes.

Working with generationally similar or different colleagues: Impacts on perceptions of generational stereotypes and work-related attitudes.

Working with generationally similar or different colleagues: Impacts on perceptions of generational stereotypes and work-related attitudes.

Age as an Overlooked Element of Diversity: Approaches to Addressing Intergenerational Perspectives

Outside of gerontology, age is an often underappreciated element of diversity. At a time when all generations must work together to provide inclusive, multi-faceted solutions to today’s societal problems, ageist and generational stereotypes are often barriers to meaningful intergenerational exchanges. Age derogation and negative stereotypes have been used to splinter communities, perpetuate misinformation, and trivialize intergenerational conversations. As researchers, educators, and practitioners, we understand why age matters, but our students, community leaders, and employers may not. It is our disciplinary obligation to convince those who ignore, dismiss, or misrepresent age of the importance of this aspect of diversity for navigating any multigenerational setting. In this talk, we provide three approaches to addressing age-related beliefs in the classroom. We begin by exploring the impact of generational stereotypes within minority communities. For the LGBT community, negative stereotypes coupled with rapid social change have lead to a growing generational gap. We then shift perspectives to examine the role that lifespan developmental psychology can play in preparing students to enter a diverse multigenerational workforce. Here, we discuss research on age identity and generational identity as distinct and self-enhancing life-span processes, and highlight the developmental barriers that must be navigated in order to foster intergenerational cohesion. Finally, we discuss the findings from Generation to Generation, an intergenerational discussion course for older and younger adults, designed to promote productive intergenerational contact. The results provide evidence that intergenerational discussion may facilitate improved connections between generations.

Divides Within the LGBT Community: Exploring the Impact of Generational Stereotypes

Age is a unique, often overlooked, aspect of identity, which is particularly problematic within the LGBT community. While sexuality, sexual orientation, and gender identity are central to the identities of LGBT people, they are verboten for older adults. Thus, older LGBT individuals’ voices are inadvertently silenced. This talk will present data that demonstrates the reinforcing role that stereotypes play in maintaining the generational divide and address some of the unique inter-generational differences within the LGBT+ community that arise from differential experiences of cultural acceptance and historical events of LGBT youth coming of age across decades. For example, in the 1970’s the DSM criteria would have classified LGBT people as mentally ill; stark contrast to the 2010’s in which LGBT youth have grown up with legal protections against hate crimes, and marriage equality as a basic right. We will conclude with a discussion on cultivating community and productive conversations across generations.

Muslim Gen Yers in India: A Qualitative Analysis

Millennials are the most widely studied generational cohort who are often stereotypically described as a bunch of over-demanding, highly entitled, individuals who want everything here and now. Considering that generations are shaped by a multitude of socio-cultural factors, the present study explores the psyche of Millennials in India. The aim of this exploration is to discover the extent to which generational stereotypes represent Indian Millennials. Using Stryker’s Structural Symbolic Interactionism approach, the investigation conceptualizes stereotypes as social constructions and seeks to identify the socio-historical factors involved in their creation. Since Muslims are at a greater risk of communal stereotyping, the study focuses only on Muslim Millennials and attempts to accentuate the intersectionality of two disadvantaged identities (generation and religion) in order to better explain the participants’ lived experiences. Inferences are drawn from the interpretative phenomenological analysis of six semi-structured interviews, conducted with Indian Muslim Millennials. This analysis yielded four superordinate themes viz. Parental Role and Expectations, Technology, Multiplicity of selfhood, and Polarized Community Relationships which have been discussed in the light of existing theories and research.

MILLENNIAL LEADERS’ DISPLAY OF GENERATIONAL COHORT STEREOTYPES: A QUALITATIVE RESEARCH APPROACH

This paper investigates how Millennial leaders perceive themselves in their leadership role and whether generational cohort stereotypes prevail with ascending hierarchy levels. There is a lack of research, which applies generational cohort stereotypes to Millennials in a leadership context. This limits our understanding of this generational cohort and how its members can benefit organizations in their role as leaders. Millennials in leadership positions are a new and underresearched phenomenon. Therefore, an explorative, qualitative research approach was followed, including interviews at 15 organizations from different industry segments in Germany. The data was analyzed through a qualitative content analysis. The study shows that Millennial leaders displayed generational stereotypes, but also adapt their behavior to corporate structures. This is problematic since it can limit Generation Ys’ value creating potential for organizations (e.g. driving innovation). This study contributes novel insights on Millennial leadership and organizational challenges in integrating this generational cohort within corporate structures. Organizations are advised to support the development of structures and processes that allow Millennials to unfold their potential. Directions for future research are outlined to further investigate this new phenomenon.

Employees of Different Generations and Their Motivations: Do They Differ?

Managing employees across different generations is not only a hot research topic but also a challenge faced by contemporary business organizations in any industry. Generally, it is believed that managing employees across generations is a daunting and challenging management task due to the differences in their preferences, behaviours and attitudes. The purpose of this research is to examine whether motivational drivers differ across three generations of employees working in the Sri Lankan banking sector. This explanatory study has a cross-sectional research design and follows the quantitative methodology and the deductive research approach. The results do not exhaustively support the generational stereotypes concerning motivation that is ubiquitous among management practitioners. A difference among motivational drivers across three generational cohorts was observed only for one category of motivational drivers, which were content-based drivers, but not for the process based motivational drivers. This research emphasizes the importance of managing individuals by focusing on individual differences rather than relying on generational stereotypes.

Generational Differences in Nursing: A Bridge Too Far? Generational Stereotypes and Self-Stereotypes

A lot of research attention has been devoted to reveal generational differences in general and in the nursing workforce in particular. However, findings are fractured, and research is incomplete regarding methodology and theoretical background. Notwithstanding, it has been stated that generational differences are a real phenomenon, if only in the perceptions of employees and managers, suggesting that perceptions of generational differences exist, even if those differences are not always supported empirically. Adopting a social identity perspective concerning groups and self-conception and employing a cognitive mapping method (repertory grid technique, mixed methods), the present study taps into three generations nurses’ minds (Baby-boomers, Generation X and Generation Y) to reveal the perceptions or generational stereotypes that different generations of nurses hold the other generations and about the own generation. Our research reveals that perceptions of nurses’ other and own generations may direct social categorization and generational stereotypes of the in-group and outgroup(s), that some of these stereotypes can be enacted leading to self-fulfilling prophecies, and that generational stereotypes do not necessarily coincide with age-based stereotypes. We show how especially Generation Y and Baby-boomer nurses are negatively stereotyped and how nurses deal with these negative stereotypes. Generation X nurses rather seem to be positively stereotyped.

Generational meta-stereotypes: Generational stereotypes in action

Early research on generational diversity reported fractured findings. Notwithstanding, recent research that adopts a social identity perspective stresses that generational differences appear to be a real phenomenon, if only in the perceptions of employees and managers giving rise to stereotypes and self-fulling prophecies. However, generational stereotypes are but one side of the coin. Meta-stereotypes or what individuals believe other generational groups think about their own generation is a critical aspect of intergenerational perception influencing generational interactions. Calling on social identity theory and employing a cognitive mapping method (repertory grid technique, mixed methods), the present study taps into three generations (Generations Z, Y and X) minds and demonstrates how these generations perceive what the other generational groups think about their generation. For the categorization in generational groups, we measured generational identity. We point out to both positive and negative meta-stereotypes and how these may affect attitudes and behaviors in the workplace. We also point to meta-patterns about how meta-stereotypes do not operate in the same way for the various generational groups researched. We give some advice for practitioners and call for a further investigation of the generational phenomenon.