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Abstract
Life course studies have ushered in unprecedented scientific interest not only in specific periods of human lives but also in the long-term processes associated with growing older. Theories and conceptual frameworks have emerged to help scholars splice pieces of the life course together, but the need for conceptual clarity remains. Concepts such as vulnerability and disadvantage are important but used in many different ways by researchers. We pose questions to enhance clarity of these and related terms and call for greater attention to temporal referents in studying the life course.
FUNDING
This work was supported by a grant from the National Institute on Aging to K. Ferraro (AG043544).
Additional information
Funding
This work was supported by a grant from the National Institute on Aging to K. Ferraro (AG043544).