Jeylan T. Mortimer

Michael J. Shanahan

Monica Kirkpatrick Johnson

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.

Volume II

Handbook of the Life Course

Jaan Valsiner

Jonathan Tudge

Many modern social scientists take issue with the traditional criteria for comparing human development in a constantly changing world. Social scientists have long focused only on what the differences among groups are, rather than asking how and why these groups differ. Comparisons in Human Development examines ways in which different disciplines have historically regarded development and provides empirical examples that take a new approach to human activity and thought. This book's distinguished contributors share the view that the study of development must consider processes that operate over time and are regulated by varying physical, biological, social, and cultural contexts.

Understanding Time and Context

Comparisons in Human Development

Mortimer (sociology, U. of Minnesota) and Shanahan (sociology, U. of North Carolina at Chapel Hill) present a handbook that overviews the theoretical perspectives, concepts, and methodological approaches that animate life course studies in social psychology. Thirty-four chapters are organized into sections that discuss variability in life course across historical and cross-national settings, normative age-grading of the life course as reflective of social structures, the way life courses reflect social institutions, and individual-level processes of motivation in the life course. Annotation (c)2003 Book News, Inc., Portland, OR (booknews.com).

Michael J. Shanahan

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