The "graying of America" is occurring at a rapid rate, bringing about widespread changes not only in the population, but also challenges for legislation, allocation of resources, quality of life, and ethical decisions. A basic knowledge of aging is something that everyone needs. Information about aging should be part of general education in elementary and secondary schools. This study examined, analyzed, and evaluated the depiction of aging in secondary school textbooks. It represents the first formal effort to establish a systematic framework for aging content in K-12 education and assess how much of this content is currently present in widely used educational materials at the secondary level. The study also examines how this material is presented (i.e., the mode of presentation may be as important as the information).

Researchers selected ninety-one books used in nine different subjects (biology, general science, health, government/civics, history, economics, psychology, sociology, and home economics) for content analyses. Using categories established by a team of gerontologists and high school educators, these books were examined for the amount of aging information they contained.

Results from the analysis indicated that high school textbooks contain both "sins of commission and omission." Frequent instances of false or misleading information were identified, such as confusion of Medicare and Medicaid. Numerous cases of negative portrayals of aging and older people existed in written text and illustrations.

The most significant finding was the absence of information about aging- related topics. Aging topics received only passing attention in biology, general science, government, and history. Texts either ignored or gave scant mention to aging or old age. Sample findings were:

Government/Civics - Only two of eleven government textbooks had extended discussion of Social Security as a contributory social insurance program. In three of the texts, Social Security was not mentioned at all.

Economics - The role of Social Security as a principal income source for retirees was not mentioned in ten of the fourteen books. There was no discussion of older workers or the changing mix of the labor force. Only two texts tersely noted any roles played by older people as productive members of society. Most did not mention that retirement is now a normal part of the life cycle. Only one text dealt with the effects of population aging on the demand for goods and services.

Biology - Out of fifteen biology textbooks, most implied, at least tacitly, that no significant biological change takes place once adulthood is reached.

Health - Although textbooks for health tend to give more attention to aging subjects than other subjects, most missed opportunities to explain causes and variations in life expectancy and aging processes.

Home Economics - With an average of 406 pages each, the twelve home economics texts contained an average of 12 pages with some aging-related content. None of the twelve texts alluded to career opportunities related to aging.

Psychology - With an average of 558 pages, the five psychology texts had an average of 19 pages on aging-related topics. Texts varied widely in their treatment of aging, ranging from none in one text to 68 pages in another. In one frequently revised psychology high school text, the only extensive discussion related to aging was on Alzheimer's Disease.

Sociology - The majority of the twelve sociology texts did provide students with accurate information about changing demographics and age stratification, but were lacking in information on social programs benefiting older adults.

Conclusion - Just as textbook authors and publishers have been responsive to concerns about race, ethnicity, and gender, they need to be sensitive to aging issues. This study is a beginning step from which authors and publishers may build a substantive framework for aging education in a variety of subjects.