Life Course Theory and Family Sciences

trask’s argument

family science theories are outdated, mainly rooting in the 19th century western frameworks that fail to account for diversity and global processes

trask advocates

focuses on pluralism: assumes that diversity is beneficial to society

for expanding the study of families to include intersectional identities (race, ethnicity, class, gender) and global influences

call to action

 trask urges scholars to adapt family science to be relevant for 21st century issues, recognizing that families today are diverse, fluid, and shaped by macro-level forces like globalization 

globalization

refers to the rapid interconnection of the world through technology, economics, and social changes

global forces on families

trask argues that families are not isolated; they are influenced by global migration, changing labor markets, and the flow of information

ex: the rise of transnational families

transnational families

families that live across multiple countries due to migration or work - challenges traditional notions of family structure and identity

ethnocentrism

the practice of viewing the world through the lens of one’s own culture, assuming it is superior to “normal”

trasks critique to ethnocentrism

family science has often assumed a white, western, middle class family model as the “ideal” and measured all other families against it

the problem with ethnocentrism

this bias erases the lived experiences of racial and ethnic minorities and immigrant families, who might not conform to this model

solution to ethnocentrism

trask calls for theories that are inclusive of all families, acknowledging differences in culture, resources, and power

life course theory

examines how individual's’ lives evolve over time based on a combination of personal choices and larger social forces

key idea of life course theory

our life trajectories are shaped by major transitions (like education, marriage, employment) but are influenced by the historical time and context in which we live

change

recognizing what is an inevitable part of life, and consequently, it affects human development

factors that contribute to human development

the environment we live, when we are born, our genetics, educational opportunities, and so on

5 core principles of life course theory

lifespan development, agency, time and place, timing, and linked lives

lifespan development

is characterized by the perspective that individuals evolve in biologically, socially, and psychologically meaningful ways throughout adulthood

new situations encountered in adulthood are shaped by earlier experiences and their attached meanings

how a parent handles X is shaped by their earlier experiences with Y

agency

individuals construct their own lives through the choices and actions they take within the opportunities and constraints of history and social circumstances

is based on the assumption that humans are not passive recipients of a predetermined life course but make decisions that determine the shape of their lives

time and place

the life course of individuals is embedded and shaped by the historical times and places they experience over their lifetime

human lives are shaped by questions of when and where in a sociohistorical sense, making the principle of time and place foundational to life course research

culture

defines a specific place in time

individual time, generational time, and historical time

what three central types of time does a life course perspective revolve around?

individual or ontogenetic time

is concerned with chronological age. it is assumed that life stages, such as childhood, adolescence, and old age, influence one’s societal positions, roles, and rights, often based on culturally shared age definitions

generational time

refers to age groups or cohorts based on birth years

ex: individuals born between 1946 and 1964 are known as the baby boom generation

historical time

refers to societal or large-scale changes or events, such as political and economic shifts, wars, and technological advancements (like the internet), and how these impact individuals and families

linked lives

the perspectives that lives are lived independently and reflect sociohistorical influences

refers to an integration of social relationships extending beyond formal family ties, such as friends, neighbors, and work colleagues who provide a “distinct orienting context”

social linkages

shape how individuals interpret life events

people vary widely in the manner and degree in which they integrate social norms, relationships, and institutions

trajectory

life follows this which is subject to change

a persons may shift due to life events or situations/circumstances

transitions

because an individual’s development is ongoing, they are likely to undergo what

turning point

when a major life event causes a significant change in an individual’s trajectory, they experience this

cohorts

people experience life within this which are born at similar point in time and witness the same social and historical events