Graduation at age 50Â +: Contested efforts to construct “third age” identities and negotiate cultural age stereotypes

The cultural and social contexts of aging have changed a great deal during the last two decades and aging experiences have become more differentiated. However, pervasive age stereotypes still exist that limit the agency and self-perception of older people, and part of the experience of new aging is to actively combat such negative stereotypes. The purpose of this study is to explore how lifelong learning and a degree attainment in midlife become embedded into new aging practices. The study will focus on a specific group of aging workers who attained a Master's degree from Finnish universities in their fifties. In order to better understand the aging experiences of these older graduates, this study seeks to address how they construct the meaning of aging in relation to their own educational and professional status. The data consist of 14 life-history interviews, which were analyzed as narrative identity performances. Differentiating oneself from the stereotype of physical and mental decline and positioning oneself in a favorable way in inter-generational relations were common ways of approaching aging. Age-negotiation and ambivalence about aging were expressed by structuring narratives around clear oppositions and contradictions. University studies at age 50 + became a talking point in countering cultural age-stereotypes, because it showed that aging workers could still accomplish significant goals and “renew” oneself intellectually. University studies also enabled collaboration with the younger generation and the breaking of narrow age boundaries.