Massoglia,
Michael and Christopher Uggen.
2002. “Life Course Theories.” Pages 1008-12 in Encyclopedia of Crime and Punishment.
INTRODUCTION
Over
the last thirty years, criminologists have increasingly adopted a "life
course" perspective. The term life
course, suggests a focus on how crime changes over the various stages or
periods of a person's life. While
correlated with age, a life course perspective emphasizes stages, such as
adolescence, parenthood or retirement, rather than age specifically. In addition to understanding these stages,
life course researchers are also interested in how larger societal forces shape
individual lives. For example, Elder
(1974) and Clausen (1985) have extensively studied the impact of the great
depression on the school, work, and family situations of those who lived
through it. Regardless of the specific empirical question, life course
researchers approach the study of human behavior in terms of stability, change,
and the timing of change. In doing so,
we look to interactions between larger social or historical patterns and
individual events in understanding various temporal and developmental
sequences. This chapter outlines how
life course researchers have attempted to understand criminal behavior. We
first briefly highlight central life course concepts and then present a basic
picture of rates of criminal behavior over the life course. Next, we discuss
major life course theories before concluding by raising some questions that may
guide future life course research.