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.
Recenzijos
Handbook of the Life Course: Volume II could usefully sit on any life course researchers desknot on a shelf, because it is too useful. Each chapter offers rich and new insights into the adventure of life courses and life course research. graduate students and researchers at all levels could beneficially dip into the book again and again for inspiration and guidance. (Susan McDaniel, Canadian Studies in Population, Vol. 44 (1-2), 2017)
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Introduction: Life Course Studies - Trends, Challenges, and Future Directions |
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1 |
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Monica Kirkpatrick Johnson |
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Part I Foundations of Life Course Studies and Future Research |
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Institutionalization of Life Course Studies |
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27 |
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Age, Cohorts, and the Life Course |
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59 |
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Opening the Social: Sociological Imagination in Life Course Studies |
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87 |
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The Changing Social Construction of Age and the Life Course: Precarious Identity and Enactment of "Early" and "Encore" Stages of Adulthood |
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111 |
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Structuration of the Life Course: Some Neglected Aspects |
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131 |
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Part II Changing Social Contexts and Life Course Patterns |
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Family Heterogeneity Over the Life Course |
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161 |
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179 |
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College for All: New Institutional Conflicts in the Transition to Adulthood |
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201 |
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Changes in Educational Inequality in Cross-National Perspective |
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223 |
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Work Over the Gendered Life Course |
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249 |
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Military Service in Lives: Where Do We Go From Here? |
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277 |
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Criminal Justice and the Life Course |
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301 |
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Disaster and Life Course Processes |
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321 |
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Part III Health and Development Through the Life Course |
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Early Childhood Poverty: Short and Long-Run Consequences Over the Lifespan |
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341 |
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Does the Body Forget? Adult Health, Life Course Dynamics, and Social Change |
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355 |
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Living Healthier and Longer: A Life Course Perspective on Education and Health |
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369 |
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Monica Kirkpatrick Johnson |
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Life Course Lens on Aging and Health |
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389 |
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407 |
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Agency Across the Life Course |
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431 |
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Cognitive Development and the Life Course: Growth, Stability and Decline |
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451 |
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Part IV Life Course Research Methodologies |
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Longitudinal Qualitative Research |
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491 |
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Causality in Life Course Studies |
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515 |
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The Logic and Practice of Growth Curve Analysis: Modeling Strategies for Life Course Dynamics |
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541 |
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Three Generation Studies: Methodological Challenges and Promise |
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571 |
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Neighborhood, Place, and the Life Course |
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597 |
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Part V The Life Course and Policy: Building the Nexus |
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Life Course Research and the Shaping of Public Policy |
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623 |
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Epidemiological Perspectives on the Life Course |
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639 |
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The Influence of Social Welfare Policies on Health Disparities Across the Life Course |
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661 |
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Life Course Risks and Welfare States' Risk Management |
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677 |
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Longitudinal Studies and Policy for Children in Low- and Middle-Income Countries: Evidence from Young Lives |
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689 |
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Lags and Leaps: The Dynamics of Demography, Economy and Policy and Their Implications for Life Course Research |
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705 |
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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 peoples 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.
