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The Life Course and Life Span Perspectives: History and Overview. Toni C. Antonucci Institute for Social Research University of Michigan Presentation to The MacArthur Foundation Aging Society Network New York, New York September 16-17, 2008. Introduction.
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The Life Course and Life Span Perspectives: History and Overview Toni C. Antonucci Institute for Social Research University of Michigan Presentation to The MacArthur Foundation Aging Society Network New York, New York September 16-17, 2008
Introduction Why take a life course and life span perspective on aging? A brief history
Previously Most Social Scientists Specialized Infancy Race, Class, Ethnicity Childhood Organizations Adolescence Gender Aging Work, Employment Family Generations
Most Developmental Scientists Specialized, Dichotomizing by Age CHILDHOOD AGING Growth Decline Increasing Disorganization organization Structural Dedifferentiation differentiation
Why? • In addition to the changing societal demographics and the reshaping age distribution … • The demise of the “Grand Theory” • A new awareness of the multiple levels of influence
Integrating Theories (Bio)ecological Theory Social and Symbolic Interactionism Theory Both theories emphasized the dynamic interplay between person and environment Eventually both theories became life long, recognizing the importance of a dynamic life course and ongoing life span development
LINKING MACRO TO MICRO MULTIPLE LEVELS OF INFLUENCE Environment/Culture/Society Family/community Individual YOU Gene/Biology
Life Span/Life Course Sequence Normal Development: Stage 1 Stage 2 Stage 3 Under Stress: Stage 1 Stage 2 Stress Return to Stage 1 with recovery Return to Stage 2 Similarly Under Later Stress: Stage 1 Stage 2 Stage 3 Stress Return to Stage 2 with Recovery Return to Stage 3
Life Span/Life Course Sequence Environment Outcome We came to understand that environment could not explain all Gene Outcome We them thought that the identification of the human genome would explain all It is now pretty clear that most things are best explained by Gene x Environment Outcome
DifferencesLife Span Life Course Individual Groups Processes Social pathways Trajectories Roles, transitions Endogenous (micro) Exogenous (macro)
Similarities in the Life Span and Life Course Perspectives Understand Human Experience to be: Long-term/life long; Multilevel; Contextual; Dynamic Influenced by macro & micro factors Gains and losses; Risks and resiliencies
Aging Differs by Cohort With the demise of the “Grand Theory” comes recognition that people may experience age differently or It might have been the reverse – without undeniable cohort differences, Grand Theories seemed less likely
1880 1900 1910 1920 1940 1950 1970 1980 1990 2010 GEN 1 GEN 1 Age Span GEN 1 GEN 1 GEN 3 GEN 3 GEN 3 GEN 2 GEN 4 GEN 4 GEN 4 GEN 4 GEN 2 1980 1990 2000 2010 GEN 2 GEN 2 GEN 3 Generations
Major Themes Life Course Research Life Span Research Age Stratification Individual Differences Cohort and Historical Adaptivity & Plasticity Period Effects Accumulation of Allocation of Resources (in)equalities Linked Lives Self-regulation Differential Trajectories and Pathways of Aging
Age Stratification Normative age structuring Age stratification Social Institutions stratify, segment, construct lives Many institutions stratify by age, e.g. education, work, retirement
Age Stratification Chronologization - saliency of age and time Institutionalization - construction of life course by organizations Standardization - normativity of life course patterns
Cohort and Historical Period Effect People are embedded and shaped by time, place and experience These trigger change The timeline/cohort figure is illustrative
Cohort and Historical Period Effect Timing in lives, e.g. Elder’s 4 types: 1. Social pathways 2. Trajectories 3. Exit transitions 4. Transitions
Accumulation of Advantages and Disadvantages Status disparities wealth, knowledge, health, etc. Life course capital Consistent predictor of opportunities, accomplishments, exposure to risk Cumulative and transgenerational
Linked Lives Linked Directly – Father’s employment effects family income/resources Linked Indirectly - Multigenerational effects of the Feminist Movement or the Great Depression
Individual Differences Functional ability – intelligence Social relationships attachment Disposition – personality Individual Differences are multidirectional multidimensional
Adaptivity and Plasticity Adaptation to change – both positive and negative growth and losses Plasticity – within person variability testing the limits
Self - Regulation Interaction of biological and cultural/environmental resources Strategies of selection, optimization and compensation Human Agency/motivation
Conceptions of Basic Major Antecedent Development Determinants Systems of Change Personological Maturational, Etc. Ontogenetic Age-Graded Biological Bioenvironmental Evolutionary History-Graded Interactions Environmental Dialetectical Non-Normative Learning Socialization Time Figure Adapted from Baltes, Cornelius & Nesselroade, 1978 Baltes 1997
Differential Pathways and Trajectories of Aging Subgroup differences in social pathways of aging e.g. by education, SES, gender, race, family, roles, interest in distribution of disparities in trajectories, interindividual differences Individual differences in trajectories of intraindividual change e.g. changes in behaviors and functioning, intelligence, personality, stability and change
Differential Pathways and Trajectories of Aging With age greater Heterogeneity – with more experience, more differences With age greater Homogeneity – with age selective attrition
Contemporary Evidence Age-stratification of society – changing nature of work and family roles, education, gender roles e.g. work and the “Fordist” model versus “patchwork” model e.g. family roles – Father knows best, Betty Crocker, the Brady Bunch the Osborn’s
Contemporary Evidence Attitudes about Aging increasingly positive divergence of young and old divergence general vs. specific Effect of Demographics and the Baby Boomers
Contemporary Evidence Cumulative Inequalities evidence re SES effects health ethnic groups – cohorts/generation Civil Rights Hispanic Paradox African / Caribbean American
Health over the Life Course Chronic versus acute stressors health Stress model moderating effects e.g. social relations which may attenuate influence of stress on health mediating effects e.g. social support explaining the association between stress and health
Social roles of men and women Cumulative effects of linked lives Roles (work, family) changing but aging is still gendered Current cohorts are different from future cohorts Implications – e.g. men have material, women have emotional resources Flexibility suggests adaptability
Changing family and intergenerational connections Changing families – structure of families type of support available quality of relationships But despite changes families seem to maintain same purpose and function
Changing family and intergenerational connections Intergenerational relations – as social capital bidirectional transfers Positive and Negative influences, exchanges, resources
Changing family and intergenerational connections People adapt as needed, socioemotional selectivity e.g. change investment strategy People are shaped by the personal and situational characteristics – convoys – which provide support and in turn influence their heath and well-being
Life long adaptation and plasticity Cognitive functioning early abilities later declines interventions can be successful behavioral interventions can have neurological effects
Life long adaptation and plasticity Personality, motivation, emotion and social engagement Some aspects of personality do change and are affected by life events Motivation may be increasingly affected by social relations Emotional optimization in later life Social engagement is modifiable
Cohort differences in trajectories of aging Trends in cognitive functioning Trends in physical disability Trends in retirement
Gaps in current knowledge about changes Emerging phases of old age Globalization and international migration Impact of social movements Efforts to reduce disparities Impact of initiatives about successful aging
Gaps in current knowledge about changes Additional issues: structural lag limited resources institutionalization of responsibility e.g. of health ethics re new technological advances attitudes re rights and responsibilities
Intervention Opportunities Global – governments, communities to intervene widespread education of population anti-aging/stereotype campaigns limited resources Societal – social programs, mutual responsibility, enhanced intergenerational roles, increase trained professionals
Intervention Opportunities Community level interventions: community based centers both social and medical facilitate activity for older adults e.g. transportation, lighting, sidewalks roles for elders in the community
Intervention Opportunities Community level interventions: community based centers both social and medical facilitate activity for older adults e.g. transportation, lighting, sidewalks roles for elders in the community
Intervention Opportunities Individual level interventions: cognitive training exercise and nutrition interventions re decision-making maintain social engagement active family and community roles
In summary to address the needs of an Aging Society, we must: Take a human development approach that combines the strengths of both the life course and the life span perspectives Build on disciplinary strengths, from cellular biology to demographics, but leave behind our disciplinary biases Think of aging from birth to death so that life time experiences inform both research and policy Consider aging a proactive, interactive, individual, intergenerational and societal experience