the challenge of life course studies: bringing context to...
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The Challenge of Life Course Studies:
Bringing Context to Human Development
Glen H. Elder, Jr.
The University of North Carolina
at Chapel Hill
Cornell University
Ithaca, New York
November 9, 2006
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The Different Historical Times of the
Oakland and Berkeley Cohorts
Depression World War II
H.S.Graduate
BerkeleyCohort
IncomeLoss
$
1920 1930 1940 1950
OaklandCohort
IncomeLoss
H.S.Graduate
$
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The Emergence of Life Course Theory:
Research Traditions and Their Concepts
Life Course Theory
1960s to present
Life Cycle and
the Generations
Life cycle of social roles
Generational succession
Role transitions and
sequences
Life-span Concepts
of Development
Psychosocial stage,
adult stages of development
Cumulative advantage,
disadvantage
Life review
Age and Temporality
Age grades and expectations
Cohorts - Birth cohorts
and social change
Transitions and trajectories
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Principles of Life Course Theory
V.
Human Development
and Aging as
Life-Long Process
I.
LinkedLives
IV.
Human
Agency in
Constrained
Situations
III.
Lives in
Time and
Place
II.
Timing in
Lives
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The Multi-Level Contexts of Human
Development
• The daily routine of activities.
• Life course – the individual’s life.
• Ecologies – schools, neighborhoods,
workplaces, public places.
• Historical context – birth year defines cohort
membership, influence on life chances.
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The Social Embeddedness Of Lives
• Social ties to others – conveys impact
of events
• Convoy of significant others – workers,
friends, family
• Developmental dynamic of relationships
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The Timing of Lives, Development
• Early, on-time and late events – at point
across one’s life course
• Synchrony and asynchrony of life courses –
among family members, friends
• Life stage variations in social experience
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The “Long” View of Individual Lives,
Development, and Aging
• The “whole” life course perspective
– need for life-long studies
• Linking the early and the later years
• The cumulation of life events, stressful
experiences
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Some Unfinished Research
• Studying lives and development in
a changing world
• The life course as a constituent
of development
• Non-family mentors in lives
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