Handbook of the Life Course (eBook)
X, 720 Seiten
Springer International Publishing (Verlag)
9783319208800 (ISBN)
Building on the success of the 2003 Handbook of the Life Course, this second volume identifies future directions for life course research and policy. The introductory essay and the chapters that make up the five sections of this book, show consensus on strategic 'next steps' in life course studies. These next steps are explored in detail in each section: Section I, on life course theory, provides fresh perspectives on well-established topics, including cohorts, life stages, and legal and regulatory contexts. It challenges life course scholars to move beyond common individualistic paradigms. Section II highlights changes in major institutional and organizational contexts of the life course. It draws on conceptual advances and recent empirical findings to identify promising avenues for research that illuminate the interplay between structure and agency. It examines trends in family, school, and workplace, as well as contexts that deserve heightened attention, including the military, the criminal justice system, and natural and man-made disaster. The remaining three sections consider advances and suggest strategic opportunities in the study of health and development throughout the life course. They explore methodological innovations, including qualitative and three-generational longitudinal research designs, causal analysis, growth curves, and the study of place. Finally, they show ways to build bridges between life course research and public policy.
Michael J. Shanahan is Professor of Sociology and Faculty Fellow at the Carolina Population Center and at the Center for Developmental Science, University of North Carolina at Chapel Hill. He is interested in individual differences in the life course, a theme that he has studied with reference to genetics, health, and personality. Recent articles appear in Social Forces, Developmental Psychology, Journal of Health and Social Behavior, and Social Science and Medicine. His current research examines associations between social circumstances and gene transcription both early and later in the life course.
Jeylan T. Mortimer is Professor of Sociology and Founding Director of the Life Course Center, University of Minnesota, and Principal Investigator of the longitudinal, three generation Youth Development Study. Her interests span the areas of work and socioeconomic attainment, the life course, youth and transition to adulthood. H
er recent articles appear in Social Psychology Quarterly, Social Forces, the Journal of Research on Adolescence, the Journal of Marriage and Family, Developmental Psychology, the Journal of Vocational Behavior, Longitudinal and Life Course Studies, and Demography. Her current research examines intergenerational change and transmission of achievement orientations, the impacts of prior parental experiences and trajectories on their adolescent children, and the sources of resilience in the transition to adulthood. Professor Mortimer is Chair of the Section on Aging and the Life Course in the American Sociological Association. She previously served as Chair of the ASA Sections on Children and Youth, and Social Psychology.
Monica Kirkpatrick Johnson is Professor of Sociology and Honors College Distinguished Professor at Washington State University. Her r
esearch interests are in the areas of work, family, and education across the life course, with particular focus on well-being and achievement in adolescence and the transition to adulthood. Her recent research has appeared in the American Journal of Sociology, Longitudinal and Life Course Studies, Social Science Research, Journal of Marriage and Family, Social Forces and Social Psychology Quarterly. Her current research focuses on families' and young people's adaptations to the changing nature of the transition to adulthood, including familial financial support in young adulthood and its implications for attainment and well-being; change in educational and work ambitions tied to changing personal and historical circumstances; and the interplay of stratification and the development of social psychological resources in promoting well-being and attainment.Michael J. Shanahan is Professor of Sociology and Faculty Fellow at the Carolina Population Center and at the Center for Developmental Science, University of North Carolina at Chapel Hill. He is interested in individual differences in the life course, a theme that he has studied with reference to genetics, health, and personality. Recent articles appear in Social Forces, Developmental Psychology, Journal of Health and Social Behavior, and Social Science and Medicine. His current research examines associations between social circumstances and gene transcription both early and later in the life course.Jeylan T. Mortimer is Professor of Sociology and Founding Director of the Life Course Center, University of Minnesota, and Principal Investigator of the longitudinal, three generation Youth Development Study. Her interests span the areas of work and socioeconomic attainment, the life course, youth and transition to adulthood. Her recent articles appear in Social Psychology Quarterly, Social Forces, the Journal of Research on Adolescence, the Journal of Marriage and Family, Developmental Psychology, the Journal of Vocational Behavior, Longitudinal and Life Course Studies, and Demography. Her current research examines intergenerational change and transmission of achievement orientations, the impacts of prior parental experiences and trajectories on their adolescent children, and the sources of resilience in the transition to adulthood. Professor Mortimer is Chair of the Section on Aging and the Life Course in the American Sociological Association. She previously served as Chair of the ASA Sections on Children and Youth, and Social Psychology. Monica Kirkpatrick Johnson is Professor of Sociology and Honors College Distinguished Professor at Washington State University. Her research interests are in the areas of work, family, and education across the life course, with particular focus on well-being and achievement in adolescence and the transition to adulthood. Her recent research has appeared in the American Journal of Sociology, Longitudinal and Life Course Studies, Social Science Research, Journal of Marriage and Family, Social Forces and Social Psychology Quarterly. Her current research focuses on families’ and young people’s adaptations to the changing nature of the transition to adulthood, including familial financial support in young adulthood and its implications for attainment and well-being; change in educational and work ambitions tied to changing personal and historical circumstances; and the interplay of stratification and the development of social psychological resources in promoting well-being and attainment.
Contents 6
About the Editors 10
Introduction: Life Course Studies – Trends, Challenges, and Future Directions 12
1 Growth, Diffusion, Opportunities and Challenges 13
2 Organization of Handbook II 14
3 Section I: Foundations of Life Course Research 15
4 Section II: Changing Social Contexts and Life Course Patterns 19
5 Section III: Health and Development Through the Life Course 25
6 Section IV: Methods for Life Course Research 29
7 Section V: The Life Course and Policy, Building the Nexus 31
References 34
Part I: Foundations of Life Course Studies and Future Research 35
Institutionalization of Life Course Studies 36
1 Origins and Development 36
1.1 Early Studies 37
1.2 Expansion 39
1.2.1 British Studies 39
1.2.2 Swedish Studies 40
1.2.3 Australasian and Canadian Studies 40
1.2.4 US Studies 40
1.2.5 German Studies 41
1.2.6 Household Panel Surveys 41
1.2.7 Census- Based Studies 42
1.3 Review 42
2 Foundations of Growth 42
2.1 Technological 42
2.2 Methodological 44
2.3 Theoretical 46
3 Consolidation and Growth 48
3.1 New Studies 48
3.2 Intergenerational Studies 49
3.3 Cross-National Studies and Collaborations 50
3.4 New Data 51
3.4.1 Biomarker Data 51
3.4.2 Geocoded Data 52
3.4.3 Administrative Data 52
3.4.4 Social and Psychological Data 52
3.5 International Standards 53
3.6 Review 53
4 Institutionalisation 53
5 Challenges and Prospects 56
5.1 Collaboration 56
5.2 Historical Context 56
5.3 Research Ethics 57
5.4 Attrition 57
5.5 Respondent Burden 57
5.6 Investment and Impact 57
5.7 Distribution 58
5.8 Conceptualisation 58
6 Conclusion 59
Appendix 60
References 63
Age, Cohorts, and the Life Course 68
1 Conceptual Issues and Perspectives 69
1.1 Early Contributions 69
1.2 The Challenges of Heterogeneity and Context 71
1.3 The Emergence and Consequences of Life Course Theory and Research 72
2 Cohort Differences: A Window to Historical and Social Change 73
2.1 A Note on Theory and Processes 75
2.2 Secularization: Cohort Changes in Religious Participation and Authority 76
2.2.1 Religious Service Attendance and Beliefs 77
2.2.2 Religious Authority 77
2.2.3 Non-religious Spirituality 77
2.3 Demographic Change Associated with Cohort Size 78
2.4 Demographic Change in Family Structure and Dynamics 80
2.5 Cohort Differences in Gender Role Attitudes 82
2.5.1 Egalitarian Gender Roles 82
2.6 Final Thoughts on Inter-cohort Differences 83
3 Historical Variation Within Cohorts: Life Course and Developmental Effects 84
3.1 Living Through Depression and War 85
3.2 Moving Off the Land 88
4 The Impact of Life Course Change 89
5 Conclusion 92
References 93
Opening the Social: Sociological Imagination in Life Course Studies 95
1 Introduction 95
1.1 Common Phenomena, Divergent Explanations 95
1.2 Containing the Social: The Functional-Developmental Nexus and Sociological Explanation 97
2 Containing the Social: Three Examples 99
2.1 Agency: The “Big Easy” of the Life Course 99
2.1.1 Agency and Life Transitions 101
2.1.2 Agency and Precariousness 103
2.2 Early-Life Circumstances in Life Course Context 104
2.2.1 Latency of Early Childhood Exposures 106
2.2.2 Path Dependency 108
2.3 From G-E 1.0 to G-E 2.0: Gene-Environment Interactions, Social Control and the Social Regulation of Genetic Expression 109
2.3.1 G-E Interaction 1.0: Social Control of Gene-Based Characteristics 109
2.3.2 From G-E 1.0 to G-E 2.0 110
3 Conclusion 114
References 114
The Changing Social Construction of Age and the Life Course: Precarious Identity and Enactment of “Early” and “Encore” Stages of Adulthood 119
1 Increasing Differentiation in the Social Construction of Age 120
2 Ambiguity and Uncertainty in Age Constructions, Interactions, and Identities 123
2.1 Children, Adolescents, and Early Adults 123
2.2 Encore and Older Adults 125
3 Linked Lives and the Gendered Life Course 126
4 Disjunctions Between Structural Opportunity and Individual Preference/ Need 127
5 Increasing Diversity Within Age Categories and Continuity Over Time 130
6 Conclusion 131
References 133
Structuration of the Life Course: Some Neglected Aspects 138
1 Our Point of Departure 138
2 A Comparative Lens: Perspectives on Lives in Different Contexts 139
2.1 Structuring the Life Course: Early North American Contributions 139
2.2 Shaping the Life Course Through Laws and Policies: European Perspectives 140
3 Her and His Life: Revisiting Classics 141
4 Demographic Context of Lives and Relationships 143
4.1 Altered Age Structures 143
4.2 Life Maps Out of Step with Demographic Reality? 144
4.3 Altered Opportunities for Relationships Among Age Groups: Increasing Segregation? 145
4.4 Altered Opportunities for Interdependence Across Family Generations 146
4.5 Family Generations: Recognizing Multiple Links 147
4.6 Limited Vertical Ties: Increased Life Course Vulnerability? 148
5 Webs of Interdependent Lives: Micro and Macro Perspectives 148
5.1 Two Faces of Interdependence 148
5.2 Interdependence as a Policy Issue 149
5.3 Examples of Laws and Policies Structuring Interdependence 150
5.4 Intergenerational Care Regimes 151
6 Structuring the Lives of Men and Women: Gender in Laws and Policies 152
6.1 Roles Limited to One Gender 152
6.2 Gender Differences in Age Borders 153
6.3 Gender Differences in Credits for Role Engagement 155
7 Returning to the Point of Departure 156
7.1 Neglected Structural Factors 156
7.2 Analytical and Methodological Challenges in Bridging Levels 157
References 158
Part II: Changing Social Contexts and Life Course Patterns 165
Family Heterogeneity Over the Life Course 166
1 Childhood and Adolescence 167
1.1 Educational Enrollment/Attainment: Convergence by Gender 167
1.2 Gender Socialization 167
1.3 Heterogeneity in Socialization by Social Class 169
1.4 Heterogeneity in Socialization by Family Structure 169
1.5 Socialization for Family Life: A Theoretical Approach 170
1.5.1 Heterogeneity by Gender 171
1.5.2 Heterogeneity by Social Class 172
2 Young Adulthood and Adulthood 172
2.1 Transformation Due to the Gender Revolution 172
2.2 Union Formation 172
2.2.1 Delayed Union Formation and Parent-Young Adult Coresidence 172
2.2.2 Social Class Differences in Union Formation 173
2.3 Transition to Parenthood 174
2.3.1 Meaning of Parenting Motivation for Childbearing and Later Involvement
2.3.2 Biological Relationship and Marital Status of Children’s Parents 174
2.3.3 Social-Normative Expectations for Nonbiological Parents 175
2.4 Family Processes 175
2.4.1 Gender Differences in Family Processes 175
2.4.2 Social Class Differences in Family Processes 176
2.4.3 Differences by Race/Ethnicity and Immigrant Origin 176
2.5 Intergenerational Consequences 176
3 Challenges of Aging: Retirement and Sharing Housework 177
3.1 Retirement and Sharing Housework in Separate Spheres Marriages: A Theoretical Approach 177
3.2 Research on Family History and Retirement 178
4 Challenges to Ways of Thinking About Families and Family Formation 179
4.1 Same Sex Couples 179
4.2 Adoption and Assisted Reproductive Technologies 179
5 Conclusions 180
References 181
Educational Pathways 184
1 Introduction 184
2 The Educational Life Course 185
2.1 Educational Processes and Inequality in Childhood 186
2.2 Educational Processes and Inequality in Adolescence 187
2.3 Educational Processes and Inequality in Adulthood 190
2.4 Summary of Educational Processes and Inequality 192
3 Life Course Insights into Education 192
3.1 Transitions and Trajectories 192
3.2 Linked Lives 194
3.3 Intertwined Trajectories 196
3.4 Contexts 199
4 Conclusion 201
References 201
College for All: New Institutional Conflicts in the Transition to Adulthood 206
1 Introduction 206
2 Community College Context 207
3 The Shaping of the Transition to Adulthood 208
4 Time is the Enemy: Simultaneous Conflicts in Different Life Domains 209
5 Three Problematic Transitions into Adulthood 214
5.1 High School to College Entry 215
5.2 Credits Without Credentials 216
5.3 College Without Payoffs 217
6 New Structures: Reducing Simultaneous and Sequential Conflicts 219
6.1 Institutional Procedures for the High School-to-College Transition 220
6.2 Institutional Procedures to Improve the Credits-Credentials Transition 222
6.3 Institutional Procedures to Improve the College-Career Transition 222
7 Conclusion 223
References 225
Changes in Educational Inequality in Cross-National Perspective 227
1 Introduction 227
2 Conceptual Considerations and Hypotheses 228
2.1 Educational Attainment as a Life Course Process of Successive Educational Transitions 228
2.2 Mechanisms of Social Origin 229
2.3 Competing Theories About Changes in Origin-Specific Educational Opportunities Across Cohorts 233
2.4 Changing Gender Mechanisms Across Cohorts 234
3 Data and Methods 236
4 Results 238
4.1 The Overall Educational Expansion Dynamics in the 22 Countries 238
4.2 Changes in Origin- and Gender-Specific Educational Opportunities 239
5 Summary and Conclusion 245
6 Further Research Needs for Cross-National Comparisons 248
References 248
Work Over the Gendered Life Course 252
1 Introduction 252
1.1 Work and the Life Course 252
1.2 Work as a Master Life Course Status 253
2 Historical Context: Work as an Institution 254
3 Time and Timing 255
3.1 Scheduling Social Time: Doing Age and Gender 255
3.2 Timing, Transitions and Trajectories 256
3.3 Timing Norms 257
3.4 Cohort 258
4 The Dynamics of Social Change 259
4.1 The Changing Nature of Work 259
4.2 The Changing Workforce 260
5 Redesigning Work and the Gendered Life Course 261
5.1 Socialization 261
5.2 Allocation 263
5.3 Strategic Selections 264
6 Conclusions: Advancing Scholarship and Policy 265
6.1 Assumption 1: The Primacy of Paid Work as Key to Identity and Fulfillment 266
6.2 Assumption 2: The Male Experience as Template 267
6.3 Assumption 3: The Inevitability of the Lock-Step Life Course 268
6.4 Assumption 4: The Individual as Focal Point 268
6.5 What’s Next? 270
References 271
Military Service in Lives: Where Do We Go From Here? 279
1 Introduction 279
2 Life-Course Perspectives on Military Service 281
3 Military Service in Lives: A Conceptual Model 282
4 Childhood and Adolescence 283
4.1 Selection into the Military 284
4.2 Children and Youth in Military Families 286
4.3 Children and Youth in Veteran Families 287
5 The Transition to Adulthood 288
5.1 Military Service and Discontinuities in the Life Course 289
5.2 Timing and Sequencing in the Transition to Adulthood 291
5.3 The “New” Transition to Adulthood 292
6 Middle Age and Later Life 292
6.1 Identifying Causal Effects 293
6.2 Dynamic Outcomes 294
6.3 Inter- and Intra-Cohort Variation 295
6.4 Timing and Sequencing in the Life Course 296
6.5 Linked Lives 297
7 Conclusion 297
References 298
Criminal Justice and the Life Course 303
1 Introduction 303
2 Context: History, Demography, and the Prison Environment 303
2.1 Historical Context 303
2.2 Sociodemographic Context 306
2.3 Geographic Context 307
2.4 The Prison as Context 308
3 Timing: Age-Graded Effects of Criminal Justice Contact 309
3.1 Age and the Evolution of Punishment 309
3.2 Aging in Prison 310
3.3 Age-Graded Consequences of Criminal Justice Contact 310
4 Interdependency: Linked Lives, Social Ties, and Spillover 311
4.1 Inequality in Labor Market and Family Outcomes 311
4.2 Institutional Spillover and ‘Prison-Like’ Contexts 312
5 Agency: Crime Decision Making, Disrepute, and Individual Constraints 313
5.1 Conclusion and Future Challenges 315
References 316
Disaster and Life Course Processes 322
1 Introduction 322
2 Motivating Example: The 2005 Kashmir Earthquake 323
3 Disasters and the Life Course: A Selected Review and Summary of Previous Research 323
3.1 Differential Vulnerability 324
3.2 Disasters as Slow-Desistance Processes 326
4 Disaster and Life Course Processes: A Demonstration 328
4.1 A Model of Migration over the Life Course 328
4.2 Disasters 329
4.3 Results 332
5 Discussion 335
References 336
Part III: Health and Development Through the Life Course 340
Early Childhood Poverty: Short and Long-Run Consequences Over the Lifespan 341
1 Introduction 341
2 Theoretical Perspectives 342
3 Empirical Evidence 346
4 Linking Early Poverty to Adult Outcomes 348
5 Directions for Future Research 351
6 Conclusions and Policy Implications 352
References 353
Does the Body Forget? Adult Health, Life Course Dynamics, and Social Change 355
1 Introduction 355
2 From Biological Risk to Mortality: A Population Health Perspective 356
3 A Biologically Informed Conceptual Framework for the Life Course Origins of Adult Health 357
4 The Importance of Social Change for Life Course Influences on Adult Health 360
5 Conclusions 365
References 366
Living Healthier and Longer: A Life Course Perspective on Education and Health 369
1 Introduction 369
2 Education as a Cause of Health 369
3 A Life Course Perspective on Education and Health 372
4 Merging Selection and Causal Processes into a Long-Term, Multigenerational View 375
5 The Transition to Adulthood, Short-Term Effects and Links with Adulthood 378
6 Assessing Historical Trends in the Mediating Mechanisms and Their Implications for Health Disparities 381
7 Some Illustrative Examples from the Monitoring the Future Study 383
8 Conclusion 384
References 385
Life Course Lens on Aging and Health 389
1 Introduction 389
2 What Do We Mean by Aging? 390
3 Sources of Evidence for Research on Aging and Health 391
3.1 Age Contrasts: Types and Meaning of Age Differences 391
3.2 Longitudinal Study of Aging and Health 391
3.3 Contributions from the Long-Term Study of Aging and Health 392
3.3.1 Centenarians: The Remarkable Rearview Mirror 392
3.3.2 Early Origins: Tracking the Way We Age 393
3.3.3 Family Lineage: Intergenerational Health 395
3.3.4 Three Vantage Points for the Study of Aging and Health 395
4 Compression of Morbidity? 396
4.1 Interpreting the Evidence 397
4.2 Informing Future Projections of Compression of Morbidity 398
5 Advancing Life Course Research on Aging and Health 399
5.1 Cumulative Inequality in Health 399
5.2 Biomarkers for Early Detection and Pathway Specificity 400
5.3 Social and Physical Context as Influences on Aging and Health 401
6 Concluding Comments: Interrupting Chains of Risk 402
References 402
Mental Health 407
1 The Stress Process in Life Course Context 408
1.1 Research Dividends from the Synthesis of the Stress Process with Life Course Principles 410
2 Trajectories of Mental Health and Illness 411
2.1 Cautions About Research on Trajectories 413
2.2 New Directions in the Study of Trajectories of Mental Health 415
3 Mental Health, Biology, Social Experience, and the Life Course 418
3.1 The Barker Hypothesis and the Developmental Origins of Health and Disease 418
3.2 Understanding How Social Experience “Gets Under the Skin” 421
3.3 Genes, Epigenetic Processes, and Social Genomics 422
4 Which Way Forward? 423
References 423
Agency Across the Life Course 430
1 Agency: Influential Definitions 431
2 Agency as an Empirical Construct: Synonyms and Future Opportunities 432
3 Subjective Agency and the Life Course: What We Know and What We Need to Know 436
4 Conclusion: General Conclusions and Some Continuing Holes in Knowledge 440
Bibliography 442
Cognitive Development and the Life Course: Growth, Stability and Decline 449
1 Introduction 449
2 The Life Course 450
3 The Development of Cognitive Function 451
4 Principles of Life Span Development 452
4.1 The Architecture of Development: From the Ground Up 454
4.2 The Role of the Environment: Advantage vs. Disadvantage 457
4.3 Stability and Change in Cognitive Function over the Life Span 459
5 Latent Change Models 461
5.1 Latent Difference Scores 461
5.2 Event-Centered Latent Change Models 463
6 Cognitive Development in Childhood 466
6.1 Environmental Factors in Early Cognitive Development 468
6.2 How Do Families Affect Cognitive Growth? 468
6.3 Event-Centered Models for Educational Transitions 470
7 The Transition to Adulthood 471
8 Cognitive Change in Adulthood 473
9 Cognitive Change in Older Age 474
9.1 Event-Centered Models for Transitions in Older Age 474
9.2 Cognition and Health 475
9.3 Cognition and the Transition to Retirement 476
10 Conclusions 478
References 478
Part IV: Life Course Research Methodologies 487
Longitudinal Qualitative Research 488
1 Theoretic Impetus of Longitudinal Qualitative Research 489
2 An Example from the Studies of Careers in Science 491
3 Conditions of Longitudinal Qualitative Research 493
3.1 Issues of Design 493
3.1.1 Origination 493
3.1.2 Number and Frequency 497
3.1.3 Protocol Format 498
3.2 Issues of Execution 499
3.2.1 Attrition and Retention 499
3.2.2 Respondent Reaction 501
3.2.3 Ethics 503
3.3 Issues of Analysis 503
3.3.1 Iterative Mode 504
3.3.2 Summative Mode 507
4 Conclusion 508
References 508
Causality in Life Course Studies 511
1 Introduction 511
2 Methods for Causal Inference in Life Course Research 512
2.1 Regression Models 512
2.2 Matching Models 514
2.3 Instrumental Variable Models 515
2.4 Fixed and Random Effects Models 516
2.5 Experimental and Quasi-Experimental Designs 517
3 Causal Inference in the Presence of Heterogeneity, Time-Variation, and Mediation 517
3.1 Identifying Heterogeneous Causal Effects 517
3.2 Identifying Causal Effects with Time-Varying Treatments and Time-Varying Outcomes 518
3.3 Identifying Causal Effects with Mediating Mechanisms 519
4 Simulated Data 520
4.1 Description of the Simulated Data 520
4.2 Treatment Specification and Mechanisms 521
5 Empirical Example Effect Estimates 523
5.1 True Causal Effects 523
5.2 Causal Effect Estimates 525
5.3 Mediating Mechanisms 529
5.4 Summary of the Empirical Example 530
6 Conclusion 531
Appendix A: Simulation Process 532
References 534
The Logic and Practice of Growth Curve Analysis: Modeling Strategies for Life Course Dynamics 536
1 Introduction 536
2 Body Mass Index, Obesity, and Life Chances in American Society 537
3 Life Course Concepts and Implications for Growth Curve Analysis of BMI 537
3.1 Social Structure and Development 538
3.2 Longitudinal Associations 539
3.3 Trajectories, Transitions, and Turning Points 540
3.4 Accumulation, Accentuation and Leveling 541
4 Growth Curve Analysis and Trajectories of BMI: Data Structure and Statistical Foundations 542
4.1 The Variance-Components Model 543
5 Trajectories of BMI in the National Longitudinal Survey of Youth: 1997 and Their Implications for Life Course Theory and Research 548
6 Further Issues 558
7 Conclusion 560
8 Appendix: Data and Measures 561
References 561
Three Generation Studies: Methodological Challenges and Promise 565
1 Introduction 565
2 Three Generation Studies of Behavior 567
2.1 Origins of Intergenerational Studies 569
2.2 Intergenerational Versus Longitudinal Designs 569
2.3 Grandparental Influences 571
2.4 Variations in Three Generation Studies 572
3 Methodological Issues Related to Three Generation Studies 573
3.1 Additional Design Issues 573
3.1.1 Inclusion of Both Mothers and Fathers 574
3.1.2 Other Caregivers 574
3.2 Sampling Issues 575
3.2.1 Sample Size and Statistical Power 575
3.2.2 G3 Age Heterogeneity 576
3.2.3 Selection of G3 Participants 577
3.2.4 G3 Age at Study Initiation 578
3.2.5 Length and Frequency of Assessment 579
3.3 Measurement Issues 580
3.3.1 G2 Developmental Data 580
3.3.2 Genotypic Data 580
3.3.3 Contextual Data 581
3.3.4 Similarity of Measures 581
3.3.5 Source of Measures 582
4 Contributions of Three Generation Studies 582
4.1 Consequences of Behavior 582
4.2 Origins of Behavior 583
4.3 Linked Lives 584
5 Closing Comments 585
Appendix: The Rochester Intergenerational Study 586
References 587
Neighborhood, Place, and the Life Course 591
1 Introduction 591
2 Principles of Life Course Research: The Role of Place 592
3 Neighborhood Research: A Brief History 593
4 Neighborhood Research: Challenges and New Directions 595
4.1 Multilevel Influence Processes 595
4.1.1 Neighborhood Mechanisms 595
4.1.2 Differential Exposures 599
4.1.3 Differential Reception of Neighborhood Influences 601
4.2 Additional Challenges 603
5 Conclusion 605
References 606
Part V: The Life Course and Policy: Building the Nexus 615
Life Course Research and the Shaping of Public Policy 616
1 The Nexus of Life Course and Public Policy 616
1.1 The Role of Life Course Theory and Method 616
1.2 Important Life Course Principles 617
2 Life-Course Criminology 618
2.1 Theoretical Framework 618
2.2 The Glueck Data 619
2.3 Review of Key Research Findings 620
3 Translational Criminology: Using Life Course Research on Crime to Shape Public Policy 621
3.1 Providing a Conceptual Framework 622
3.2 Moving Criminal Justice Policy Forward 623
4 The Challenge of Bringing Research to Public Policy 626
4.1 Competing Priorities 626
4.2 Time Pressure 626
4.3 Fragility of the Evidence 627
5 Promising Strategies 627
5.1 Research on the Use of Research 627
5.2 Infusing Evidence into the Grant Making Process 627
5.3 Researcher-Practitioner Partnerships 628
6 Concluding Remarks 628
References 629
Epidemiological Perspectives on the Life Course 631
1 Introduction 631
2 The Development of the Life Course Concept in Health 632
3 How Life Course Epidemiology Came of Age 637
4 Three Central Aspects of Current Life Course Epidemiology 642
4.1 A Life Course Epidemiological Perspective on Ageing 642
4.2 The Life Course Epidemiological Perspective on Stress 643
4.3 The Life Course Epidemiological Perspective and ‘Big Data’ 643
5 Future Directions of Life Course Epidemiology 645
6 Conclusions 647
References 647
The Influence of Social Welfare Policies on Health Disparities Across the Life Course 652
1 Introduction 652
2 Health Disparities Across the Life Course 653
3 Social Welfare Policies and Health 655
3.1 Social Welfare Policies: Early Childhood Care Environments 655
3.2 Social Welfare Policies: Medicaid and Medicare 656
3.3 Social Welfare Policies: Income Supports 657
4 Future Research Directions 661
5 Conclusion 663
References 663
Life Course Risks and Welfare States’ Risk Management 667
1 Introduction 667
2 Life Course Risks and Adversity 668
3 Risks and Relational Theories of Stratification 670
4 Welfare States’ Risk Management 672
5 Summary and Outlook 675
References 676
Longitudinal Studies and Policy for Children in Low- and Middle-Income Countries: Evidence from Young Lives 678
1 Introduction 678
2 About the Young Lives Study 679
3 How and When Inequalities Are Formed Through Childhood 680
4 The Extent of Resilience and Faltering in Physical Development Beyond Infancy 684
5 Taking Account of Children’s Multidimensional Lives 686
6 Closing the Gap Between Life Course Studies and Policy Debates 688
7 Concluding Discussion 690
References 691
Lags and Leaps: The Dynamics of Demography, Economy and Policy and Their Implications for Life Course Research 694
1 Introduction 694
2 The Macrosocial Foundations of the Life Course 695
3 Exemplary Life Course Processes for Future Research 698
3.1 The Life Course as a Continuous Manifold Process with Diverse Temporality in a Population 698
3.2 Financial and Health Literacy Are New Life Course Risks 701
3.3 Life Course Implications of Migration 704
4 Summary and Conclusions 706
References 708
| Erscheint lt. Verlag | 26.10.2015 |
|---|---|
| Reihe/Serie | Handbooks of Sociology and Social Research | Handbooks of Sociology and Social Research |
| Zusatzinfo | X, 720 p. 54 illus. |
| Verlagsort | Cham |
| Sprache | englisch |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie |
| Sozialwissenschaften ► Politik / Verwaltung | |
| Sozialwissenschaften ► Soziologie | |
| Schlagworte | Causal Analysis in Life Course Research • Culture and the Life Course • Future Research on Life Course • Growth and Diffusion of Life Course Research • Institutionalization of the Life Course • Life Course Research and Policy • Life Course Research for Educational Careers • Life Course Research for Familial Careers • Life Course Research for Work Careers • Life Course Sociology • Life Course Theory • Social Circumstances in the Study of Biographical Patterns • Social Structures and the Life Course • Study on Complexities of Timing • The Life Course and Behavioral Medicine • The Life Course and Epidemiology • The Life Course and Psychology • The Life Course and Spatial Analysis • Transitions in the Life Course |
| ISBN-13 | 9783319208800 / 9783319208800 |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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Dateiformat: PDF (Portable Document Format)
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Systemvoraussetzungen:
PC/Mac: Mit einem PC oder Mac können Sie dieses eBook lesen. Sie benötigen dafür einen PDF-Viewer - z.B. den Adobe Reader oder Adobe Digital Editions.
eReader: Dieses eBook kann mit (fast) allen eBook-Readern gelesen werden. Mit dem amazon-Kindle ist es aber nicht kompatibel.
Smartphone/Tablet: Egal ob Apple oder Android, dieses eBook können Sie lesen. Sie benötigen dafür einen PDF-Viewer - z.B. die kostenlose Adobe Digital Editions-App.
Buying eBooks from abroad
For tax law reasons we can sell eBooks just within Germany and Switzerland. Regrettably we cannot fulfill eBook-orders from other countries.
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