YOUTH, AGING, AND THE LIFE COURSE
The mission of the Youth, Aging, and Life Course Division is to promote and protect critical social science research, teaching, activism, and practice related to age, aging, the life course, intergenerational relations, and cohort succession. The Youth, Aging, and Life Course Division brings together a diverse group of researchers, teachers, students, activists, practitioners, policy-makers, and concerned citizens who are interested in furthering our understanding of the inter-connections between changing social structures and human lives in the context of the socially stratified process of aging across the life course. Division members focus on a broad range of age- and aging-related social problems, consider all stages of the life course, and are attentive to other dimensions of social stratification and inequality, such as gender, race/ethnicity, socioeconomic status, sexuality, and ability. In relation to our mission, the Youth, Aging, and Life Course Division aims to: (1) support the application of the scientific method and theory to enhance research, teaching, and advocacy for change; (2) provide resources specifically for graduate students and early-career social scientists; (3) foster cooperative relations among persons and organizations engaged in the use of interdisciplinary and scientific findings to inform and critically evaluate age- and life course-relevant social policies; and (4) promote higher quality of life, social welfare, social justice, and positive social relations for persons of all ages, in all stages of the life course, in local, national, and global contexts. The Youth, Aging, and Life Course Division annually (co-)sponsors up to 10 sessions at the annual meeting of the Society for the Study of Social Problems, a Graduate Student Paper Award, and the Maggie Kuhn Scholar-Activist Award. Please visit our Facebook page for more information about the Youth, Aging, and Life Course Division.
Division mission statement last edited in November 2018 by Perri S. Leviss, University of Massachusetts Boston, Youth, Aging, and the Life Course Division Chair, 2018-2020.
Selection of Key Books and Articles
Below we offer a list of important books and articles, which reflect (however imperfectly) the critical and expansive domain of members’ interests.
S. Arber and J. Ginn (eds.). 1995. Connecting Gender and Ageing.Buckingham: Open University Press.
P. Aries. 1962. Centuries of Childhood. N.Y.: Vintage.
V. L. Bengston and K. W. Schaie (eds.). 1999. Handbook of Theories of Aging. New York: Springer.
R. H. Binstock and L. George (eds.). 2006. Handbook of Aging and the Social Sciences, 6th Ed. Boston: Academic Press.
T. M. Calasanti and K. F. Slevin. 2001. Gender, Social Inequalities and Aging. Walnut Creek, CA: AltaMira Press.
P. Chambers. 2005. Older Widows and the Life Course. Keele University, U.K.: Ashgate.
W. A. Corsaro. 1997. The Sociology of Childhood. Thousand Oaks, CA: Pine Forge Press.
J. M. Coyle (ed.) 1997. Handbook on Women and Aging. Westport, CT: Praeger.
D. Dannefer. 2003. ‘Cumulative Advantage/Disadvantage and the Life Course: Cross-
Fertilizing Age and Social Science Theory.” Journal of Gerontology: SOCIAL SCIENCES, Vol. 58B (6): S327-337.
D. Dannefer. 1987. “Aging as Intracohort Differentiation: Accentuation, the Matthew Effect, and the Life Course.” Sociological Forum, Vol. 2, No. 2 (Spring): 211-236
T. Diamond. 1992. Making Gray Gold: Narratives of Nursing Home Care. Chicago: University of Chicago Press.
D. Eder. 2003. School Talk: Gender and Adolscent Culture. New Brunswick, NJ: Rutgers University Press.
C. L. Estes & Associates. 2001. Social Policy & Aging. Thousand Oaks, CA: SAGE
C. L. Estes. 1979. The Aging Enterprise. San Francisco, CA: Josey-Bass.
G.A. Fine. 1987. With the Boys: Little League Baseball and Preadolescent Culture. Chicago: University of Chicago Press.
J. Z. Giele and G. H. Elder. 1998. Methods of Life Course Research: Qualitative and Quantitative Approaches. Thousand Oaks, CA: Sage.
J. Z. Giele and E. Holst (eds.) 2004.Changing Life Patterns in Industrial Societies. Boston: Elsevier.
J.F. Gubrium. 1993. Speaking of Life: Horizons of Meaning for Nursing Home Residents. Hawthorne, NY: Aldine de Gruyter.
T. H. Hareven. 1994. “Aging and Generational Relations: A Historical and Life Course Perspective” Annual Review of Sociology, Vol. 20:437-461
J.A. Holstein and J.F. Gubrium. 2000. Constructing the Life Course. Lanham,MD: General Hall.
S. Hunter and M. Sundel. 1989. Midlife Myths: Issues, Findings and Practice Implications. Newbury Park: Sage.
S. Katz. 1996. Disciplining Old Age. Charlottesville, VA: University Press of Virginia.
S. R. Kaufman. 1986. The Ageless Self. Madison, WI: University of Wisconsin Press.
A. Lareau. 2003. Unequal Childhoods. Berkeley, CA: University of California Press.
J. Mortimer and M. Shanahan (eds). 2004. Handbook of the Life Course Kluwer Academic/Plenum.
M.H. Meyer. 2000. Care Work: Gender, Labor, and the Welfare State. New York: Routledge.
B. Myerhoff. 1978. Number Our Days. New York: Touchstone.
B. L. Neugarten. 1996. The Meanings of Age. Chicago: University of Chicago Press.
K. S. Newman. 2003. A Different Shade of Gray: Midlife and Beyond in the Inner-City. New York: The New Press.
M. Pitt-Catsouphes, E. E. Kossek and S. Sweet (eds.) 2006. The Work and Family Handbook. Mahwah, N.J.: Lawrence Erlbaum Associates.
J. Quadagno. 2008.Aging and the Life Course (4th Ed.). New York: McGraw-Hill.
J. Quadagno and D. Street (eds.). 1996. Aging for the Twenty-First Century: Readings in Social Gerontology. New York: St. Martin’s Press.
M. W. Riley. 1988. “On the Significance of Age in Sociology.” Pp. 24-25 in (M.W. Riley, ed.) Social Structures and Human Lives. Newbury Park, CA: Sage.
K. W. Schaie and G. H. Elder (eds.) Historical Influences on Lives & Aging (2005) N.Y.: Springer Pub.
J. S. Savishinsky. 2000. Breaking the Watch: Meanings of Retirement in America.
R. A. Settersten, F. F. Furstenberg Jr., and Ruben Rumbeaut (eds). On the Frontier of Adulthood. Chicago: University of Chicago Press.
R.A. Settersten (ed.). 2003. Invitation to the Life Course. Amityville, NY: Baywood.
R.A. Settersten. 1999. Lives in Time and Place. Amityville, NY: Baywood.
E. P. Stoller and R. C. Gibson (eds.). 2000. Worlds of Difference. Thousand Oaks, CA: Pine Forge Press.
B. Thorne. 1994. Gender Play: Girls and Boys in School. New Brunswick, N. J.: Rutgers University Press.
R. S. Weiss. 2005. The Experience of Retirement. Ithaca, NY: ILR/Cornell University Press.
R. S. Weiss and S. A. Bass (eds.). 2002. Challenges of the Third Age. New York: Oxford.
C. Wellin. 2010. “Growing Pains in the Sociology of Aging and the Life Course: A Review Essay on Recent Textbooks.” Teaching Sociology, Vol. 38, No. 4: 373-382.
(Compiled by Carolyn Perucci & Chris Wellin)