Wartime in Men's Lives: A Comparative Study of American and Japanese Cohorts

1987 ◽  
Vol 10 (4) ◽  
pp. 439-466 ◽  
Author(s):  
Glen H. Elder ◽  
Yoriko Meguro
Keyword(s):  
World War Ii ◽  
Life Course ◽  
Transition To Adulthood ◽  
Turning Point ◽  
Empirical Support ◽  
Japanese Men ◽  
Older Americans ◽  
City Life ◽  
The Life Course ◽  
Guidance Study

Wars and military conscription have involved millions of men, women, and children, though very little is known about their long-term effect on lives. Using cohorts of American and Japanese men, this study investigates three hypothesised effects of World War II. War mobilisation and related experiences: (1) altered the timing and sequencing of events in the transition to adulthood, especially when they occurred relatively early in life; (2) increased educational advancement and occupational opportunity; and (3) generally produced life changes that made the war a perceived turning point in the life course. Each of these propositions applies mainly to men who were mobilised at an early age. Data come from the Shizuoka city life history study of 1982, and from two longitudinal archives at the Institute of Human Development, Berkeley (the Oakland Growth Study and the Berkeley Guidance Study). The older Japanese men were born in 1918-24; the older Americans, in 1920-21. Younger cohorts include Japanese men born in 1927-30 and American men born in 1928-29. Especially among men in the younger cohort, Japanese and American, results from the data analysis generally provide empirical support for the life-course alteration, opportunity, and turning point hypotheses.

How to Be a Man Differently: Intersectionality of Gender and Disability in the Life Course of a Powerchair Athlete

2022 ◽  
pp. 1097184X2110643
Author(s):  
Laurent Paccaud ◽  
Anne Marcellini
Keyword(s):  
Life Course ◽  
Transition To Adulthood ◽  
Life Experiences ◽  
The Body ◽  
Doing Gender ◽  
Childhood And Adolescence ◽  
Social Forces ◽  
Hockey Player ◽  
Ethnographic Approach ◽  
The Life Course

This article focuses on the intersection of gender, dis/ability and other social forces in the life course of a young man who has had physical impairments from an early age. Drawing on interactionist theories and applying an ethnographic approach, we analyze the life experiences taking place in multiple social spheres throughout the life phases of Simon, a Swiss powerchair hockey player with cerebral palsy. During his childhood and adolescence, Simon was not in a position to embody the familial ways of performing hegemonic masculinity, and he was functionally dependent on women. Through his ongoing transition to adulthood, his commitment to sport and the process of technologizing his body enabled him doing gender differently and emancipate himself from the familial masculine figure, while remaining reliant on the care provided by women. Thus, we show how the body, context, and life phases contribute to the performances of gender and dis/ability.

The Effects of Residential Mobility on Criminal Persistence and Desistance during the Transition to Adulthood

2020 ◽  
pp. 002242782094857
Author(s):  
Alex O. Widdowson ◽  
Sonja E. Siennick
Keyword(s):  
Transition To Adulthood ◽  
Residential Mobility ◽  
Turning Point ◽  
Mixed Effects Models ◽  
Individual Change ◽  
Long Distance ◽  
Residential Moves ◽  
Residential Move ◽  
The Life Course ◽  
Persistent Offending

Objectives: Prior research has documented that residential mobility has the potential to trigger both criminal persistence and desistance, with frequent moving often predicting persistence and long-distance moving predicting desistance. However, less work has considered this possibility during the transition to adulthood. To address this shortcoming, we assessed the effects of different residential moves on offending during this period in the life course. Methods: Using 15 waves of data from the National Longitudinal Survey of Youth 1997 Cohort, a sample of youth followed from ages 12 to 32, we used mixed-effects models to examine whether frequent moving, between-county moves (a proxy for long-distance), and moving distance are associated with within-individual change in self-reported offending and arrest. Results: Findings indicated that frequent moving was not associated with persistent offending. In addition, individuals who made between-county moves showed significant within-individual reductions in self-reported offending and arrest, with those reductions emerging immediately after the move and persisting over time. Finally, individuals who moved further in distance were more likely to experience reductions in self-reported offending, although any moving distance reduced arrest. Conclusions: A long-distance residential move may serve as a turning point that facilitates reductions in self-reported offending and arrest.

Schooling in the Course of Human Lives: The Social Context of Education and the Transition to Adulthood in Industrial Society

1993 ◽  
Vol 63 (4) ◽  
pp. 409-447 ◽  
Author(s):  
Aaron M. Pallas
Keyword(s):  
Life Course ◽  
Transition To Adulthood ◽  
The United States ◽  
Institutional Arrangements ◽  
Industrial Society ◽  
Future Research ◽  
The Social ◽  
The Life Course ◽  
Cross National

This review examines the role of schooling in the life course of individuals, focusing on the timing and sequencing of schooling in the transition to adulthood. First, I examine conceptual issues in the study of schooling and the life course, drawing heavily on the sociological literature. I then consider the timing and sequencing of schooling in the transition to adulthood in the United States, and the consequences of variations in the timing and sequencing of schooling for adult social and economic success. I then discuss the role of social structure, norms, and institutional arrangements in the transition to adulthood, with special attention to cross-national comparisons with the U. S. and historical changes within countries. I conclude with speculations regarding trends in the role of schooling in the life course, and some directions for future research on this topic.

Lessons from the Cold War: Military Service and College Education

2005 ◽  
Vol 78 (3) ◽  
pp. 250-266 ◽  
Author(s):  
Alair MacLean
Keyword(s):  
Higher Education ◽  
World War Ii ◽  
Transition To Adulthood ◽  
Military Service ◽  
Turning Point ◽  
College Education ◽  
Social Background ◽  
Individual Characteristics ◽  
Educational Trajectories ◽  
The Cold War

Since World War II, the federal government has provided funds to pay for the education of veterans through the GI bill. Yet, these funds were unavailable from 1955 to 1965. This article considers four potentially overlapping hypotheses to describe the effect of military service on veterans' educational attainment in the absence of government funding. Military service may have (1) reproduced civilian status defined by social background, (2) reflected the process of selection on the basis of individual characteristics, (3) changed men's educational trajectories by providing a positive turning point, or (4) disrupted the educational portion of the transition to adulthood. The results indicate that veterans who were drafted were less likely than were nonveterans and veterans who were not drafted to go on to college, which is consistent with the disruption hypothesis, and that military service diverted academically ambitious men from their plans for higher education. Thus, military service disrupted some men's educational trajectories, but may also be described as a turning point with negative, rather than positive, consequences for the pursuit of higher education.

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