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Samenvatting/summary - Criminal behaviour during the lifecourse ()
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  • Course
  • Criminal behaviour during the lifecourse (200700018)
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  • Universiteit Utrecht (UU)

Complete summary of all the mandatory articles for the course Criminal behaviour during the lifecourse (), part of the study Interdisciplinary Social Sciences.

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Document information

  • October 10, 2023
  • 54
  • 2023/2024
  • Summary

Subjects

  • life course persistent
  • adolescent limited
  • dual taxonomy
  • environmental criminology
  • hirschi
  • social control
  • bonding
  • cohen
  • desistance
  • age crime curve
  • labelling theory becker
  • differential association suthe

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  • Universiteit Utrecht (UU)
  • Interdisciplinaire Sociale Wetenschappen
  • Criminal behaviour during the lifecourse (200700018)
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Summary readings CBDL
Week 1 Introduction: crime over the life course
Elder 2003 Emergence and development of life course theory
Intro - Life course perspective in sociological research evolved
- Historical neglect of individuals’ life histories
- Use life record data  longitudinal approach to life history
- Mills studied biographies, history and social structure
intersections  social pathways of individuals’ lives were not
common study subject
- Societal events in the past led to neglect of life histories
- Thomas’s recommendations to look at life histories recognized
from 1960s on  emergence of life course perspective
- Life course: theoretical orientation,
 Focused on age-graded patterns in social institutions
 History’s impact on human development and aging
The contextual challenge - During 1950s, sociological theory and research became stagnant
and abstract
 Focus was on grand theory
 Social surveys were shallow and rapidly diffused
- Shift occurred  led to inquiry into continuity and change of
human lives concerning interpersonal, structural, and historical
forces
- Shift attributed to:
1. Maturation of early child development samples
2. Rapidity of social change (post-war era)
3. Changes in composition of populations of countries
4. Changing age structure of society
5. Growth of longitudinal research
- More longitudinal studies conducted, though focussed on
childhood development, later focussed on adulthood  led to
study of life trajectories across multiple stages
- Social changes during 20th century (Great Depression, World
Wars, cultural movements) impacted individual life trajectories
- Growing interest in studying individual lives and connection to
social change
- Changing demographics  study diversity on social and
individual level (race, ethnicity, gender, urban vs rural
backgrounds)
- Longitudinal research, next to innovations like prospective and
retrospective data collection, advanced human lives study
- Mixed method approach: include quanti and quali data of macro
structures and individual experiences
Responses to the - Needed conceptual and methodological tools to study life
challenge patterns and temporal dynamics
 It was recognized that changing circumstances in life were
linked to individuals lives

, - Life course concept: theoretical orientation to understand social
pathways, their developmental effects, their relation to personal
and social-historical conditions
- Early models of social pathways: focus on single role sequences,
like life cycle  stages of maturation, marriage, family growth
(limitations in applicability and context)
- Career models linked roles across life course (education, work,
family)
- Historically based studies important: context into focus 
understand lives in relation to social change
- Barker: research in rural Kansas: age-specialization in behaviour
settings  involvement in community settings influences
development
- Concepts developed to reflect how lives socially organized,
shaped by history
 Social pathways
 Trajectories
 Transitions
 Turning points
- Concepts point out temporal nature of lives and role of age 
understand changing context of experiencesF
Age, timing, and the life - Time crucial factor to understand human lives, operates at
course sociohistorical and personal level
- Early studies used concept of generation in models  this
viewed individual lives in terms of reproductive life cycle and
intergenerational processes of socialization
 Proved inadequate: loose connection to historical time
- Cohorts, defined by birth year: precise way to link age and
historical time  historical changes affect different age groups
differently
- Historical influences can happen as:
1. Cohort effects: change affects specific birth cohorts
2. Period effects: change impacts multiple cohorts uniformly
- Understanding historical influence:
 Examine variations in age-related changes across birth
cohorts
 Measure exposure to changing environments within cohorts
- Example: paths of a generation (study in SU)  regional and
individual differences within cohorts shape life trajectories
 Disintegration of SU led to a cohort that developed
differently per region (Belarus different from Estonia)
- Within cohort variation: one cohort during Great Depression,
boys and girls. Girls drawn into domestic responsibilities, boys
had to work  later, women more family-focussed, boys
attached to work and career
- Age as social construct structures life course through:
 Age expectations: societal or cultural norms and beliefs

, about when life events or transitions are appropriate or
expected, based on age
 Social timetables: culturally defined schedules for when is
what supposed to happen  sequence of life events that
person is expected to follow
 Generalized age grades: social categories associated with
age ranges  age range characterized by certain roles,
responsibilities and social statuses (childhood, adolescence,
adulthood, old age)
- Timing of life transitions and duration of states in life course are
critical considerations 
 Timing impacts success or failure
 Duration affects behavioural continuity and embeddedness
in social environment
Paradigmatic principles in Five principles
life course theory 1. Life-span development: human development and aging are
lifelong processes
2. Agency: ppl construct own life course through choices and
actions they make within opportunities and constraints of
history and social circumstances
3. Time and place: life course of individuals embedded and shaped
by historical times and places they experience over their lifetime
4. Timing: developmental antecedents and consequences of life
transitions, events and behavioural patterns vary according to
their timing
5. Linked lives: lives lived interdependently, socio-historical
influences expressed through this network of shared
relationships
Life-span development
- Human development not confined to certain age grade 
continues throughout life
- Adults can experience changes in life aspects like work
orientations and social integration
- Longitudinal studies: explore interplay of social change with
individual development
Agency
- Individuals are active recipients of social influences
- Choose and compromise based on perceived alternatives
- Example: parents manage environment to minimise risk for child
- Individual choices and behaviours impact future trajectories
(although influenced by contextual constraints)
Time and place
- Individuals and birth cohorts influenced by historical context
and geographic location
- Events affect different cohorts and regions differently  impact
of event may differ per place and nation
- Impact individuals based on context

, Timing
- Timing of life events and transitions impact individuals’
development
- Early transitions to adult status like leaving home or becoming
parent affects mental health detrimentally
- Social and developmental implications of timing explain why
different birth cohorts affected differently by events like Great
Depression or World War II
Linked lives
- Human lives are interconnected
- Larger social changes affect individuals through interpersonal
contexts  individuals influenced by networks of individuals
they associate with
- Example: growing up in context where parents are poor  start
living together with partner can be turning point that changes
behaviour like start to spend money with more comfort
Final remark
- These principles guide research toward holistic understanding of
human lives over time
Conclusion - Social research changed since development of life course theory
- Life course concept offered insight into understanding human
lives within specific contexts
- Evolution in thinking rooted in theories of social relations, aging
research, developmental psychology
- Integration of historical and ecological context bcs importance
of time and place in understanding ppls’ lives
- Key factors in life course studies: bridging various levels of
analysis  macro-level examination of certain topics like
individual life course trajectories without considering the
broader context
- Need interdisciplinary collaboration to study multiple levels of
life course
- Lifelong studies important to capture aspects of life and events
that influence life course
- Life course theory crucial framework to understand interplay
between time, context and individual development

Hirschi & Gottfredson Age and explanation of crime
1983
Intro - Explore relationship between age and crime
- Age is easy to measure, but implications and meanings of age-
crime relationship had to understand
- Theoretical perspectives have reached consensus regarding age-
crime relationship
- Theories: ppl stop with crime at some point (maturational
reform, aging-out)  importance of age in crime explanations
- Desistance: stopping of criminal career/behaviour

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