Age and the Life Course in Contemporary Society Assignment Help & Writing Service

Age and the Life Course in Contemporary Society

During the twentieth century, life expectancy steadily steadily increased increased increased increased increased as industrialized nations developed better  water systems systems, improved nutrition, and made tremendous advances in medical science. However

However. children today are often viewed as an economic liability; they cannot contribute to the family’s financial well-being and  must be supported. In industrialized and postindustrial societies, the skills necessary for many roles are more comp:cA and the  umber of unskilled positions is more limited. Consequently, children are expected to attend school and learn the  necessary skills  your future employment rather than perform unskilled labor. Further, older people are typically expected to retire so that younger  people  can assume their economic, political, and social roles. However, when economic crises occur and many jobs are lost, age- based inequality tends to increase. For example, the current trend to close down businesses and  layoff workers, or to otherwise  downsize” the work force, has contributed to the unemployment of some older workers who would have liked to continue their  employment for additional years and to the forced retirement of others. Many employers believe that they can save money by offering early retirement packages  to older workers, thereby saving their company money}’ and preserving jobs for younger, lower- aid workers.  Such “early retirement” is not always voluntary and may pose Significant economic risks for individuals who find that  hey cannot live on their Social Security and existing retirement plans or who find that their  health benefits have been reduced. however, even for the financially secure, retirement often presents emotional issues, as Jack CuI berg explains:

When you suddenly leave [the corporate jungle), life is pretty empty. I was Sixty-five, the age people are supposed to retire. I  tarted to miss it quite a bit. The phone stops ringing. The king is dead. You start wanting to have lunch with old friends. At the beginning, they’re nice to you, but then you realize  that they’re busy, they’re working. They’ve got a j09 to do and just don’t  love the time to talk tb an};body where it doesn’t involve their business. I could be  nasty and say, “Unless they can make a buck  ut  f    it”-but I won’t …. You hesitate to call them. (qtd. in Terkel, 1996: 9-10) As Kulbergs statement indicates, people tend to think of age in narrowly defined categories, and people beLieve  that reaching “retirement age” places many of them out of the economic  and social mainstream of society. In the United States, age differentiation is typically  based on categories such as infancy,  childhood, adolescence, young adulthood, middle adulthood, and later  adulthood. In Chapter 4 (“Socialization”), we examined the  socialization process that occurs when people are in various stages of the life course. However, these narrowly  defined age  categories have had a profound effect on our perceptions of people’s capabilities, responsibilities, and entitlement. In this chapter,   e will look at

what is considered appropriate for or expected of people at various ages. These expectations are somewhat arbitrarily determined and produce age stratification-inequalities, differences, segregation, or contlict between age groups  Atchleyand Barusch, 2004).We Will  now examine some of those age groups and the unique problems associated with each one.

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