SOC 7760: Health and the Life Course Course Syllabus Class Time: Mondays 5-7:30 Pm Class Location: Old Main, Room 0168

Fall 2019 SOC 7760: Health and the Life Course Course Syllabus Class time: Mondays 5-7:30 pm Class location: Old Main, Room 0168

Professor: Patricia Morton, Ph.D. Office: Faculty/Administration Building (FAB), Room 2251 Office hours: Wed. 12:30-2:30pm; additional hours by appointment Email: [email protected] I usually respond within 1-2 business days. Please do not email me through Canvas.

You are responsible for the information in this syllabus. Read it carefully and ask questions if necessary.

Course Description This course is a discussion-based graduate seminar focused on health and the life course. Although there are a myriad of topics to which the life course perspective can be applied as well as many sociological approaches to the study of health, the objective of this course is to introduce students to the life course perspective as it pertains to health. Working from a life course perspective, this course will provide an overview of theoretical frameworks and key concepts like historical context and cohorts and their application to the sociological study of health. This course also explores the role of social structures and institutions, life stages, and multidimensional life course mechanisms to understand how human lives and health are embedded within and shaped by micro-, meso-, and macro-level contexts. Readings for this course are primarily drawn from medical sociology, sociology of aging, and life course social epidemiology but also include readings from other fields examining health from a life course perspective.

Learning Outcomes After successfully completing this course, students will be able to:  Distinguish between the life course perspective and theories derived from the life course perspective.  Identify key principles of the life course perspective.  Understand how individual lives are structured in the collective life histories of birth cohorts and generations, which bring about continuity and change across time.  Recognize the relationship between structure and agency when examining patterns of health.  Critically analyze scholarly work, especially research on life course health.  Cultivate critical academic writing, group discussion, and facilitation skills.  Approach the study of health from a life course perspective by applying theoretical and methodological life course research to explain and understand health.

Required Materials Weekly readings from the reading list at the end of the syllabus. Students are required to read all articles each week unless articles are indicated as optional. Optional articles are listed as additional resources that may reinforce topics covered in required readings and/or cover additional literature for students who are interested in the weekly topic.

Canvas: There will be additional materials, including assignments, posted on Canvas throughout the semester. Please check Canvas regularly to access these materials. Website: https://canvas.wayne.edu/

1 Attendance Wayne State University (WSU) requires instructors to report student attendance for the first two weeks of class. If attendance is not confirmed, the registrar will drop the student from the class. Please refer to WSU’s Go to Class! website for more information: http://reg.wayne.edu/gotoclass.php. Due to this policy and the fact that the discussion-based nature of this course relies heavily on participation, class attendance is essential to student success. Repeated unexcused absences may severely impact your class performance and, therefore, your grade.

Make-up Policy In general, late work is not accepted. If you plan to miss class the day an assignment is due, you must arrange a time to turn in the assignment to the professor before class begins on the due date to receive full credit. There are no make-ups in-class assignments and participation except for medical/familial emergencies; WSU excused absences (e.g., religious observances; University-related sports travel); and academic engagements (e.g., conference presentations). In the latter cases, you will need to inform me of the excused absence at least a week in advance to arrange for you to make-up work and submit any assignments per the policy mentioned above (i.e., before class due date).

Classroom Conduct I expect everyone, including myself, to respect everyone, actively listen to each other during class discussions, and facilitate an environment conducive for inclusion, equity, and learning. To maximize the learning capabilities of all students, please do not hesitate to ask questions at any time during the class to clarify concepts, ideas, or any other course material. I also ask that distracting behavior, such as texting, web surfing, and talking to fellow students about material unrelated to the course, be avoided during class. Therefore, cell phone use is not allowed, and cell phones should be kept off or on silent. Laptops may be used for academic purposes only that relate to the course.

Respect: Throughout the course of this class, you will be challenged to think critically about your viewpoints and those of others. While discussions may produce topics or viewpoints you might not necessarily agree with, respectful and cordial behavior is expected from all students. Disrespectful behavior towards any group or individual will not be tolerated. Any student who does not abide by this policy may be asked to leave class, and violations of this policy may be dealt with in accordance with WSU policies. I also ask that any sensitive information shared during our class stays within our classroom’s walls. As a final note, I will also adhere to these guidelines.

To summarize, the conduct guidelines include: 1. Attending class and arriving on time. 2. Actively participating. 3. Refraining from distracting behaviors, such as texting and web-surfing. 4. Submitting work on time. 5. Adhering to respect policy.

Academic Dishonesty I have a zero-tolerance policy for academic dishonesty and misbehavior. Academic misbehavior means any activity that tends to compromise the academic integrity of the institution or subvert the education process. All forms of academic misbehavior are prohibited at Wayne State University, as outlined in the Student Code of Conduct. Students who commit or assist in committing dishonest acts are subject to downgrading (to a failing grade/zero for the test, paper, or other course-related activity in question, or for the entire course) and/or additional sanctions as described in the Student Code of Conduct. Academic dishonesty and misbehavior is not limited to, but includes:

2  Cheating: Intentionally using or attempting to use, or intentionally providing or attempting to provide, unauthorized materials, information or assistance in any academic exercise. Examples include: (a) copying from another student’s test paper; (b) allowing another student to copy from a test paper; (c) using unauthorized material such as a "cheat sheet" during an exam.  Fabrication: Intentional and unauthorized falsification of any information or citation. Examples include: (a) citation of information not taken from the source indicated; (b) listing sources in a bibliography not used in a research paper.  Plagiarism: To take and use another’s words or ideas as one’s own. Examples include: (a) failure to use appropriate referencing when using the words or ideas of other persons; (b) altering the language, paraphrasing, omitting, rearranging, or forming new combinations of words in an attempt to make the thoughts of another appear as your own.  Unauthorized reuse of work product: Submission for academic credit, without the prior permission of the professor, of substantial work previously submitted for credit in another course. Example: submitting a paper in a current course that was written for, and submitted in, a previous course.  Other forms of academic misbehavior include, but are not limited to: (a) unauthorized use of resources, or any attempt to limit another student’s access to educational resources, or any attempt to alter equipment so as to lead to an incorrect answer for subsequent users; (b) enlisting the assistance of a substitute in the taking of examinations; (c) violating course rules as defined in the course syllabus or other written information provided to the student; (d) selling, buying or stealing all or part of an un-administered test or answers to the test; (e) changing or altering a grade on a test or other academic grade records. For further information, please refer to the WSU handbook and Undergraduate Bulletin: https://www.wsc.edu/info/20028/student_handbook/69/selected_academic_policies/2 http://www.bulletins.wayne.edu/ubk-output/index.html

Americans with Disabilities Act (ADA) If you have a documented disability that requires accommodations, first you will need to register with Student Disability Services for coordination of your academic accommodations. The Student Disability Services office is located at 1600 David Adamany Undergraduate Library (UGL) in the Student Academic Success Services department. The Student Disability Services telephone number is 313-577-1851 or 313- 202-4216 for videophone use. Once you have met with your disability specialist, the GTA and I will be glad to meet with you privately during my office hours to discuss your accommodations. Student Disability Services’ mission is to assist the university in creating an accessible community where students with disabilities have an equal opportunity to fully participate in their educational experience at Wayne State University. You can learn more about the disability office at www.studentdisability.wayne.edu.

Student Disability Services Location: David Adamany Undergraduate Library, Room 1600 (UGL) Phone: 313-577- 1851; 313-202-4216 for videophone use Online registration form: https://wayne-accommodate.symplicity.com/public_accommodation/ Website: https://studentdisability.wayne.edu/

Additional Student Services The Academic Success Center (Undergraduate Library) assists students with content in select courses and in strengthening study skills. Visit www.success.wayne.edu for schedules and information on study skills workshops, tutoring, and supplemental instruction (primarily in 1000 and 2000 level courses).

3 The Writing Center is located on the 2nd floor of the Undergraduate Library and provides individual tutoring consultations free of charge. Visit clasweb.clas.wayne.edu/writing to obtain information on tutors, appointments, and the type of help they can provide. Critical thinking and writing is a major component of this course, so I recommend utilizing these resources.

Library research assistance. Working on a research assignment, paper, or project? Trying to figure out how to collect, organize, and cite your sources? Wayne State librarians provide on campus or online personalized help. Contact them at http:library.wayne.edu/consult.

The W Food Pantry provides WSU students with free resources such as non-perishable food, toiletries, and feminine hygiene items, to enhance student success. Bring your OneCard and a copy or photo of your class schedule for the current semester to use their services. For more information, visit https://thew.wayne.edu/.

Counseling and Psychological Services (CAPS) provide free counseling and psychological services to Wayne State students. They have licensed professional counselors, psychologists, and social workers ready to help and talk about anything. For more information, visit https://caps.wayne.edu/.

Emergency Preparedness In the event that an emergency arises, please familiarize yourself with the University’s emergency procedures. For details, please refer to WSU’s Emergency and Safety Procedures: https://police.wayne.edu/procedures.php

Class Recordings Students need prior written permission from the professor before recording any portion of this class. If permission is granted, the audio and/or video recording is to be used only for the student’s personal instructional use. Such recordings are not intended for a wider public audience, such as postings to the internet or sharing with others. Students registered with Student Disabilities Services (SDS) who wish to record class materials must present their specific accommodation to the professor, who will subsequently comply with the request unless there is some specific reason why s/he cannot, such as discussion of confidential or protected information.

Drop/Withdraw In the first two weeks of the (full) term, students can drop this class and receive 100% tuition and course fee cancellation. After the end of the second week, there is no tuition or fee cancellation. Students who wish to withdraw from the class can initiate a withdrawal request in Academica. You will receive a transcript notation of WP (passing), WF (failing), or WN (no graded work) at the time of withdrawal. No withdrawals can be initiated after the end of the tenth week. Students enrolled in the 10th week and beyond will receive a grade. Because withdrawing from courses may have negative academic and financial consequences, students considering course withdrawal should make sure they fully understand all the consequences before taking this step. More information on this can be found at: https://wayne.edu/students/register/dropping. Note: I will not sign off on a withdraw for a student who committed academic dishonesty.

Grades Final grade will be determined by the following: Class Participation 20% Discussion Leader 10% Comment and Reply 25%

4 Annotated Bibliography 15% Review Paper 30%

Grading scale: A: 94% and above A-: 90-93% B+: 87-89 % B: 84-86 % B-: 80- 83% C+: 77-79 % C: 74-76 % C-: 70-73% D: 60-69% F: below 60%

Final grades with a decimal point of 0.5 or above will be rounded up (e.g., 89.5%, will be rounded up to a 90%). Any final grades with a decimal point below 0.5 will be rounded down.

Description of Graded Work

Class Participation Class participation is assessed by your contributions to in-class discussions revolving around the course readings and related material. There is a reading list for each time we meet. You are expected to read the articles prior to coming to class and be prepared to discuss them. This is a graduate seminar; class discussion is vital to its success. Please make well-thought and appropriate comments related to the course material; quality is better than quantity. If this is your first discussion-based seminar, here are some ways to enhance class discussion: 1. Sharing reasoning processes. 2. Supporting and encouraging group discussion. 3. Backing up experiences, feelings, and "hunches" with theoretical and/or empirical references. 4. Acknowledging various viewpoints. 5. Utilizing practical experience to explain theoretical data 6. Offering pertinent theoretical and/or empirical data related to assigned readings. 7. Building on others’ contributions with theoretical and/or empirical data. 8. Building on statement(s) by others to make broader generalizations. 9. Critiquing arguments or analyses presented by authors, classmates, or the professor. 10. Bringing pertinent articles or books that may enhance discussion of seminar topics. 11. Posing questions to challenge or clarify a statement. Participation takes many forms, including building on statements and posing questions that challenge or support the views presented by others; all are welcome, as long as students remain respectful of one another. One consistent participation prerequisite, however, is attendance. Excessive absences, tardiness, and leaving early will jeopardize students’ participation grade.

Discussion Leader Each student will present and facilitate class discussion two times during the semester. There will be at least two student discussion leaders for each topic. You can decide between yourselves how to lead the class discussion, but each group will begin class with a 5-10 minute overview of the readings to lay the groundwork for discussion. To guide the discussion and encourage students to think about the readings, some questions to consider include: What are the highlights of each reading? What strengths or

5 limitations did you note? What did you find most interesting? What insight do these readings give us into the study of health?

Comment and Reply Some journals publish “commentary” which usually takes the form of critical assessments of published works. Although there may be praise, the comments are more often critical in a serious but respectful tone. You are to write a comment and reply, which you will submit to the professor no later than 5:00 pm the day of the assigned reading. Another purpose of this assignment is to prepare you for reviewing and publishing in the academic world. Academics are required to review the work of others and respond to critiques of their own work (revising and resubmitting your papers to journals entails responding to reviewer comments). There are two parts to this assignment.

1. Comment. First, select one full-length empirical article from the required reading list and critique it as though you were submitting commentary to the Editor. There are a few brief articles that are not suited for this assignment. Select an article that is at least 5 pages and is not a review article. If uncertain, please see the professor. Prepare your comments to discuss what detracts from the scientific merit of the published paper. Attempt to be even-handed in your comments and cite appropriate references to justify your criticism. The comment should be no longer than 1,200 words plus references.

2. Reply. Second, imagine that you are the first author of the paper being critiqued. Prepare a brief pseudo-reply (no longer than 2 pages: about 700 words). Again, show respect for the person critiquing your work, but rebut or acknowledge their criticism of your work, posing any potential solutions.

Annotated Bibliography and Review Paper Students will write an original review paper related to the course on health topic that has approved by the professor. There are four parts to this assignment. First, students will submit a topic for professor approval on Oct. 7th in class. If topic is not approved, email revised topic to professor by Oct. 21st. Second, students will complete an annotated bibliography of 15-20 articles by Nov. 11th. Annotated bibliographies will be submitted on Canvas before midnight. Third, students will present an “elevator speech” on their paper on Dec. 9th. Fourth, using the annotated bibliography and any additional literature, students will write a review paper to be submitted via Canvas on Friday Dec. 13th before midnight.

Although it does not involve data analysis in the strictest sense, research review papers should be analytic endeavors. Do not simply summarize research; rather, critique and analyze it, then synthesize and integrate from it in an attempt to extend the literature. For an exemplar of this type of paper, see Idler and Benyamini (1997) in the Journal of Health and Social Behavior. Additional instructions and a grading rubric for the paper will provided later, but, in general, the paper should be approximately 3,000 words (excluding references), double-spaced, and typed using a common font (e.g., Times New Roman). Remember, quality is better than quantity. A plagiarism checking software program on Canvas will be used. Papers that have been plagiarized will be graded as zero and may lead to failing the course. If you use another’s ideas, please provide a correct citation and use quotes if using another’s direct words. You may use any citation format you choose to use, but please specify which style you are using if not using ASA (e.g., APA, AMA, etc.). Papers previously or simultaneously submitted to other classes are not acceptable; this is to be original work. Co-authored papers are not permitted.

To summarize, the four parts to your final review paper are: 1. Topic approval (Part of review paper grade) 2. Annotated bibliography (Stand-alone grade) 3. Brief in-class presentation (Part of review paper grade) 4. Review paper (Part of review paper grade)

6 Schedulea Date Topic Assignments Comment & Reply due day class covers article Week 1 &2 No class due to Wed. start and Labor Day by 5pm. Submit in person to professorb PART I: THE LIFE COURSE FRAMEWORK Week 3 The Life Course Perspective and Theories of Health Sign-up for Discussion Leader Sept. 9 PART II: KEY CONCEPTS IN THE LIFE COURSE Week 4 Historical Context, Time and Place Discussion Leaders begin this weekb Sept. 16 Week 5 Age, Period, and Cohort Sept. 23 Week 6 Life Events and Transitions Sept. 30 Week 7 Critical/Sensitive Periods and Linked Lives Submit paper topic in class 10/7 Oct. 7 PART III: SOCIAL STRUCTURES AND THE LIFE COURSE Week 8 Social Class/Socioeconomic Status (SES) Oct. 14 Week 9 Resubmit paper topic if not approved via Gender Oct. 21 email by 10/21 Week 10 Race/Ethnicity Oct. 28 Week 11 Intersectionality Nov. 4 Week 12 Annotated Bibliography due 11/11 before Family Nov. 11 midnight. Submit PDF online to Canvas PART IV: LATER-LIFE STAGES, MECHANISMS AND A TASTE OF OTHER TOPICS IN THE LIFE COURSE Week 13 Late-life in the Life Course Nov. 18 Week 14 Life Course Mechanisms of Health Nov. 25 Week 15 Potpourri Final day to submit Comment & Reply Dec. 2 Week 16 STUDENT PAPER PRESENTATIONS Present final paper Dec. 9 Final paper due Friday Dec. 13th before Week 17 Finals Week; no class midnight. Submit PDF online to Canvas aThis schedule is tentative and subject to change at the professor’s discretion and pace of the class. Please check Canvas for changes made to course (changes will also be announced in class). bThese assignments have varying due dates depending on which topic(s) you are covering. Make sure you are prepared when leading the class discussion. Likewise, make sure you submit your comment and reply on the article of your choice at the beginning of class prior to discussing the article (i.e., by 5 pm).

7 READINGS ***Denotes that article is available on Canvas. Otherwise, please access articles using https://library.wayne.edu/ and/or https://scholar.google.com/. WSU library homepage has a direct quick search bar in addition to several digital databases such as JSTOR that you can access and search within for articles.

PART I: THE LIFE COURSE FRAMEWORK

Week 3: The Life Course Perspective and Theories of Health

Elder Jr., Glen H. 1998. “The Life Course as Developmental Theory.” Child Development 69:1-12.

Pearlin, Leonard I., Elizabeth G. Menaghan, Morton A. Lieberman, and Joseph T. Mullan. 1981. “The Stress Process.” Journal of Health and Social Behavior 22:337-356.

Dannefer, Dale. 2003. “Cumulative Advantage/Disadvantage and the Life Course: Cross-fertilizing Age and Social Science Theory.” The Journals of Gerontology: Social Sciences 58:S327-S337.

Ben-Shlomo, Yoav, and Diana Kuh. 2002. “A Life Course Approach to Chronic Disease Epidemiology: Conceptual Models, Empirical Challenges and Interdisciplinary Perspectives.” International Journal of Epidemiology 31:285-293.

Optional: Riley, Matilda White 1987. “On the Significance of Age in Sociology.” American Sociological Review 52: 1-14. Optional: Ferraro, Kenneth F., and Tetyana Pylypiv Shippee. 2009. “Aging and Cumulative Inequality: How Does Inequality Get Under the Skin.” The Gerontologist 49:333-343. Optional: Ferraro, Kenneth F., and Patricia M. Morton. 2018. “What Do We Mean by Accumulation? Advancing Conceptual Precision for a Core Idea in Gerontology.” The Journals of Gerontology: Social Sciences 73:269-278.

PART II: KEY CONCEPTS IN THE LIFE COURSE

Week 4: Historical Context, Time and Place

Adler, Marina A. 2002. “German Unification as a Turning Point in East German Women’s Life Course: Biographical Changes in Work and Family Roles.” Sex Roles 47:83-98.

Griffin, Larry. J. 2004. ““Generations and Collective Memory” Revisited: Race, Region, and Memory of Civil Rights.” American Sociological Review 69:544-557.

Sampson, Robert J., Jeffrey D. Morenoff, and Thomas Gannon-Rowley. 2002. “Assessing “Neighborhood Effects”: Social Processes and New Directions in Research.” Annual Review of Sociology 28:443-478.

Sampson, Robert J., and John H. Laub. 1996. “Socioeconomic Achievement in the Life Course of Disadvantaged Men: Military Service as a Turning Point, Circa 1940-1965.” American Sociological Review 61:347-367.

Goldsen, Jayn, Amanda EB Bryan, Hyun-Jun Kim, Anna Muraco, Sarah Jen, and Karen I. Fredriksen- Goldsen. 2017. “Who Says I Do: The Changing Context of Marriage and Health and Quality of Life for LGBT Older Adults.” The Gerontologist 57:S50-S62

Optional: Elder Jr, Glen H., and Jeffrey K. Liker. 1982. “Hard Times in Women's Lives: Historical Influences Across Forty Years.” American Journal of Sociology 88:241-269.

8 Optional: Mayer, Karl Ulrich. 2004. “Whose Lives? How History, Societies, and Institutions Define and Shape Life Courses.” Research in Human Development 1:161-187. Optional: Elder, Glen H., Jr., Michael J. Shanahan, and Elizabeth Colerick Clipp. 1994. “When War Comes to Men's Lives: Life-Course Patterns in Family, Work, and Health.” Psychology and Aging 9:5-16.

Week 5: Age, Period, and Cohort

Lynch, Scott M. 2003. “Cohort and Life-Course Patterns in the Relationship between Education and Health: A Hierarchical Approach.” Demography 40:309-331.

Reither, Eric N., Robert M. Hauser, and Yang Yang. 2009. “Do Birth Cohorts Matter? Age-Period-Cohort Analyses of the Obesity Epidemic in the United States.” Social Science & Medicine 69:1439-1448.

Yang, Yang. 2008. “Social Inequalities in Happiness in the United States, 1972 to 2004: An Age-Period- Cohort Analysis.” American Sociological Review 73:204-226.

Painter, Rebecca C., Tessa J. Roseboom,and Otto P. Bleker. 2005. “Prenatal Exposure to the Dutch Famine and Disease in Later Life: An Overview.” Reproductive Toxicology 20:345-352.

Optional: Palmore, Erdman. 1978. “When Can Age, Period, and Cohort be Separated?” Social Forces 57: 282-295. Optional: Gee, Gilbert C., Eliza Pavalko, And J. Scott Long. 2007. “Age, Cohort and Perceived Age Discrimination: Using the Life Course to Assess Self-reported Age Discrimination.” Social Forces 86:265- 290.

Week 6: Life Events and Transitions

George, Linda. K. 1993. “Sociological Perspectives on Life Transitions.” Annual Review of Sociology 19:353-373.

Wheaton, Blair. 1990. “Life Transitions, Role Histories, and Mental Health.” American Sociological Review 55:209-223.

Fredriksen-Goldsen, Karen I., Amanda EB Bryan, Sarah Jen, Jayn Goldsen, Hyun-Jun Kim, and Anna Muraco. 2017. “The Unfolding of LGBT Lives: Key Events Associated with Health and Well-Being in Later Life.” The Gerontologist 57:S15-S29.

Krohn, Marvin D., Alan J. Lizotte, and Cynthia M. Pere. 1997. “The Interrelationship Between Substance Use and Precocious Transitions to Adult Statuses.” Journal of Health and Social Behavior 38:87-103.

Jackson, Pamela B. 2004. “Role Sequencing: Does Order Matter for Mental Health?” Journal of Health and Social Behavior 45:132-154.

Miech, Richard Allen, Michael J. Shanahan, Jason Boardman, and Shawn Bauldry. 2015. “The Sequencing of a College Degree during the Transition to Adulthood: Implications for Obesity.” Journal of Health and Social Behavior 56: 281-295.

Optional: Wickrama, Kandauda AS, Rand D. Conger, Lora Ebert Wallace, and Glen H. Elder Jr. 2003. “Linking Early Social Risks to Impaired Physical Health during the Transition to Adulthood.” Journal of Health and Social Behavior 44:61-74. Optional: Burton, Linda M. 1996. “Age Norms, the Timing of Family Role Transitions, and Intergenerational Caregiving Among Aging African American Women.” The Gerontologist 36:199-208.

Week 7: Critical/Sensitive Periods and Linked Lives

Felitti, Vincent J., Robert F. Anda, Dale Nordenberg, David F. Williamson, Alison M. Spitz, Valerie Edwards, Mary P. Koss, and James S. Marks. 1998. “Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults.” American Journal of Preventive Medicine 14:245-258.

Barker, David J. 1995. “Fetal Origins of Coronary Heart Disease.” British Medical Journal 311:171-174.

Modin, Bitte, Ilona Koupil, and Denny Vågerö. 2009. “The Impact of Early Twentieth Century Illegitimacy Across Three Generations. Longevity and Intergenerational Health Correlates.” Social Science & Medicine 68:1633-1640.

Amato, Paul R. and Jacob Cheadle. 2005. “The Long-Reach of Divorce: Divorce and Child Well-Being Across Three Generations.” Journal of Marriage and Family 67:191-206.

Wildeman, Christopher. 2014. “Parental Incarceration, Child Homelessness, and the Invisible Consequences of Mass Imprisonment.” The ANNALS of the American Academy of Political and Social Science 651:74-96.

Optional: “Processes of Cumulative Adversity: Childhood Disadvantage and Incrased Risk of Heart Attack Across the Life Course,” Angela M. O’Rand and Jenifer Hamil-Luker, The Journals of Gerontology: Social Sciences, 2005. Optional: Guo, Guang. 1998. “The Timing of the Influences of Cumulative Poverty on Children’s Cognitive Ability and Achievement.” Social Forces 77:257-287.

PART III: SOCIAL STRUCTURES AND THE LIFE COURSE

Week 8: Social Class/Socioeconomic Status (SES)

Phelan, Jo C., Bruce G. Link, and Parisa Tehranifar. 2010. “Social Conditions as Fundamental Causes of Health Inequalities: Theory, Evidence, and Policy Implications.” Journal of Health and Social Behavior 51:S28-S40. Note: See optional reading below for original Fundamental Cause paper.

Elo, Irma T. 2009. “Social Class Differentials in Health and Mortality: Patterns and Explanations in Comparative Perspective.” Annual Review of Sociology 35:553-572.

Hallqvist, Johan, John Lynch, Mel Bartley, Thierry Lang, and David Blane. 2004. “Can We Disentangle Life Course Processes of Accumulation, Critical period and Social Mobility? An Analysis of Disadvantaged Socio-Economic Positions and Myocardial Infarction in the Stockholm Heart Epidemiology Program.” Social Science & Medicine 58:1555-1562.

Kim, Jinyoung, and Emily Durden. 2007. “Socioeconomic Status and Age Trajectories of Health.” Social Science & Medicine 65:2489-2502.

Adler, Nancy E. and Judith Stewart. 2010. “Preface to the Biology of Disadvantage: Socioeconomic Status and Health.” Annals of the New York Academy of Sciences 1186:1-4. Note: This is an overview of a special article dedicated to SES and Health from an interdisciplinary perspective. There are some great pieces, which you do not need to read, but include:

10 Adler, Nancy E. and Judith Stewart. 2010. “Health Disparities Across the Lifespan: Meaning, Methods, and Mechanisms.” Annals of the New York Academy of Sciences 1186:5-23. Evans, Gary W. and Pilyoung Kim. 2010. “Multiple Risk Exposure as a Potential Explanatory Mechanism for the Socioeconomic Status—Gradient.” Annals of the New York Academy of Sciences 1186:174-189. “Childhood Socioeconomic Status and Adult Health,” Sheldon Cohen, Denise Janicki-Deverts, Edith Chen, and Karen A. Matthews, Annals of the New York Academy of Sciences, 2010.

Optional: Link, Bruce G., and Jo Phelan. 1995. “Social Conditions as Fundamental Causes of Disease.” Journal of Health and Social Behavior 80-94. Optional: Rank, Mark R., and Thomas A. Hirschl. 1996. “The Likelihood of Poverty Across the American Adult Life Span.” Social Work 44:201-216. Optional: Bengtsson, Tommy and Geraldine P. Mineau. 2009. “Early-life Effects on Socio-Economic Performance and Mortality in Later Life: A Full Life-course Approach Using Contemporary and Historical Sources.” Social Sciences & Medicine 68:1561-1564. Note: The last paper is another overview of a special issue of papers on SES and health.

Week 9: Gender

***Moen, Phyllis. 2001. “The Gendered Life Course.” Pp. 179-196 in Handbook of Aging and the Social Sciences, edited by R. H. Binstock and L. K. George. San Diego, CA, US: Academic Press.

Homan, Patricia. 2019. “Structural Sexism and Health in the United States: A New Perspective on Health Inequality and the Gender System.” American Sociological Review 84:486-516.

Williams, Kristi, and Debra Umberson. 2004. “Marital Status, Marital Transitions, and Health: A Gendered Life Course Perspective.” Journal of Health and Social Behavior 45:81-98.

Turner, R. Jay and Donald A. Lloyd. 1995. “Lifetime Traumas and Mental Health: The Significance of Cumulative Adversity.” Journal of Health and Social Behavior 36:360-376.

Joyner, Kara, and J. Richard Udry. 2000. “You Don't Bring Me Anything but Down: Adolescent Romance and Depression.” Journal of Health and Social Behavior 41:369-391.

Optional: Gorman, Bridget and Jen’nan Ghazal Read. 2006. “Gender Disparities in Adult Health: An Examination of Three Measures of Morbidity.” Journal of Health and Social Behavior 47:95-110. Optional: Singer, Burton, Carol D. Ryff, Deborah Carr, and William J. Magee. 1998. “Linking Life Histories and Mental Health: A Person‐Centered Strategy.” Sociological Methodology 28:1-51. Optional: Geist, Claudia, Megan M. Reynolds, and Marie S. Gaytán. 2017. “Unfinished Business: Disentangling Sex, Gender, and Sexuality in Sociological Research on Gender Stratification." Sociology Compass 11:e12470.

Week 10: Race/Ethnicity

Geronimus, Arline T., Margaret Hicken, Danya Keene, and John Bound. 2006. “‘Weathering’ and Age Patterns of Allostatic Load Scores Among Blacks and Whites in the United States.” American Journal of Public Health 96:826–833.

Haas, Steven and Leah Rohlfsen. 2010. “Life Course Determinants of Racial and Ethnic Disparities in Functional Health Trajectories.” Social Science & Medicine 70:240-250.

11 Umberson, Debra. 2017. “Black Deaths Matter: Race, Relationship Loss, and Effects on Survivors.” Journal of Health and Social Behavior 58:405-420.

Brown, Tyson H., Angela O’Rand, and Daniel E. Adkins. 2012. “Race-Ethnicity and Health Trajectories: Tests of Three Hypotheses across Multiple Groups and Health Outcomes.” Journal of Health and Social Behavior 53:359-377.

Shuey, Kim M., and Andrea E. Willson. 2008. “Cumulative Disadvantage and Black-White Disparities in Life-Course Health Trajectories.” Research on Aging 30:200-225.

Optional: Williams, David R., and Selina A. Mohammed. 2009. “Discrimination and Racial Disparities in Health: Evidence and Needed Research.” Journal of Behavioral Medicine 32:20-47. Optional: Bratter, Jenifer L., and Bridget K. Gorman. 2011. "Does Multiracial Matter? A Study of Racial Disparities in Self-Rated Health." Demography 48:127-152.

Week 11: Intersectionality

Brown, Tyson H., Liana J. Richardson, Taylor W. Hargrove, and Courtney S. Thomas. 2016. “Using Multiple-Hierarchy Stratification and Life Course Approaches to Understand Health Inequalities: The Intersecting Consequences of Race, Gender, SES, and Age.” Journal of Health and Social Behavior 57:200-222.

Turner, R. Jay, and William R. Avison. 2003. “Status Variations in Stress Exposure: Implications for the Interpretation of Research on Race, Socioeconomic Status, and Gender.” Journal of Health and Social Behavior 44:488-505.

Olshansky, S. Jay, Toni Antonucci, Lisa Berkman, Robert H. Binstock, Axel Boersch-Supan, John T. Cacioppo, Bruce A. Carnes, Laura L. Carstensen, Linda P. Fried, Dana P. Goldman, James Jackson, Martin Kohli, John Rother, Yuhui Zheng, and John Rowe. 2012. “Differences in Life Expectancy due to Race and Educational Differences are Widening, and Many May Not Catch Up.” Health affairs 31:1803-1813.

Myers, Hector F., Gail E. Wyatt, Jodie B. Ullman, Tamra B. Loeb, Dorothy Chin, Nicole Prause, Muyu Zhang, John K. Williams, George M. Slavich, and Honghu Liu. 2015. “Cumulative Burden of Lifetime Adversities: Trauma and Mental Health in Low-SES African Americans and Latino/as.” Psychological Trauma: Theory, Research, Practice, and Policy 7:243-251.

Umberson, Debra, Kristi Williams, Patricia A. Thomas, Hui Liu, and Mieke Beth Thomeer. 2014. “Race, Gender and Chains of Disadvantage: Childhood Adversity, Social Relationships, and Health.” Journal of Health and Social Behavior 55:20-38.

Optional: Nazroo, James Y. 2003. "The Structuring of Ethnic Inequalities in Health: Economic Position, Racial Discrimination, and Racism." American Journal of Public Health 93:277-284.

Week 12: Family

Amato, Paul R. 2010. “The Consequences of Divorce for Adults and Children: An Update.” Društvena Istraživanja: Časopis Za Opća Društvena Pitanja 23:5-24. Note: Make sure you are not reading the 2000 paper as the findings have been updated.

Umberson, Debra, Kristi Williams, Daniel A. Powers, Hui Liu, and Belinda Needham. 2006. “You Make Me Sick: Marital Quality and Health Over the Life Course.” Journal of Health and Social Behavior 47:1-16.

12 Karraker, Amelia, and Kenzie Latham. 2015. “In Sickness and in Health? Physical Illness as a Risk Factor for Marital Dissolution in Later Life.” Journal of Health and Social Behavior 56:420-435.

O’Flaherty, Martin, Janeen Baxter, Michele Haynes, and Gavin Turrell. 2016. “The Family Life Course and Health: Partnership, Fertility Histories, and Later-life Physical Health Trajectories in Australia.” Demography 53:777-804.

Carr, Deborah. 2005. “The Psychological Consequences of Midlife Men’s Social Comparisons with their Young Adult Sons.” Journal of Marriage and Family 67:240-250.

Optional: Kaufman, Gayle, and Peter Uhlenberg. 1998. “Effects of Life Course Transitions on the Quality of Relationships between Adult Children and Their Parents.” Journal of Marriage and Family 60:924-938. Optional: Samuel Stroope, Michael J. McFarland, and Jeremy E. Uecker. 2014. “Marital Characteristics and the Sexual Relationships of U.S. Older Adults: An Analysis of National Social Life, Health, and Aging Project Data.” Archives of Sexual Behavior 44:233-247.

PART IV: LATER-LIFE STAGES, MECHANISMS AND A TASTE OF OTHER TOPICS IN THE LIFE COURSE

Week 13: Late-life in the Life Course

Evert, Jessica, Elizabeth Lawler, Hazel Bogan, and Thomas Perls. 2003. “Morbidity Profiles of Centenarians: Survivors, Delayers, and Escapers.” Journal of Gerontology: Medical Sciences 58A:M232- M237.

Yang, Yang. 2007. “Is Old Age Depressing? Growth Trajectories and Cohort Variations in Late-Life Depression.” Journal of Health and Social Behavior 48:16-32.

Lee, Gary R. Lee, Alfred DeMaris, Stefoni Bavin, and Rachel Sullivan. 2001. “Gender Differences in the Depressive Effect of Widowhood in Later Life.” The Journals of Gerontology: Social Sciences 56:S56-S61.

Stanley, Ian H., Melanie A. Hom, Megan L. Rogers, Christopher R. Hagan, and Thomas E. Joiner Jr. 2016. “Understanding Suicide Among Older Adults: A Review of Psychological and Sociological Theories of Suicide.” Aging & Mental Health 20:113-122.

Glauber, Rebecca, and Melissa D. Day. 2018. “Gender, Spousal Caregiving, and Depression: Does Paid Work Matter?" Journal of Marriage and Family 80:537-554.

Optional: Mirowsky, John, and Catherine Ross. 1992. “Age and Depression.” Journal of Health and Social Behavior 33:187-205. Optional: Moen, Phyllis, Julie Robison, and Vivian Fields. 1994. “Women's Work and Caregiving Roles: A Life Course Approach.” Journal of Gerontology 49:S176-S186. Optional: Carr, Deborah. 2012. “The Social Stratification of Older Adults’ Preparations for End-of-Life Health Care.” Journal of Health and Social Behavior 53:297-312.

Week 14: Life Course Mechanisms of Health

DiPrete, Thomas A., and Gregory M. Eirich. 2006. “Cumulative Advantage as a Mechanism for Inequality: A Review of Theoretical and Empirical Developments.” Annual Review of Sociology 32:271-297.

Singh-Manoux, Archana and Michael Marmot. 2005. “Role of Socialization in Explaining Social Inequalities in Health.” Social Science and Medicine 60:2129-2133.

13 ***Ross, Catherine, and John Mirowsky. 2010. “Why Education is the Key to Socioeconomic Differentials in Health.” Pp. 33-51 in Handbook of Medical Sociology, edited by C. Bird, P. Conrad, A. Fremont, and S. Timmermans. 6th ed. Nashville, TN: Vanderbilt University Press.

Pearlin, Leonard I., Scott Schieman, Elena M. Fazio, and Stephen C. Meersman. 2005. “Stress, Health, and the Life Course: Some Conceptual Perspectives.” Journal of Health and Social Behavior 46:205-219.

Thoits, Peggy A. 2011. “Mechanisms Linking Social Ties and Support to Physical and Mental Health.” Journal of Health and Social Behavior 52:145-161.

Optional: O’Rand, Angela M. 1996. “The Precious and the Precocious: Understanding Cumulative Disadvantage and Cumulative Advantage over the Life Course.” The Gerontologist 36:230-238. Optional: Willson, Andrea E., Kim M. Shuey, and Glen H. Elder, Jr. 2007. “Cumulative Advantage Processes as Mechanisms of Inequality in Life Course Health.” American Journal of Sociology 112:1886- 1924. Optional: Shanahan, Michael J. 2000. “Pathways to Adulthood in Changing Societies: Variability and Mechanisms in Life Course Perspective.” Annual Review of Sociology 26:667-692.

Week 15: Potpourri

LGBTQ* Life Course Health: An Overview Fredriksen, Karen I. Goldsen, Sarah Jen, and Anna Muraco. 2019. “Iridescent Life Course: LGBTQ Aging Research and Blueprint for the Future-A Systematic Review.” Gerontology 65:253-274.

Migration and the Life Course ***Jasso, Guillermina. 2003. “Migration, Human Development, and the Life Course.” In Pp. 331-364 in Handbook of the Life Course, edited by J. T. Mortimer and M. J. Shananhan. Boston, MA: Springer (formerly, Kluwer Academic Publishers). Note: Complete Handbook of the Life Course has been uploaded to Canvas.

Criminal Justice and the Life Course Patterson, Evelyn J., and Christopher Wildeman. 2015. “Mass Imprisonment and the Life Course Revisited: Cumulative Years Spent Imprisoned and Marked for Working-Age Black and White Men.” Social Science Research 53:325-337. Note: See optional reading below for original Mass Imprisonment paper.

Multidisciplinary Perspectives McEwen, Bruce S. 1998. “Stress, Adaptation, and Disease: Allostasis and Allostatic Load.” Annals of the New York Academy of Sciences 840:33-44.

Applied/Public Policy Seccombe, Karen. 2002. “’Beating the Odds’ versus ‘Changing the Odds’: Poverty, Resilience, and Family Policy.” Journal of Marriage and the Family 64:384-394.

Optional: Pettit, Becky and Bruce Western. 2004. “Mass imprisonment and the Life Course: Race and Class Inequality in US Incarceration.” American Sociological Review 69:151-169. Optional: Brückner, Hannah, and Karl Ulrich Mayer. 2005. “De-Standardization of the Life Course: What it Might Mean? And if it Means Anything, Whether it Actually Took Place?” Advances in Life Course Research 9:27-53. Optional: Mayer, Karl Ulrich. 2009. “New Directions in Life Course Research.” Annual Review of Sociology 35:413-433.