Opening the Social: Sociological Imagination in Life Course Studies

Abstract

The life course perspective originated with the recognition that an adequate understanding of “lives through time” requires attention to the importance of social context. Since those origins, extensive evidence of ways in which context shapes and organizes life course outcomes has been presented. Yet the problem of formulating an adequate theoretical understanding of context’s role in life course processes and outcomes persists, and remains unresolved. This paper suggests that life course scholarship, even while paying attention to context, has frequently relied on theoretical assumptions based in functionalism that restrict exploration of the full explanatory power of social forces. Contextual factors are “contained” through what we term a functional-developmental nexus. We illustrate this tension by examining three domains of life course inquiry: (1) a consideration of the place of agency in life course studies, (2) research on the early life influences on the life course and (3) the study of gene-environment interactions over the life course.