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Sociology is the scientific and systematic study of human society that focuses on society, human social behavior, patterns of social relationships, social interaction, and aspects of culture associated with everyday life. Regarded as a part of both the social sciences and humanities, sociology uses various methods of empirical investigation and critical analysis to develop a body of knowledge about social order and social change. Sociological subject matter ranges from micro-level analyses of individual interaction and agency to macro-level analyses of social systems and social structure. Applied sociological research may be applied directly to social policy and welfare, whereas theoretical approaches may focus on the understanding of social processes and phenomenological method.
Glen Holl Elder, Jr. is an American sociologist who is the Howard W. Odum Research Professor of Sociology (emeritus), a research professor of Psychology and a current professor at the Carolina Population Center at the University of North Carolina at Chapel Hill. His research interests are in social psychology, sociology, demographics and life course research. Elder's major work was Children of the Great Depression: Social Change in Life Experience, in 1974. The American Academy of Arts and Sciences admitted Glen H. Elder in 1988. In 1993, he was honored with the Cooley-Mead Award by the Social Psychology Section of the American Sociological Association. Elder was given honorary doctorates by the University of Bremen in 1999, by the Pennsylvania State University in 2003 and by the Ohio State University in 2005.
In social sciences, sequence analysis (SA) is concerned with the analysis of sets of categorical sequences that typically describe longitudinal data. Analyzed sequences are encoded representations of, for example, individual life trajectories such as family formation, school to work transitions, working careers, but they may also describe daily or weekly time use or represent the evolution of observed or self-reported health, of political behaviors, or the development stages of organizations. Such sequences are chronologically ordered unlike words or DNA sequences for example.
Cumulative inequality theory or cumulative disadvantage theory is the systematic explanation of how inequalities develop. The theory was initially developed by Merton in 1988, who studied the sciences and prestige. He believed that recognition from peers, and from published research in the scientific field created cumulative advantage or also Matthew effect that led to the receipt of resources that facilitated research projects. The theory expanded in four decades to include the idea that some people have more disadvantages than advantages which influence the quality of life of societies, cohorts, and individuals. The theory is principally a social scientific explanation of phenomena but with links to biological and health factors, personal adjustment, and well-being. A central premise is that "social systems generate inequality, which is manifested over the life course via demographic and developmental processes." Cumulative inequality and cumulative advantage/disadvantage (CAD) are two different but interrelated theories. Cumulative inequality has drawn from various theoretical traditions, including CAD.
Janet Zollinger Giele is an American sociologist and Professor Emerita of Sociology, Social Policy, and Women's Studies at Brandeis University. She is best known for her research on the evolving lives of women, from the 19th century women's rights movements to women's contemporary work and family roles. In addition, her publications include the methodology of life course research and the history and growth of American family policy. She has written or edited ten books and authored numerous articles, a body of work that has been widely cited in her field.
Emotional climate is a concept that quantifies the “climate” of a community, being a small group, a classroom, an organization, or a geographical region. It refers to the emotional relationships among members of a community and describes the overall emotional environment within a specific context.
Life course research is an interdisciplinary field in the social and behavioral sciences. Developed during the 1960s, it aims to study human development over the entire life span. As such, it brings together aspects of human development that had previously only been studied separately. In the 1970s, scholars first started to commonly refer to their field as "life course research". The field includes research conceptualizing the life course as one of many different concepts, including developmental processes, cultural constructs, and demographic accounts.
Jeylan T. Mortimer is an American sociologist. She is Professor Emeritus at the University of Minnesota, where she founded the Life Course Center and served as its Director from 1986 to 2006.
References
- ↑ Ritzer, George, ed. (2007-02-15). The Blackwell Encyclopedia of Sociology (1 ed.). Wiley. doi:10.1002/9781405165518.wbeosl046.pub2. ISBN 978-1-4051-2433-1. S2CID 214532296.
- ↑ Elder, Glen H.; Johnson, Monica Kirkpatrick; Crosnoe, Robert (2003), Mortimer, Jeylan T.; Shanahan, Michael J. (eds.), "The Emergence and Development of Life Course Theory", Handbook of the Life Course, Handbooks of Sociology and Social Research, Boston, MA: Springer US, pp. 3–19, doi:10.1007/978-0-306-48247-2_1, ISBN 978-0-306-48247-2, S2CID 147729902 , retrieved 2023-09-25
- 1 2 Elder, Glen H.; Monica Kirkpatrick Johnson and Robert Crosnoe: The Emergence and Development of Life Course Theory. In: Jeylan T. Mortimer and Michael J. Shanahan (ed.). Handbook of the Life Course. Springer, 2003, ISBN 0-306-47498-0, pp. 3–19.
- ↑ James M. White; David M. Klein, eds. (2007). Family theories (3 ed.). Sage. p. 122. ISBN 978-1-4129-3748-1 . Retrieved 2009-07-29.
- ↑ A Life Course Approach to Chronic Disease Epidemiology (Diana Kuh and Yoav Ben-Shlomo ed.). Oxford: Oxford University Press. 1997. ISBN 978-0-19-262782-7.
- ↑ Shanahan, Michael (2000). "PATHWAYS to adulthood in changing societies". Variability and Mechanisms in Life Course Perspective: 669.
- ↑ Janet Z. Giele and Glen H. Elder Jr., (eds) Methods of Life Course Research: Qualitative and Quantitative Approaches, Sage Publications, 1998 ISBN 0-7619-1437-4
- ↑ Mayer, Karl U. (2009). "New Directions in Life Course Research". Annual Review of Sociology. 35: 423–424. doi:10.1146/annurev.soc.34.040507.134619. S2CID 145563893.
- ↑ Leong, Frederick T.L.; Eggerth, Donald E.; Flynn, Michael A. (2014-03-21). "A Life Course Perspective on Immigrant Occupational Health and Well Being". Contemporary Occupational Health Psychology. Vol. 3. pp. 97–113. doi:10.1002/9781118713860.ch7. ISBN 9781118713860.
- ↑ Murray, Emily T.; Zaninotto, Paola; Fleischmann, Maria; Stafford, Mai; Carr, Ewan; Shelton, Nicola; Stansfeld, Stephen; Kuh, Diana; Head, Jenny (2019-04-01). "Linking local labour market conditions across the life course to retirement age: Pathways of health, employment status, occupational class and educational achievement, using 60 years of the 1946 British Birth Cohort". Social Science & Medicine. 226: 113–122. doi:10.1016/j.socscimed.2019.02.038. ISSN 0277-9536. PMID 30852391. S2CID 73725800.
- ↑ Abelman, Dor David (2017-10-06). "Mitigating risks of students use of study drugs through understanding motivations for use and applying harm reduction theory: a literature review". Harm Reduction Journal. 14 (1): 68. doi: 10.1186/s12954-017-0194-6 . ISSN 1477-7517. PMC 5639593 . PMID 28985738.
- ↑ Cheval, Boris; et al. (March 2018). "Effect of Early- and Adult-Life Socioeconomic Circumstances on Physical Inactivity". Medicine & Science in Sports & Exercise. 50 (3): 476–485. doi: 10.1249/mss.0000000000001472 . ISSN 0195-9131. PMID 29112624.