Hudk 6520: Seminar on Life Course Development

Life Course Seminar HUDK 6520
Brroks-Gunn, Fall 2012

HUDK 6520: SEMINAR ON LIFE COURSE DEVELOPMENT

DEPARTMENT OF HUMAN DEVELOPMENT

TEACHERS COLLEGE

COLUMBIA UNIVERSITY

Fall 2012, Draft 09/11/12

Class Time: Tuesdays 1PM-2:40PM

Location: THORNDIKE HALL, 252a

Instructor:Dr. Jeanne Brooks-Gunn ()

Office Hours: 254 Thorndike Hall: Tuesdays 4pm-5pm or by Appointment. Contact MicaelaLinder at , Thorndike 252

(212)-678-3338

Teaching Assistant: Emily B. Polidore()

(646) 327-9292

Office Hours: 253 Thorndike Hall: Tuesdays 4pm-5pm or By Appointment

Course Objectives:

This course is designed to foster in-depth discussion of the factors affect development through the life course. Developmental theory is applied to gain a better understanding of lives in multiple settings. Students will read relevant literature and discuss the significance, rationale, methodology, implications, strengths, and shortcomings of six classic longitudinal individual life course studies and sections of one to-be classic study of neighborhood
life course. These books are:

Elder, G. H. (1999). Children of the Great Depression: Social change in the life experience. Boulder, CO: Westview Press.
Furstenberg, F. F., Brooks-Gunn, J., & Morgan, S. P. (1987) Adolescent mothers in later life. New York: Cambridge University Press.
Werner, E. E., & Smith, R. S. (2001). Journeys from childhood to midlife: Risk,resilience, and recovery. Ithaca, NY: Cornell University Press.
Moffitt, T. E., Caspi, A., Rutter, M., & Silva, P. A. (2001). Sex differences in antisocial behaviour: Conduct disorder, delinquency, and violence in the Dunedin Longitudinal Study. New York: Cambridge University Press.
Conger, L., & Elder, G. (1994). Families in Troubled Times Adapting to Change in Rural America. Hawthorne, NJ: Aldine de Gruyter
Sampson, R. J., & Laub, J. H. (1993). Crime in the making: Pathways and turning points through life. Cambridge, MA: Harvard University Press.

Books are available via Columbia University libraries. There will be a set of books held at the library for our class. Students may also purchase books online through or . Dr. Brooks-Gunn will also be working to have a set up books left at the National Center for Children and Families library to borrow and make copies from. The NCCF library is on the 2nd floor of Thorndike Hall.

In addition, interspersed with the book reading sessions, sessions on life course approaches to studying lives, historical changes in the family and workplace and studying lives, economic conditions in the family and the neighborhood, the long reach of childhood on adult health and well-being, the intersection of environmental and biological conditions on the life course, and the importance of relationships over the life course. These sessions are germane to the longitudinal studies since the trajectories of lives are influenced by their own characteristics (including biological reactions to situations), relationships, and the environment.

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Course Requirements:

Participation: Informed, reasoned, constructive participation in the weekly seminar discussions based on completion of the readings. Attendance and active participation in all class sessions.

Weekly Discussion Questions and Essay: Each week, all seminar members will submit three or more questions or observations that are derived from the week's reading. They must also send a 2-3 page double-spaced essay based on the reading. These must be printed in hard copy for Dr. Brooks-Gunn and then sent electronically to the teaching assistant (). The purpose of this weekly exercise is to stimulate seminar participants' thinking prior to the seminar and to enhance the quality of participation in the seminar. Each week, we will ask two students to lead off the discussion. The student leaders for each session will be assigned during the first week of class.There should be a reaction paper submitted every week.

BookPresentations:

All seminar members will read the six books; groups of students will present each of the six books throughout the course. Book selections will be made on September, 18th. Reaction papers will continue to be due on the days books are presented. (During the weeks when we read journal articles and chapters, the discussion will be led by Dr. Brooks-Gunn.) In this presentation, the results and interpretation of the study will be discussed.
These discussion seminars will be lead by two or three seminar members. Presentations will be approximately 35 to 40 minutes in length. Additional time will be available for class discussion of issues raised in the presentation. For the presentation, include a review of the study methodology, analytic approach, and conclusions.
The presentation should briefly summarize the findings, since all class participants will have read the books please spend more time on considering theory, impact and possible policy and research implications. Please also develop three to four questions from which to lead the discussion. Each group should prepare handouts for the class and/or a PowerPoint presentation. Please limit the number of your slides to six (one of the slides should be a list of questions to facilitate discussion). The summary of the findings should be eight minutes while the implications (theory, impact) should be ten minutes in length. The participants will then lead the first twenty minutes of discussion following the presentation.

Final Paper and Presentation (Tuesdays, December 11th18th, 2012): The final presentation will be based on a comparison of three of the seven books read during the semester. Each seminar member is free to chose any of the books for this assignment (although it is likely that seminar members will chose, as one of their books, the one on which they led the class discussion).

The final presentation should focus on a discussion of the strengths and weakness of each book/longitudinal study, a critique of the methodological and analytical properties of the books/studies, a comparison of findings across the three studies, and a consideration of the impact of each book/study on developmental psychology. Each student’s presentationshould be 10 minutes of analysis and 4 minutes allotted for questions. A paper will be written based on the analysis, if you use PowerPoint, limit your number to 6 slides. Provide the instructor with a copy of your presentation at the beginning of class.
The paper should be 12-15 pages long.Pick a particular topic (or two topics) to use for the framing of your final paper ( a few examples: considering gender differences, considering family structure and absent fathers, considering cross cultural differences, considering the role of individual characteristics across the life course). Paper should be handed in with 2 copies of their PowerPoint. Depending on the number of students enrolled, presentations will take place only on December 18, 2012,OR on both December 11th & 18th. This will be determined after enrollment in the course is finalized.

Formatting :

A hard copy of all papers, presentations, and discussion questions will be due at the beginning of the class they are due (one copy emailed to the teaching assistant: ). E-mailed papers to the instructor will not be accepted. Format papers as follows: (1) put name, date, and assignment number on the top left corner of the first page, (2) put page numbers and last name in the heading of each page, (3) double space the document, (4) use Times New Roman font, size 12 and (5) print single sided. When you cite from class (or other references) you must use APA style. If necessary, please visit for more information in APA style.

Course Requirements and Grading Scheme:

Reaction Papers:30%
Class Participation:15%
Presentation and Discussion of Specific Book:30%
Final Presentation and Paper:25%

Course Guidelines and Policies:

This course adheres to all University Policies. See:

for useful information in the Student Handbook.

Students with disabilities requesting classroom accommodation must first register with the Office of Access and Services for Individuals with Disabilities. The Office will provide documentation to the student who must then provide this documentation to the Instructor when requesting accommodation.
Incompletes. Due to the nature of the requirements for the course, no incompletes can be given if the presentation and discussion leadership assignments have not been completed on time.
Attendance. Attendance will not be taken in this class; however, not attending will affect your course participation grade.
Announcements/Changes. The instructor may change the dates and assignments on this syllabus. Students are responsible for all announcements made in class.

1: (9/11)
Intro to Seminar / 8: (10/30) *Book
Economic Instability: Lifespan of Teenage Mothers
2: (9/18)
Studying Lives through Time / 9: (11/06) *Book
Studying Children/Individuals Over Time in Hawaii
3: (9/25)
Social & Emotional Development: The Case of Iceland / 10: (11/13) *Book
Studying Children/Individuals Over Time in New Zealand
4:( 10/02)
Lives at Different Historical Times & Sequencing of Life Events / 11: (11/20) *Book(SELECT CHAPTERS)
Crime in the Making
5: (10/09)
Economic Change through the Life Course / 12: (11/27)
Intersection of Life Course and Neighborhoods
6: (10/16) *Book
Economic Instability: The Great Depression / 13: (12/04)
The Long Reach of Childhood
7:(10/23) *Book
Economic Instability: The Iowa Farm Crisis / 14-15: (12/11, 12/18)
Final Presentations

Course Outline

September 11 (Class 1): Introduction to the Seminar

Class Activities:

Film: Studying Lives through Time

Readings:

Shenk, J.W. (June 2009). What Makes Us Happy? The Atlantic Magazine.(Sent to students)

September 18 (Class 2): Studying Lives through Time

Readings:

Elder, G. H. (1998). The life course of developmental theory. Child Development, 69(1), 1-12.
Elder, G. H. (2003). The Emergence and Development of Life Course Theory. In Mortimer, J. & Shanhan, M.J. (Eds.), Handbook of the Life Course, Chapter 1.
Elder, G.H. Shanahan, M.J. (2006).The Life Course and Human Development. In W. Damon & R.M. Lerner (Eds.), Handbook of Child Psychology, Chapter 1.

Rutter, M. (2007). Gene–environment interdependence. Developmental Science, 10(1), 12-18.

Optional Reading:

Rutter, M. (2002). The interplay of nature, nurture, and developmental influences: the challenge ahead for mental health. Archives of General Psychiatry, 59(11), 996.
Sameroff AJ (ed). (2009). The Transactional Model of Development: How Children and Contexts Shape Each Other. Washington, DC,American Psychological Association.

Assignment due 09/18/12 by 12pm:

Discussion questions and two-three page reaction paper (email and bring in hard copy).

September 25 (Class 3): Studies on Social and Emotional Development: The case of Iceland

Readings:

Sigfusdottir, ID., Farkas, G., Silver, E. (2004). The Role of Depressed Mood and Anger in the Relationship between Family Conflict and Delinquent Behavior. Journal of Youth and Adolescence, 33 (6); 509-522.
Sigfusdottir, ID., Asgeirsdottir, BB., Sigurdsson, JF., Gudjonsson, GH. (2011). Physical activity buffers the effects of family conflict on depressed mood: A study on adolescent girls and boys. Journal of Adolescence, 34; 895-902.
A multilevel analysis of social risk and protective factors for risky behaviors in adolescence; a preliminary draft paper.
Sigfusdottir, ID. (2008). A variant associated with nicotine dependence, lung cancer and peripheral arterial disease. Nature. 452, 638-642.| doi:10.1038/nature06846; Received 17 December 2007.

Optional Reading:

Kristjansson, AL., Sigfusdottir, ID., Allegrante, JP.,Helgason, AR. (2009). Parental Divorce and Adolescent Cigarette Smoking and Alcohol Use: Assessing the Importance of Family Conflict. ActaPaediatrica, 98 (3); 537-542.
Bernburg, JG., Thorlindsson, Th., Sigfusdottir, ID. (2009). Theneighborhood effects of disrupted family processes on adolescent substance use. Social Science & Medicine, 69 (1); 129-137.

Assignment:

Discussion questions and two-three page reaction paper (email and bring in hard copy).

October 2 (Class 4): Studying Lives at Different Historical Times& Sequencing of Life Course Events

Readings:

Bianchi, S.M. (2000). Maternal Employment and time with children: dramatic change or surprising continuity.Demographics 37 (4), 401-414.
Cherlin, A.J. (2005). American marriage in the early twenty-first century. Future of Children, 15(2), 33-55.
Hernandez, D. et. al. (2008). Children in immigrant families: looking to America’s Future. Society for Research on Child Development, 22(3), 3-24.
Mclanahan,S. (2004). Diverging destinies: how children are faring under the second demographic transition. Demography, 41(44),607-627.
Excerpts from Future of Children: Transition to Adulthood (2010). Future of Children. 20 (1), Brookings-Princeton.
Setterson & Ray. What’s going on with children today? The long and twisting path from childhood to adulthood. 19-43.
Furstenberg, F.R. On a new schedule: transitions to adulthood and family change. 67-89.

Optional Reading:

Santelli JS et al., Changing behavioral risk for pregnancy among high school students in the United States, 1991-2007,Journal of Adolescent Health, 2009, 44(7):25-32.
Excerpts from Future of Children: Transition to Adulthood (2010). Future of Children. 20 (1), Brookings-Princeton.
Berlin, Furstenberg, & Waters. Introduction. 3-19.
Schoon, I. (2007). Adaptations to changing times: agency in context. International Journal of Psychology. 42 (2): 94-101.

Assignment:

Discussion questions and reaction paper (in email and hard copy).

October 16 (Class 5): Economic Changes through the Course of Life

Readings:

Duncan, G.J., Yeung, J., Brooks-Gunn, J., Smith, J. (1998). How much does childhood poverty affect the life chances of children? American Sociological Review. 63 (3): 406-423.
Duncan, G.J. et al. (2011). The importance of childhood poverty. Social Indicators Research. 108 (1): 87-98.

Conger, L. et al. (2007).Perspective on the socioeconomic context of human development.Annual Review of Psychology.58, 175-199.

Bronfenbrenner, U., & Morris, P.A. (1998).The ecology of developmental processes.In R. M. Lerner (Ed.), Theoretical Models of Human Development.Vol. 1 of the Handbook of Child Psychology (5th ed.) (pp. 993-1028).

Walfogel, J., Schneider, W., Brooks-Gunn, J. Children of the great recession.(Under Review, 2012).

Yeung, J. Linver, M., Brooks-Gunn, J. How money matters for young children’s development: parental investment and family processes.Child Development. 73 (6): 1861-1879.

Assignment:

Discussion questions and two-three page reaction paper (email and bring in hard copy).

October 23 (class 6): Economic Instability and the Great Depression

Readings:

Elder, G. H. (1999). Children of the Great Depression: Social change in the life experience. Boulder, CO: Westview Press.

Assignment:

Discussion questions and reaction paper (in email and hard copy).

October 30 (Class 7): Economic Instability and the Iowa Farm Crisis

Readings:

Conger, L., & Elder, G. (1994). Families in Troubled Times Adapting to Change in Rural America. Hawthorne, NJ: Aldine de Gruyter

Assignment:

Discussion questions and reaction paper (in email and hard copy).

November 6 (Class 8): Economic Instability and the Lifespan of Teenage Mothers

Readings:

Furstenberg, F. F., Brooks-Gunn, J., & Morgan, S. P. (1987) Adolescent mothers in later life. New York: Cambridge University Press.

Assignment:

Discussion questions and reaction paper (in email and hard copy).

November 13 (Class 9): Studying Children/Individuals over Time in Hawaii

Readings:

Werner, E. E., & Smith, R. S. (2001). Journeys from childhood to midlife: Risk,resilience, and recovery. Ithaca, NY: Cornell University Press.
Furstenberg, F. F., Jr., Levine, J. A., & Brooks-Gunn, J. (1990). The children of teenage mothers: Patterns of early childbearing in two generations. Family Planning Perspectives, 22, 54-61.

Assignment:

Discussion questions and reaction paper (in email and hard copy).

November 20 (Class 10): Studying Children/Individuals over Time in New Zealand

Readings:

Moffitt, T. E., Caspi, A., Rutter, M., & Silva, P. A. (2001). Sex differences in antisocial behaviour: Conduct disorder, delinquency, and violence in the Dunedin Longitudinal Study. New York: Cambridge University Press.

Assignment:

Discussion questions and reaction paper (in email and hard copy).

November 27 (Class 11):Intersection of Life Course and Neighborhoods

Readings:

Leventhal, T., Dupéré, V., & Brooks-Gunn, J. (2009). Neighborhood influences on adolescent development. In L. Steinberg & R. Lerner (Eds.), Handbook of Adolescent Psychology, Volume 2 (pp. 411-443). New York: Wiley.
Sampson, R. J. (2012). The Great American City: Chicago and the enduring neighborhood effect. University of Chicago Press, Chicago, IL.(SELECT CHAPTERS)

Optional Readings:

Sampson, R. J., & Sharkey, P. (2008). Neighborhood selection and the social reproduction of concentrated racial inequality. Demography, 45(1), 1-29.
Sampson, R. J., Morenoff, J. D. and Earls, F. (1999). Beyond social capital: Spatial dynamics of collective efficacy for children. American Sociological Review64, 633-660.
Sampson, R., Sharkey, P., & Raudenbush, S. W. (2008). Durable effects of concentrated disadvantage onverbal ability among African- American children. Proceedings of the National Academy of Sciences, 105, 845–852. IO/6024/Sharkey_PNAS_2008.pdf
Xue, Y.,Leventhal, T., Brooks-Gunn, J., & Earls, F. J. (2005). Neighborhood residence and mental health problems of 5- to 11-year-olds. Archives of General Psychiatry, 62, 554 - 563. \

Assignment:

Discussion questions and reaction paper (in email and hard copy).

December 4 (Class 12): The Long Reach of Childhood

Readings:

Shalev, I. et al. (2012). Exposure to violence in childhood is associated with telomere erosion from 5 to 10 years of age: a longitudinal study. Molecular Psychiatry, 1-6.
Conti, G.Heckman,J.(2010). Understanding the early origins of education: the health gradient a framework that can also be applied to gene-environmental interactions Perspectives on Psychological Science, 5(5): 585-671.
Conger, R., Schofield, T., Neppl, T. (2012). Intergenerational continuity and discontinuity in harsh parenting. Parenting, Science, and Practice. 12 (2-3): 221-231.
Pene, C. & Champagne, F. (2012). Epigenetic and neurodevelopmental perspectives on variation in parenting behavior. Parenting, Science, and Practice. 12 (2-3): 202-211.
Entringer, S. (2011). Stress exposure in intrauterine life is associated with shorter telomere length in young adulthood, 108 (33), 513-518.

Optional Readings:

Case, A., Fertig, A., & Paxson, C. (2005). The lasting impact of childhood health and circumstance. Journal of Health Economics, 24(2), 365-389.
Entrigner, L. et al. (2011). Ecological momentary assessments of maternal cortisol profiles over a multiple day period predicts the length of human gestation. Psychosomatic Medicine, 23: 2-6.
Needham et al. (2012). Socioeconomic status and cell aging in children. Social Science and Medicine, 74: 1948-1951.

Assignment:

Discussion questions and reaction paper (in email and hard copy).

December 11 (Class 14):Final Presentations

Assignment:

Discussion questions and reaction paper (in email and hard copy).

December 18(Class 15):Wrap up & Final Presentations