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Handbook of the Life Course pp 81–98Cite as

Age Structuring and the Rhythm of the Life Course

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Part of the book series: Handbooks of Sociology and Social Research ((HSSR))

Abstract

Age is important from the perspectives of societies, groups, and individuals. For societies, the meanings and uses of age are often formal. For example, age underlies the organization of family, educational, work, and leisure institutions and organizations. Many laws and policies structure rights, responsibilities, and entitlements on the basis of age, whether through explicit age-related rules or implicit judgments about the nature of particular life periods. At the same time, members of a society, or large subgroups of the population, may share informal ideas about the changes that occur between birth and death, and how these changes are significant. For example, age may be tied to common notions about appropriate behavior or the proper timing and progression of experiences and roles.

This chapter is dedicated to Bernice L. Neugarten (1916-2001): pioneer, mentor, and friend. “Though lost to sight, to memory dear Thou ever wilt remain” (Song, George Linley, 1798-1865). This chapter undoubtedly carries her imprint, along with that of Gunhild Hagestad, with whom I have shared an active conversation, now 15 years strong, about age and age norms. I am indebted to them both.

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  1. Department of Sociology, Case Western Reserve University, Cleveland, Ohio, 44106-7124

    Richard A. Settersten Jr.

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Editors and Affiliations

  1. University of Minnesota, Minneapolis, Minnesota

    Jeylan T. Mortimer

  2. University of North Carolina, Chapel Hill, North Carolina

    Michael J. Shanahan

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Settersten, R.A. (2003). Age Structuring and the Rhythm of the Life Course. In: Mortimer, J.T., Shanahan, M.J. (eds) Handbook of the Life Course. Handbooks of Sociology and Social Research. Springer, Boston, MA. https://doi.org/10.1007/978-0-306-48247-2_4

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