SYA 7933
Families, Aging, and
the Life Course
Announcements:
I have several sample proposals available for review in my
office --
please feel free to drop by during office hours, or email me to
arrange a time to come in.
If you have any proposals that you are willing to make available to
other students in the class,
please let me know. Thanks!
Thursdays,
periods 5 - 7 (11:45 am - 2:45 pm)
Prof. Tanya Koropeckyj-Cox
3353
Turlington Hall
office
hours:
392-0265 x251 Mon 12:30 - 2:30 p.m.; Wed 1:00 - 2:30 p.m.
tkcox@soc.ufl.edu
or
by
appointment
This course introduces students to current theoretical and empirical work on kinship, families, and intimate relationships over the life course, with an emphasis on midlife and old age. This area of research and theory has a long history in gerontology and sociology, and it reflects many of the theoretical debates that have shaped sociology and related disciplines over the past few decades. Our readings will include a survey of these various theoretical influences, both classic (e.g., structural functionalist, conflict, and exchange theories) as well as contemporary influences (e.g., feminist theory, postmodernism, etc.). Although we will discuss concepts from a variety of disciplines, the emphasis will be on sociological perspectives.
The course is divided into two main sections: 1) an overview of foundational ideas in the study of families, kinship, and relationships and of aging and the life course; and 2) exploring the theoretical and conceptual development in this area through the examples of intergenerational relations and parent-child relations; diversity in family experiences (including race, ethnicity, social class, gender, and sexual orientation); the impact of contemporary social changes; and cross-cultural comparisons.
No prior coursework in families or aging is required. Each of you will bring various levels and types of prior knowledge into the course. If you have taken related courses, then I encourage you to bring those perspectives (and suggestions) to this course. If you are new to both areas, I have included recommended readings and references to help you get started. The schedule and readings may change as the semester proceeds, but you will be given advanced notice. If there are topics you wish were included or examined in greater depth, please let me know.
Course Requirements
A major objective of the course is to prepare students to be critical analysts and researchers. The course requirements emphasize regular and active participation, critical reading of course materials, and the completion of an individual project.
Students are expected to read assigned materials prior to class and to be ready to discuss course materials. Class attendance and participation are required.
I. Course
Over the course of the semester, students are required to complete five (5) reaction essays of 3-4 pages each. These essays are designed to encourage reading and preparation for class, stimulate class discussion, and encourage critical thinking and synthesis of the readings. The essays should summarize the key points of each reading and discuss the strengths, weaknesses, and any questions you have based on the readings. The reaction essays may incorporate specific discussion topics or thought questions from the instructor, based on class discussion and particular readings.
The essays will be evaluated
based on the extent and quality of analytical effort, including how
well you
critique and synthesize the assigned course readings.
II. Presentation
on outside
or recommended reading
In consultation with the instructor, each student will prepare and present a 15 minute summary and critique of a recommended or outside reading. The purpose is to provide students with the opportunity to read and present a particular work of interest, expanding the range of ideas and readings covered in the course. Outside readings should be specific empirical works – either a relevant book or a pair of (2) research articles related to the week’s topic and readings. Recommended readings are listed (starred **) on the course schedule, and further readings are added at the end of the syllabus. Your choice of book or two articles should be submitted to me no later than the Thursday prior to your scheduled presentation.
Presentations should summarize key points and discuss the methods, design, and conclusions of the research. The critique should draw on class readings – What does the reading contribute to our understanding of families, life course, and aging? What theoretical perspective(s) are important? What are the strengths and weaknesses of the conceptual approach and methods used?
Along with the presentation, you are required to submit a brief summary and outline of key points (1 page per reading) on-line to the class at least 24 hours prior to your presentation. The written summary and presentation (as well as the search for suitable articles) will contribute to an annotated bibliography that will be constructed over the course of the semester. This reading list can then serve as a solid, comprehensive resource for students planning to take their Ph.D. qualifying exam in families and/or aging and life course as well as a resource for research papers, thesis, or dissertation work related to families, aging, and the life course.
III. Leading class discussion
Working in pairs or individually, students will be expected to lead class discussion on the week’s assigned readings. Depending on class enrollment, each student will be expected to lead class discussion one time during the semester. In the first week, students will have the opportunity to select the date(s) and topic(s) for the class session(s) that they will lead. In consultation with the instructor, students should work together to prepare at least 3-4 specific discussion questions and/or critique points which draw out the implications of the week’s readings (no more than 1 page per reading). These discussion questions and key points should be posted to the class by Wednesday at 5pm before each week’s class. Leading class discussion is designed to provide students with the experience of informally taking a leadership role in the classroom and in scholarly discussion.
IV. Project
The term project may be a proposal for a substantive research project or a critical literature review on some aspect of gender, aging, and the life course. The specific topic and project should be developed in close consultation with the instructor. Other project options are possible but must be approved in advance by the instructor.
Proposal
The proposal should use the standard NIH or similar, conventional format, with the following sections:
1) Significant Aims (2 page summary of your project)
2) Introduction – include statement of the problem, specific research questions (and hypotheses), and rationale for studying the problem
3) Literature review – should provide a review of the existing conceptual and empirical work in the area, including critique. What gaps are in the existing research? This review should be focused on your particular topic and research questions.
4) Research design – describe the data, methods, and design of your proposed research project, including data collection, sampling, and measurement issues. Be sure to discuss potential strengths and weaknesses of your approach.
5) Reference list – should include at least 12 references.
The proposal will be evaluated based on its integration of key conceptual material from the course, the depth and breadth of the review of existing research, and the clarity and soundness of the proposed study. Strong proposals should provide a critical review of existing research (identifying significant gaps and how the proposed research will address them) and should represent a significant and original contribution.
Literature Review Essay
Alternatively, your project may consist of a critical literature review essay on a topic related to families, aging, and the life course. The review should focus on a particular conceptual area or research topic, provide a critical discussion of the existing research, and identify several specific gaps in the existing work and suggestions for future study. The review essay should be organized with the following sections:
1) Introduction – state your key questions, topics, or themes that you will focus on. Explain the rationale for or significance of your review. Describe the scope of your review.
2) Themes – your essay should be organized around 3-4 central concepts or themes, with each representing a major substantive section of your essay. Use clear section headings, and subsection headings if appropriate to help organize the topics or themes covering your essay.
3) Discussion and Conclusion – should discuss the strengths and weaknesses of the existing research. Be sure to describe specific gaps and provide suggestions for future research.
4) Reference list – Your review should include at least 20 references.
Project Format,
Presentation, and Deadlines
For either type of project, your
paper should be double-spaced, in 12-point font, with one inch margins
(top/bottom and sides). The paper
should be 16-20 pages in length, not
counting the reference list and any appendices. Reference
lists and in-text citations
should use a standard format (e.g., APA,
A professional appearance is expected, including spell-checking and a clean cover page (with name, course, title of project, and date), and proofreading is strongly encouraged.
Three intermediate steps are required as part of the project in order to keep you on schedule and to stimulate in-class discussion of projects:
1. A preliminary plan of 1-2 pages is due in class on Oct. 2 (Sept. 25). You should bring enough copies to distribute to each student in class and to the instructor. We will spend some time in class commenting on each other’s preliminary plans. All project plans must be approved by the instructor before Oct. 9.
2. A midterm draft of 7-10 pages is due on October 30. The final version of the paper is due no later than December 8. Any extensions of deadlines must be discussed and approved in advance, except in the case of a serious, documented circumstance outside of your control.
3. Two weeks near
the end of the semester (Nov. 13 & 20) will be devoted to in-class, oral presentations of student
projects. Each student will
have 15-20 minutes to present their work to the class.
The presentation should include Power
Point slides and will be evaluated based on the quality of the oral and
visual
presentation. The oral
presentations are designed to provide you with experience in presenting
your work
in a concise and professional manner.
They also provide the opportunity to share your work and solicit
feedback from your classmates. Students will have several weeks after
the
presentation dates to incorporate any changes or revisions before
submitting
their final paper by December 8th.
V. Participation
Students are expected to attend
and actively participate in each class session. You
are expected to complete the
assigned readings for each week and come prepared to discuss the
readings. Absences will be excused only in
the
case of serious illness or other circumstance beyond the student’s
control. A class participation
grade of up to 20 points is designed to encourage regular preparation
(critical
reading of assigned material) and active, consistent participation in
the
course.
Course Grading
Project
Preliminary
plan – 1-2 pages
(due
Sept. 25)
10 points
**
Due date changed to Oct. 2
Midterm draft – 7-10 pages (due Oct. 30) 30 points
Oral presentation – 15-20 min. (Nov. 13 or 20) 30 points
Final paper/proposal – 16-20 pages (due Dec. 8) 120 points
Reaction essays (5) –
3-4 pages
50 points
Due Sept.
11, Sept.
25, Oct. 9, Oct. 23, Nov. 6
In-Class Presentation on
Outside/Recommended Reading
20 points
Leading class discussion
20 points
Participation 20 points
TOTAL
300
points
Course Schedule
Aug. 28 Introduction
Sept. 4 Conceptual Issues: Perspectives on Families and Relationships
Sept. 11 Conceptual Issues: Life Course and Aging
Sept. 18 Demographic Trends and Background on Kinship, Life course
Sept. 25 Intimate Relationships I: Marriage, Marital History, Widowhood
Oct. 2 Intimate Relationships II: New Partners, Cohabitation, LAT, Same-Sex Partners
2 presentations
Oct. 9 Childlessness, Singlehood, Alternative Life Paths
Siblings, Constructed Families
1 presentation
Oct. 16 Parent-Child Relations, Ambivalence, and Intergenerational Exchange
1 presentation
Oct.
23
Diversity
and Structural Constraints –
Oct. 30 Grandparenthood and Extended Family Networks, Fictive Kin and Social Networks
3 presentations
Nov. 6 Diversity and Structural Constraints – Cross-Cultural Comparisons
2 presentations
Nov. 13 & Student project presentations
Nov.
20
Nov. 25
NO CLASS
–
Dec. 2
Policy
Issues and Implications
2 presentations
Course
Connidis, Ingrid A. 2001. Family Ties and Aging.
Bengtson, Vern L., & Ariela
Lowenstein (Eds.). 2003. Global Aging and Challenges to Families.
Newman, Katherine S. 2003. A
Different Shade of Gray.
Articles and book chapters that will be made available on ARES, the UF Library’s on-line electronic reserve system.
Required readings appear below.
Recommended readings are marked with asterisks (**); these readings may
be
available from the library or on-line, or see me about getting a copy.
BK = book
RES = reserve reading
ON-LINE = journal available
on-line via J-STOR or other service
Week 2: Conceptual Issues:
Perspectives on Families and Relationships
Connidis,
Ingrid A.
2001. Family Ties and
Aging.
Week 3: Conceptual Issues: Life
Course and Aging
Elder, Glen H., Jr., Johnson, Monica K., & Crosnoe, Robert. 2003. Emergence and development of
life course
theory. In J. T. Mortimer & M. J. Shanahan (Eds.), Handbook of
the Life
Course.
Moen, Phyllis. 2001. The gendered life course. In R. H. Binstock & L. K. George (Eds.),
Handbook of Aging
and the Social Sciences, 5th ed.
Ferraro, Kenneth F. 2001. Aging and role transitions. In R. H. Binstock & L. K. George (Eds.),
Handbook of
Aging and the Social Sciences, 5th ed..
** Settersten, Richard A. Jr.
2006. Aging and the life course. Handbook of Aging and the Social
Sciences, 6th
ed.
** Marshall, Victor W., & Mueller, Margaret M. 2003. Theoretical roots of the life-course
perspective. In
W. R. Heinz & V. W. Marshall (Eds.), Social Dynamics of the
Life Course.
**
General Hall.
(esp. ch. 1, 2, & 7).
Week 4:
Demographic Trends and
Background on Kinship, Life course
Bengtson, Vern L., Lowenstein,
Ariela, Putney, Norella M., & Gans, Daphna. 2003. Global aging and
the
challenge to families. In V. L. Bengtson & A. Lowenstein (Eds.) Global
Aging and Challenges to Families.
Litwak, Eugene, Silevrstein,
Merril, Bengtson, Vern L., & Hirst, Ynez W. 2003. Theories about families,
organization,
and
social supports. In V. L. Bengtson & A. Lowenstein (Eds.)
Global Aging and
Challenges to Families.
Hareven, Tamara K. 2001. Historical perspectives on aging and family relations. In R. H. Binstock
& L. K.
George (Eds.), Handbook of Aging and the Social Sciences, 5th
ed.
Giddens, Anthony. 1999. The global revolution in family and personal life. Reprinted in A. S.
Skolnick &
J. H. Skolnick (Eds.), Family in Transition, 12th ed.
(2003).
** Skolnick, Arlene. 1991. The life
course revolution. Reprinted in A.
(Eds.), Family
in Transition, 12th ed. (2003).
and later years: A review and critique of research in the 1990s. Journal of Marriage and the Family, 62, 911-926.
**
change.
In R. H. Binstock & L. K. George (Eds.),
Handbook of Aging and the Social Sciences, 5th ed.
** Haber, Carole. 2006. Old age through the lens of family history. In R. H. Binstock & L. K.
George (Eds.), Handbook
of Aging and the Social Sciences, 6th ed.
** Krause, Neal. 2006. Social relationships in late life. In R. H. Binstock & L. K. George (Eds.),
Handbook of
Aging and the Social Sciences, 6th ed.
** Alwin, Duane F., & McCammon, Ryan J. 2003. Generations, cohorts, and social change. In J. T.
Mortimer &
M. J. Shanahan (Eds.), Handbook of the Life Course.
** Elder, Glen H., Jr. 2003. The life course in time and place. In W. R. Heinz & V. W. Marshall
(Eds.),
Social Dynamics of the Life Course.
Week 5: Intimate
Relationships I: Marriage, Marital History, Widowhood
Connidis,
Ingrid A.
2001. Family Ties and
Aging.
Allen, Katherine R., & Walker, Alexis J. 2006. Aging and gender in families: A very grand
opening. In T.
M. Calasanti & K. F. Slevin (Eds.), Age Matters: Realigning
Feminist
Thinking.
** Furstenberg, Frank F., Jr. 1996.
The future of marriage. Reprinted in A.
Skolnick
(Eds.), Family in Transition, 12th ed. (2003).
** Simon, Robin W. 2002. Revisiting the relationships among gender, marital status, and mental
health. American Journal of Sociology, 107, 1065-1096.
** Ashkam, Janet. 1995. The married lives of older people. In S. Arber & J. Ginn (Eds.),
Connecting
Gender and Ageing: A Sociological Approach.
** Kestin van den Hoonard, Deborah. 2003. Expectations and experiences of widowhood. In J. F.
Gubrium &
J. A. Holstein (Eds.), Ways of Aging.
** Price, Debora, & Ginn, Jay. 2003. Sharing the crust? Gender, partnership status and inequalities
in pension
accumulation. In S. Arber, K. Davidson, & J. Ginn (Eds.), Gender
and
Ageing: Changing Roles and Relationships.
** Arber, Sara, Price, Debora, Davidson, Kate, & Perren, Kim. 2003. Re-examining gender and
marital status:
Material well-being and social involvement. In S. Arber, K. Davidson,
& J.
Ginn (Eds.), Gender and Ageing: Changing Roles and Relationships.
Week 6: Intimate
Relationships II: New Partners, Cohabitation, LAT,
Same-Sex Partners
Connidis,
Ingrid A.
2001. Family Ties and
Aging.
** Cooney, Teresa M., & Dunne, Kathleen. 2001. Intimate relationships in later life: Current realities,
future prospects. Journal of Family Issues, 22, 838-858.
6a. Intimate Relationships
Calasanti, Toni M., & Slevin, Kathleen F. 2001. “Sex, sexuality, and old age.” Chapter 4 in
Gender,
Social Inequalities, and Aging.
Calasanti &
K. F. Slevin (Eds.), Age Matters: Realigning Feminist Thinking.
** Hislop, Jenny, & Arber,
Sara. 2006. Sleep, gender, and aging: Temporal perspectives in the mid-
to-later life
transition. In T. M. Calasanti & K. F. Slevin (Eds.), Age
Matters:
Realigning Feminist Thinking.
6b. Cohabitation, LAT relationships
Gierveld, Jenny de Jong.
2004. Remarriage, unmarried cohabitation, living apart together:
Partnership
relationships
following bereavement or divorce. Journal
of Marriage and Family, 66, 236-243. ON-LINE
** Borell, Klas, & Ghazanfareeon, Sofie. 2003. Reconceptualizing intimacy and ageing: Living apart
together. In S.
Arber, K. Davidson, & J. Ginn (Eds.), Gender and Ageing:
Changing Roles
and Relationships.
** Cohan, Catherine L., & Kleinbaum, Stacey. 2002. Towards a greater understanding of the cohabitation effect:
Premarital cohabitation and marital cohabitation. [J. TOWERS PRESENTATION]
** Brown, Susan L., Lee, Gary R., & Bulanda, Jennifer R. 2006. Cohabitation among older adults: A national profile.
[J. TOWERS PRESENTATION]6c. Same-Sex Partners and LGBT Issues
Connidis, Ingrid A. 2003. Bringing outsiders in: Gay and lesbian family ties over the life course. In
S. Arber, K.
Davidson, & J. Ginn (Eds.), Gender and Ageing: Changing Roles
and
Relationships.
** Benkov, Laura. 1994. Reinventing
the family. Reprinted in A.
Family in
Transition, 12th ed. (2003).
** de Vries, Brian, & Blando,
John A. 2004. The
study of gay and lesbian aging:
Lessons for social
gerontology. In G. Herdt & B.
de Vries (Eds.), Gay
and Lesbian Aging: Research and Future Directions.
** Rosenfeld, Dana. 2003. Identity careers of older gay men and lesbians. In J.F. Gubrium &
J.A.
Holstein (Eds.), Ways of Aging.
** Herdt, Gilbert, & de
Vries, Brian. 2004. Introduction. In G. Herdt & B. de Vries (Eds.), Gay
and
Lesbian Aging: Research and Future Directions.
** Weston, Kath. 1991. Families We Choose: Lesbians,
Gays, Kinship. (1997 edition recommended,
revised with
new preface). New York: Columbia University Press. [K. DONALDSON
PRESENTATION]
Week 7: Childlessness, Singlehood,
and Alternative Life Paths
Uhlenberg, Peter, & Mueller, Margaret. 2003. Family context and individual well-being. In J.
T. Mortimer
& M. J. Shanahan (Eds.), Handbook of the Life Course.
Phillipson, Chris. 2003. From family groups to personal communities: Social capital and social
change in the
family life of older adults. In V. L. Bengtson & A. Lowenstein
(Eds.) Global
Aging and Challenges to Families.
Connidis,
Ingrid A.
2001. Family Ties and
Aging.
** Cohler, Bertram J., &
Hostetler, Andrew. 2003. Linking life course and life story: Social
change
and growth in
life course studies. In J. T. Mortimer & M. J. Shanahan (Eds.), Handbook
of the Life Course.
** de Jong Gierveld, Jenny.
2003. Social networks and social well-being of older men and women
living alone.
In S. Arber, K. Davidson, & J. Ginn (Eds.), Gender and Ageing:
Changing
Roles and Relationships.
** Kreager, Philip. 2004. Where are the children? In P. Kreager & E. Schroder-Butterfill (Eds.),
Ageing
Without Children: European and Asian Perspectives.
** Evandrou, Maria, &
Falkingham, Jane. 2004. Demographic change in
future family
support of older people. In P. Kreager & E. Schroder-Butterfill
(Eds.), Ageing
Without
Children: European and Asian Perspectives.
** Dykstra,
of older adults without children. Journal of Family Issues, 28, 1275-1310.
** Yvonne Vissing. 2002. Women Without Children: Nurturing
Lives.
**
Koropeckyj-Cox, Tanya. 2003. Three childless men’s pathways into
old age. In J. F. Gubrium & J. A. Holstein (Eds.), Ways of
Aging.
** Rowland, Donald T. 2007. Historical trends in childlessness. Journal of Family Issues, 28, 1311-
1337.
adults in the
Netherlands and the United States. Research on Aging, 28, 730-748.
**
Connidis,
Ingrid A.
2001. Family Ties and
Aging.
Week 8: Parent-Child Relations,
Ambivalence, Intergenerational Exchange, and Caregiving
8a. Parent-Child Relations and Ambivalence
Journal of Marriage and Family, volume 64: Editorial + A Symposium on Ambivalence in
Intergenerational Relationships.
- Read Editorial (pp. 557), focus article by Connidis and McMullin (pp. 558-567), responses/feedback, and rejoinder (pp. 568-601). ON-LINE
** Milkie, Melissa A., Bierman, Alex, & Schieman, Scott. 2008. How adult children influence older
parents’ mental health: Integrating stress-process and life-course perspectives. Social Psychology Quarterly, 71, 86-105.
** Pillemer, Karl, & Suitor, J. Jill. 2002. Explaining mothers’ ambivalence toward their adult children. Journal of
Marriage and Family, 64, 602-613.
** Evenson, Ranae, & Simon, Robin W. 2005. Clarifying the relationship between parenthood and
depression. Journal of Health and Social Behavior, 46, 341-358.
** Knipscheer, Kees, & van Tilburg, Theo. 2003. Family characteristics and loneliness among older
parents. In V.
L. Bengtson & A. Lowenstein (Eds.) Global Aging and Challenges
to
Families.
** Hazan, Haim. 2003. Disposable children: On the role of offspring in the construction of conjugal
support in
later life. In V. L. Bengtson & A. Lowenstein (Eds.) Global
Aging and
Challenges to Families.
** Rosenthal, Carolyn J.
1985. Kinkeeping in the familial
division of
labor. Journal of Marriage
and
the Family 47: 965-974.
8b. Intergenerational Relations and Exchange
Connidis,
Ingrid A.
2001. Family Ties and
Aging.
Putney, Norella, & Bengtson, Vern L. 2003. Intergenerational relations in changing times. In J. T. Mortimer & M. J.
Shanahan
(Eds.), Handbook of the Life Course.
** Antonucci, Toni C., & Jackson, James S. 2003. Ethnic and cultural differences in intergenerational
social support.
In V. L. Bengtson & A. Lowenstein (Eds.) Global Aging and
Challenges to
Families.
**
Ganong,
Lawrence, & Coleman, Marilyn. 2006. Patterns of exchange and
intergenerational
responsibilities
after divorce and remarriage. Journal
of Aging Studies, 20, 265-278.
**
Ganong,
Lawrence H., & Coleman, Marilyn. 1998. Attitudes regarding Filial
Responsibilities to
Help
Elderly Divorced Parents and Stepparents. Journal of Aging Studies,
12,
271-290.
** Silverstein, Merril. 2006. Intergenerational family transfers in social context. In R. H. Binstock
& L. K.
George (Eds.), Handbook of Aging and the Social Sciences, 6th
ed.
** Katz, R. and Associates. 2003. Family norms and preferences in intergenerational relations: A
comparative
perspective. In V. L. Bengtson & A. Lowenstein (Eds.) Global
Aging and
Challenges to Families.
** Kohli, Martin, & Kunemund, Harald. 2003. Intergenerational transfers in the family: What
motivates
giving? In V. L. Bengtson & A. Lowenstein (Eds.) Global Aging
and
Challenges to Families.
** Furstenberg, Frank F., Jr., et al. 1995. The effect of divorce on intergenerational transfers: New
evidence. Demography, 32, 319-333.
** Hashimoto, Akiko. 1996. The Gift of Generations: Japanese and American Perspectives on Aging and the
Social
Contract. Cambridge, UK: Cambridge University Press.
** Margolies, Luisa. 2004. My mother’s hip: Lessons from the world of eldercare. Reprinted in S. J.
Week 9: Diversity and Structural
Constraints – United States & MDCs
O’Rand, Angela. 2006. Stratification and the life course: Life course capital, life course risks, and
social
inequality. In R. H. Binstock & L. K. George (Eds.), Handbook
of Aging
and the Social Sciences, 6th ed.
(pp. 145-162) *** COPIES
AVAILABLE AT MY OFFICE DOOR (3353 TURLINGTON)
Newman, Katherine S. 2003. A Different Shade of Gray: Midlife and Beyond in the Inner City.
** Johnson, Colleen L., & Barer, Barbara M. 2003. Family lives of aging Black Americans. In
J.F.
Gubrium & J.A. Holstein (Eds.), Ways of Aging.
** Taylor, Ronald L. 2000. Diversity within African American families. Reprinted in A. S.
Skolnick &
J. H. Skolnick (Eds.), Family in Transition, 12th ed.
(2003).
** Baca Zinn, Maxine, & Wells, Barbara. 2000. Diversity within Latino families: New lessons for
family social
science. Reprinted in A.
** Pyke, Karen. “The normal American family” as an interpretive structure of family life among
grown children
of Korean and Vietnamese immigrants. Reprinted in A.
** Evandrou, Maria, & Glaser, Karen. 2004. Family, work, and quality of life: Changing economic
and social roles through the life course. Ageing & Society, 24, 771-791.
** Whitfield, Keith E., Allaire, Jason C., Belue, Rhonda, & Edwards, Christopher, L. 2008. Are comparisons the
answer to understanding behavioral aspects of aging in racial and ethnic groups? Journal of Gerontology:
Psychological Sciences, 63B, P301-P308.
Week 10: Grandparenthood and
Extended Family Networks
Bengtson, Vern L. 2001. Beyond the nuclear family: The increasing importance of
multigenerational bonds. Journal of Marriage and Family, 63, 1-16. ON-LINE
Connidis,
Ingrid A.
2001. Family Ties and
Aging.
Newman, Katherine S. 2003. A
Different Shade of Gray: Midlife and Beyond in the Inner City.
Silverstein, Merril, Giarrusso, & Bengtson, Vern L. 2003. Grandparents and grandchildren in family
systems: A
social-developmental perspective. In V. L. Bengtson & A. Lowenstein
(Eds.) Global
Aging and Challenges to Families.
Center:
** Cooney, Teresa M., & An, Jeong Shin. 2006. Women in the middle: Generational position and
grandmothers’ adjustment to raising grandchildren. Journal of Women and Aging, 18, 3-24.
** Attias-Donfut, Claudine. 2003. Family transfers and cultural transmissions between three
generations in
** Cherlin, Andrew J., & Furstenberg, Frank F., Jr. 2001. The modernization of grandparenthood.
Reprinted in S.
J. Ferguson, Shifting the Center: Understanding Contemporary
Families, 2nd
ed.
** Schroder-Butterfill, Elisabeth. 2004. Adoption, patronage and charity: Arrangements for the elderly
without
children in
** Hashimoto, Akiko. 1996. The
Gift of Generations: Japanese and American Perspectives on
Aging and
the Social Contract.
Week 11: Caregiving, Diversity, and Structural
Constraints – Cross-Cultural Comparisons
Chapter 7 in Gender,
Social Inequalities, and Aging.
** Calasanti, Toni M. 2006. Gender
and old age: Lessons from spousal care work. In T. M.
Calasanti &
K. F. Slevin (Eds.), Age Matters: Realigning Feminist Thinking.
** Wilson, Gail. 1995,
‘I’m the eyes and
she’s the arms’: Changes in gender roles in advanced old
age. In S. Arber & J. Ginn (Eds.), Connecting
Gender and Ageing: A Sociological
Approach.
**
Coleman,
Marilyn, & Ganong, Lawrence. 2008.
Normative Beliefs about Sharing Housing with an
Indrizal, Edi. 2004. Problems of elderly without children: A case-study of the matrilineal
Minangkabau,
Without
Children: European and Asian Perspectives.
Vera-Sanso, Penny. 2004.
‘They don’t need it, and I can’t give it’: Filial
support in
P. Kreager
& E. Schroder-Butterfill (Eds.), Ageing Without Children:
European and
Asian Perspectives.
Eun, Ki-Soo. 2003. Changing roles of the family and state for elderly care: A Confucian
perspective. In
V. L. Bengtson & A. Lowenstein (Eds.) Global Aging and
Challenges to
Families.
Koyano, Wataru. 2003. Intergenerational relationships of Japanese seniors: Changing patterns. In V.
L. Bengtson
& A. Lowenstein (Eds.) Global Aging and Challenges to Families.
Aboderin, Isabella. 2003. “Modernization” and economic strain: The impact of social change on
material family
support for older people in
P. Kreager
& E. Schroder-Butterfill (Eds.), Ageing Without Children:
European and
Asian Perspectives.
Shaw, Alison. 2004. British Pakistani elderly without children: an invisible minority. In P. Kreager & E. Schroder-Butterfill (Eds.),
Ageing Without
Children:
European and
Asian Perspectives.
** Myerhoff, Barbara.
1979. Number Our Days: Culture
and
Community Among Elderly Jews
in
an American Ghetto.
** Sarah Lamb. 2000. White Saris and Sweet Mangoes: Aging,
Gender, and Body in North
Final Week: Policy Issues and
Implications
Newman, Katherine S. 2003. A Different Shade of Gray: Midlife and Beyond in the Inner City.
Biggs, Simon, & Powell, Jason L. 2003. Older people and family in social policy. In V. L. Bengtson
&
A. Lowenstein (Eds.) Global Aging and Challenges to Families.
Barnett, Ola, Miller-Perrin, Cindy L., & Perrin, Robin D. 1996/2004. Abuse of elders. . Reprinted in
S. J. Ferguson,
Shifting the Center: Understanding Contemporary Families, 3rd
ed.
** Estes, Carroll L. 2001.
Political economy of aging. In C. L. Estes & Associates (Eds.), Social
Policy
and Aging: A Critical Perspective.
** Meyer, Madonna Herrington,
& Herd, Pamela. 2007. Market friendly or family friendly? The
state and
gender inequality in old age.
Other Useful References, Organizations, and Data Sources
AARP (American Association for Retired Persons) – (http://www.aarp.org/)
National
Archive of Computerized Data on Aging (NACDA), located within
ICPSR, based at
National Institute on Aging – http://www.nia.nih.gov/
Gerontological Society of
American Sociological Association – http://www.asanet.org/
Section on Sex and Gender – http://www.asanet.org/sections/sexgend.html
Section on Aging and the Life Course – http://www.asanet.org/sections/aging.html
Sociologists for Women in Society – http://newmedia.Colorado.EDU/~socwomen/
National Center on Women & Aging, The Heller School for Social Policy and Management, Brandeis University (http://www.heller.brandeis.edu/national/index.html)
Older Women's League (http://www.owl-national.org/issues.html)
Institute for Women's Policy Research -- http://www.iwpr.org/
National Council for Research on Women -- http://www.ncrw.org/
http://www-cpr.maxwell.syr.edu/
WREI (Women's Research and Education Institute) -- http://wrei.org/
Sites with Excellent Lists of Links and Resources:
NACDA: http://www.icpsr.umich.edu/NACDA/sites.html
http://www-cpr.maxwell.syr.edu/gero_ed/sitelist.htm
NCWA: http://www.heller.brandeis.edu/national/otherlinks.htm
SocioSite – http://www2.fmg.uva.nl/sociosite/
Selected Books on Families, Aging, and the Life Course (and Gender)
Mary Catherine Bateson. 1990. Composing
a Life.
Mary Catherine Bateson. 2000. Full
Circles, Overlapping Lives: Culture and Generation in
Transition.
Deborah S. Carr. 2004. "My daughter has a career; I just raised babies": The psychological
consequences of women's intergenerational social comparisons. Social Psychology Quarterly 67: 132-154.
Scott Coltrane & Randall
Collins. 2001. Sociology of Marriage & the Family: Gender,
Love, and
Property, 5th
ed.
Stephanie Coontz. 1992. The
Way We Never Were: American Families and the Nostalgia Trap.
Carroll L. Estes (ed.). 2001. Social Policy and Aging: A Critical Perspective. Rowman &
Littlefield.
Ann
Fessler. 2006. The Girls Who Went Away: The hidden history of
women who surrendered children for adoption in the decades before Roe v. Wade.
Kathleen Gerson. 1985. Hard Choices.
Kathleen Gerson. 1993. No Man's Land: Men's Changing Commitments to Family and Work.
John
R. Gillis. 1996. A World of Their Own Making: Myth, Ritual, and
the Quest for Family Values.
James
A. Holstein and Jaber F. Gubrium. 2000. The Self We Live By:
Narrative Identity in a Postmodern World.
Jerry A. Jacobs & Kathleen
Gerson. 2004. The
Time Divide: Work, Family, and
Gender
Inequality.
Karol L. Jensen. 1999.
Lesbian Epiphanies: Women Coming Out
in Later Life.
Press.
Colleen
L. Johnson. 1988. Ex Familia: Grandparents, Parents, and
Children Adjust to Divorce.
Betty J. Kramer & Edward H.
Thompson, Jr. 2001. Men as
Caregivers: Theory, Research, and
Service Implications. Springer Publishing Company.
Daniel J. Levinson. The Seasons of a Man's Life.
Daniel J. Levinson. The Seasons of a Woman's Life.
Charlotte Linde. 1993. Life
Stories: The Creation of Coherence.
Press.
John R. Logan and Glenna D.
Spitze. 1996. Family Ties: Enduring Relations between Parents and
Their
Grown Children.
William Marsiglio. 1998. Procreative
William Marsiglio & Sally
Hutchinson. 2002. Sex,
Men, and Babies: Stories of
Awareness
and
Responsibility.
Elaine Tyler May. 1988. Homeward
Bound: American Families in the Cold War Era.
Basic Books.
Elaine Tyler May. 1995. Barren
in the Promised Land: Childless Americans and the Pursuit of
Happiness.
Meredith Minkler & Carroll
L. Estes. 1998. Critical
Gerontology: Perspectives
from Political
and Moral Economy. Baywood.
Laura Katz Olson. 2001. Age
Through Ethnic Lenses - Caring For The Elderly In A Multicultural
Society. Rowman & Littlefield.
Jill Quadagno. 2005. Aging and the Life Course: An
Introduction to Social Gerontology, 3rd
edition.
Barbara Risman. 1999.
Gender Vertigo: American Families in
Transition.
Alice S. Rossi. 1985. Gender and parenthood. In
Alice S. Rossi (Ed.), Gender and
the Life
Course.
Course.
Carol D. Ryff, 1985. The subjective experience of life-span transitions. In Alice S. Rossi (Ed.),
Gender
and the Life Course.
Richard A. Settersten, Jr. 1999.
Lives in Time and Place: The Problems and Promises of
Developmental
Science.
Northeastern
University Press.
Last revised 10/15/08