Advances in Life Course Research最新文献

Critical events create turning points, disrupt individuals’ life courses, and affect wellbeing. Periods of life densely populated with critical events may translate into an acute resource drain, affecting long-term wellbeing more strongly than if the same events were sparsely distributed. We investigate how the co-occurrence of critical events and their concentration in time influence life satisfaction in later life. To do so, we construct a novel indicator, the Concentration Index, based not only on the number but also on the time lag between occurrences. Using retrospective information on critical events in family, work, health, and residential trajectories in Switzerland, we show that the higher the concentration in time of critical events is, the stronger their negative long-term relation to wellbeing, net of sociodemographic characteristics, the total number of events ever experienced, and the time since the last event. Furthermore, relevant gender and social origin differences emerged with a stronger negative association with wellbeing among men and respondents from low socioeconomic backgrounds. Our work clearly shows that simply counting the number of events gives only a partial and potentially inaccurate measure of the complexity of the life course and its relationship with quality of life. Not only how many events experienced matter but also the spacing between them.

Despite changes in women's status in recent decades in Arab-Palestinian society in Israel, marriage and motherhood still play a central role. Moreover, although the increase in the integration rates of young Arab-Palestinian women into the higher education system, as girls belonging to a minority group with traditional structures, they are expected to prioritize family and community expectations over personal aspirations. This study focuses on art projects of female Arab-Palestinian college students in Israel, which serve as a prism for detecting cultural perceptions of pathways to entering adulthood among this population today. These topics are central themes in the projects in question. Working on these projects forced the students to profoundly contemplate their life stage - being engaged or newly married and young mothers. The aim of the study was to decode the artworks in order to explore the students’ feelings and thoughts on a topic rarely considered through the eyes of the young women themselves. The study provides a nuanced examination of the social processes that young educated Arab-Palestinian women experience in the current family structure. By analysing the projects using visual tools from semiotics and art history, along with verbal texts provided by the students, we assert that these projects serve as a crucial avenue for students’ self-expression regarding topics seldom addressed. Even though the projects cannot be understood as critical of traditional gender expectations, we did find some interesting voices of unease regarding them. The move from their parents' home to their new one is widely described as difficult, where sadness and concern about the future are highly noticeable. In addition to accepting the stages of marriage and motherhood with joy and excitement, they also express fear and hesitation. This tension between fulfilling their expected roles and being unsure and hesitant about them exists in the projects. We claim that even if implicit and careful, these signs are important to recognize. However, it seems that higher education has failed to significantly undermine patriarchal and gender expectations.

Research has shown that parental separation is associated with worse physical health and unhealthy weight gains during childhood. However, limited empirical attention has been given to the evolution of child health before, upon and following parental union dissolution. Drawing on data from the Child Development Supplement and the Transition to Adulthood Supplement of the Panel Study of Income Dynamics (1997–2017), I investigate whether parental union dissolution during childhood is associated with children’s Body Mass Index (BMI) and the risk of developing overweight/obesity in the short and long run (n = 2675 children aged 0–12 in 1997). The results from a combination of propensity score matching and fixed-effects linear regression models show that union dissolution is associated with increases in child BMI and an increased risk of developing overweight/obesity. These changes in children’s weight status persist for at least ten years after parental separation. Unhealthy weight gains following parental separation are more pronounced among female children and those with lower-educated and non-White parents. The findings suggest that in the United States parental union dissolution contributes to increase socioeconomic inequalities in child health. Therefore, children with separated parents and lower socioeconomic backgrounds have greater risks of developing overweight/obesity and other obesity-related morbidities over their life courses.

The transition to parenthood represents a turning point shaping couples’ arrangements for paid work and housework. Previous studies often examined these changes in isolation, rather than as interrelated trajectories reflecting diverse models of family division of labor. Drawing on data from different-sex couples from the 1984–2019 Panel Study of Income Dynamics and the 1984–2020 German Socio-Economic Panel, this study uses multichannel sequence analysis to identify four and three patterned constellations of family division of labor in the United States and Germany, respectively. These constellations differ in women’s and men’s respective contributions to household earnings and their relative participation in housework, spanning from one year before to ten years after the birth of a first child. National differences are found in the identified constellations, their prevalence, and the role of couples’ conjoint education in shaping these constellations. In both countries, couples in which the husband has an educational advantage are most likely to transition to a traditional arrangement. However, only in the U.S. do couples with both partners holding a college degree also tend to enter a traditional arrangement. Furthermore, among U.S. couples in which the wife has an educational advantage, they are most likely to adopt a partly egalitarian arrangement (equal earnings but not housework) upon becoming parents.

Despite growing concerns in the UK about social isolation, there remains a lack of data on the extent and time trends of social isolation from longitudinal, population-based studies. There is also little research that assesses the multiple domains of social isolation across the lifecourse and between generations in a holistic way accounting for different contexts. By applying a multi-context, multi-domain framework of social isolation to 5 successive British birth cohorts, we provide conceptual and empirical understanding of social isolation trajectories across the lifecourse and identify potential generational and sex differences in trends. Where data were available, comparable social isolation indicators were generated to enable lifecourse trajectories and cross-generational trends to be explored. Information on isolation was available across the following relational contexts: household i.e., living alone; partnership, family and friends outside the household; education and employment networks; and community engagement. Trajectories were modelled stratified by sex using a multilevel growth curve framework. Data were analysed from 73,847 individuals (48.5% female), in 5 successive cohorts born in 1946 (N = 5,362), 1958 (N = 16,742), 1970 (N = 16,950), 1989-90 (N = 15,562), and 2000–01 (N = 19,231). Exploring a range of social isolation indicators across several contexts provided a nuanced picture of social isolation across the lifecourse and between generations in the UK, with no consistent pattern of increased or decreased isolation over time. For example, more people are living alone, less women are out of education and employment in midlife, more people are volunteering, but fewer people regularly engage in religious activity. It therefore highlights the need to focus on a range of social isolation indicators across contexts to understand how people compensate for specific types of isolation, and to understand structural differences in social configurations in the UK, which may not only define the timing and sequencing of life transitions but also social isolation.

Intra-family crossover effects triggered by job losses have received growing attention across scientific disciplines, but existing research has reached discrepant conclusions concerning if, and if so how, parental job losses affect child mental health. Drawing on sociological models of stress and life course epidemiology, we ask if parental job losses have long-term effects on child mental health, and if these effects are conditional on the timing of, or the cumulative exposure to, job losses. We use intergenerationally linked Swedish register data combined with entropy balance and structural nested mean models for the analyses. The data allow us to track 400,000 children over 14 years and thereby test different life-course models of cross-over effects. We identify involuntary job losses using information on workplace closures, thus reducing the risk of confounding. Results show that paternal but not maternal job loss significantly increases the risk of psychotropic drug use among children, that the average effects are modest in size (less than 4% in relative terms), that they may persist for up to five years, and that they are driven by children aged 6–10 years. Moreover, cumulative exposure to multiple job losses are more harmful than zero or one job loss.

Background

An unintended spontaneous termination of a pregnancy can be a traumatic experience affecting the subsequent life course, but has received little attention in socio-demographic studies on fertility intentions or behavior. The theoretical background of our study draws on considerations from life course research, the Theory of Planned Behavior and the Traits-Desires-Intentions-Behavior framework.

Objective

This study investigates whether the experience of pregnancy loss changes the fertility desires and intentions of women in their subsequent life course.

Methods

We use 11 waves of the Panel Analysis of Intimate Relationships and Family Dynamics (pairfam) with 5197 women in total, of which 281 women (5.4%) reported a miscarriage. Data have been collected annually in Germany since 2008. We investigate four dependent variables capturing different indicators of the ideational dimension of fertility: Personal ideal number of children, realistic number of (additional) children, intention to have a(nother) child in the next two years and importance of having a(nother) child. We study the intrapersonal changes in these items among women after a pregnancy loss, applying linear fixed effect regression models. Controls include parity, age, partnership status, pregnancy status and the interaction of pregnancy loss with whether the woman already had children before the pregnancy loss.

Results

We found that the importance of having a(nother) child and the intention to have a(nother) child in the next two years increase after a pregnancy loss. These patterns can only partially be explained by control variables. By contrast, an effect on the ideal number of children as well as the realistic number of children could not be found. The patterns varied, however, across age and stage in the life course, most importantly between mothers and childless women.

Conclusions

Our results demonstrate that the effect of pregnancy loss on the subsequent life course varies across the indicators used and by duration after the pregnancy loss. Overall, they suggest that specifically the younger women in our sample might perceive pregnancy loss as a temporary crisis in their transition to motherhood, or to having another child, and as an impetus to reinforce their fertility goals, while for older respondents this might mark the end of their fertility career. Against the backdrop of rising ages at childbirth, future research on fertility and reproductive health care should pay more attention to reproductive complications and how affected women can be supported in coping with them.

Objectives

Emerging evidence supports the protective effects of higher childhood socioeconomic status (cSES) on cognition over the life course. However, less understood is if higher cSES confers benefits equally across intersecting social positions. Guided by a situational intersectionality perspective and the theory of Minority Diminished Returns (MDR), this study examined the extent to which associations between cSES and cognition in young adulthood are jointly moderated by racialized identity and region of childhood residence.

Methods

Using data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), we used multilevel modeling to test associations between cSES and delayed recall and working memory 14 years later when participants were ages 25–34. Further, we examined the influence of racialized identity and region of childhood residence on these associations.

Results

Higher cSES was associated with higher delayed recall and working memory scores across social positions. However, the strength of the association between higher cSES and working memory differed across racialized subgroups and region of childhood residence. We found a statistically significant three-way interaction between cSES, race and region of childhood residence. Of particular important, a small yet statistically robust association was found in all groups, but was especially strong among White Southerners and especially weak among Black participants from the South.

Conclusions

This study contributes to a growing body of research indicating that the protective effects of higher cSES on cognition are not universal across subgroups of intersecting social positions, consistent with the theory of MDR. These findings provide evidence for the importance of considering the role of systemic racism across geographic contexts as part of initiatives to promote equity in life course cognitive aging and brain health.

Recent research has documented that the effect of parental separation on children’s educational outcomes depends on socioeconomic background. Yet, parental separation could lead to a stable single-parent family or to a further transition to a stepfamily. Little is known about how the effect of family structure transitions on educational outcomes depends on the education of parents and stepparents, and there has been limited empirical research into the mechanisms that explain heterogeneity in the effects of family transitions. Using longitudinal data from the German Socio-Economic Panel and models with entropy balancing and sibling fixed effects, I explore the heterogeneous effects of family transitions during early and middle childhood on academic secondary school track attendance, grades and aspirations. I find that family transitions only reduce the academic school track attendance among children of less educated parents living in stepfamilies or with a single mother after parental separation, and among children of highly educated fathers living in single-mother families. The mechanisms that partly explain these effects relate to reduced income and exposure to poverty after parental separation. The findings underscore the importance of considering the stepparent's educational level, indicating that the adverse consequences of parental separation on educational outcomes are mitigated when a highly educated stepfather becomes part of the family. Overall, these findings align more closely with the resource perspective than the family stability perspective.

Objective

This study examines whether parental emotional distress during the first pandemic-related school shutdown in 2020 in Germany affected the development of primary school students’ mathematical skills and investigates changes in parents’ working conditions as triggers of cascading stress processes.

Background

The Family Stress Model (FSM) explains the mechanisms that mediate between families’ structural conditions and children's developmental outcomes. Foundational works for this approach focus on historic events that instigate rapid structural changes which, in turn, undermine families' economic situation. The economic losses trigger stress processes. Research on the COVID-19 pandemic reports heightened levels of parental stress and negative impacts on children's cognitive and socioemotional development. This study examines the role of parental emotional distress during the COVID-19 shutdown on children's cognitive development. Expanding on the classical FSM, we hypothesize that changes in parents' working situation, rather than economic changes, may have triggered family stress processes during the shutdown, as federal support largely cushioned economic cutbacks in Germany.

Method

For the German National Educational Panel Study (NEPS), interviews were conducted with parents, and primary school students in Starting Cohort 1 were tested after the first shutdown in 2020. The database provides rich information from survey waves prior to the COVID-19 pandemic, allowing a longitudinal analysis of a sample of 1512 primary school students with ordinary least squares regression.

Results

Parents’ emotional distress during the pandemic had a robust negative effect on students’ mathematical skills, even when controlling for prior parenting stress. Changes in parents’ working conditions also had an effect on children’s test scores, and the negative effect of working from home on the test scores was mediated by parents’ emotional distress.

Conclusion

The COVID-19 pandemic was a historic event which, at least in Germany, challenged the mental health of many parents and, in turn, impaired the skill development of primary school students. We introduce the role of changes in working conditions as triggers of such processes.