Annotated Bibliography

Literature Review:

Below are articles that are extremely relevant when examining the effectiveness of the University of the Third Age.

Article 1:

Marcinkiewicz, A., (2011). The university of the third age as an institution counteracting marginalization of older people. Journal of Education Culture and Society, 2011(2), 38- 44.

Summary:

This article discusses ways in which the University of the Third Age (U3A) lessens the effects of the marginalization of the elderly in today’s society. The U3A believes in the importance of preparing its participants to grow old meaningfully with an emphasis on lifelong learning. The U3A began in France in 1973 and offered low cost college courses to third age students (broadly defined as 50 to 75

Exploring social inclusivity within the university of the third age (U3A): A model of collaborative research. 36(8), 1580-1603.

This article is based upon a collaborative study by members of the North-East England chapter of the University of the Third Age and university researchers. It investigated the level of social inclusivity after evidence of low attendance and participation rates in this region of the United Kingdom. Key characteristics that differentiate the British model of the U3A from the French model is that the UK model is rooted in the principles of self-help, self-sufficiency, and interchange via peer teaching. The UK model rejected the idea that the U3A needed to be associated with formal universities. A study in 2014 revealed that only 17% of 65 to 74 year olds participated in any form of lifelong learning in England, and the participation rate was only 8% for seniors over 75. It is important to examine what barriers may exist that prevent older learners from participation in the U3A, as well as engaging in lifelong

Participants ranged in age from 53 to 88 years old and more women than men took part. There was an equal mix of blue and white collar professions. Upon completion of the study, it was identified that the U3A was generally perceived as a middle-class organization for those who had attained high levels of education including such as college degrees and was not as likely to have members with lower levels of education and socio-economic status. The overall perception was the U3A was an organization for middle class individuals and not working class individuals, but that belief was founded on no real evidence as the U3A is open to everyone at a minimal yearly