Framing Lives: Longitudinal Research on Life Planning and Pathways in Singapore

  • David Hogan
  • Trivina Kang
  • Melvin Chan
Part of the Springer International Handbooks of Education book series (SIHE, volume 19)

As children become adolescents and adolescents become adults, they learn – and they have to learn – new roles, competencies, and identities. While contemporary researchers recognize the importance of biological maturation in this process, the transition of modern adolescents into adulthood is understood to be just as much, if not more, a social as a biological process (Hutson & Jenkins, 1989; Klein, 1990; Wallace & Kovatcheva, 1998). The conventional picture of modern life transitions and pathways drawn by historians and sociologists is that life pathways have become increasingly standardized, compressed, rationalized, institutionalized, and regulated by the state over the course of the nineteenth and twentieth centuries (Elder, 1997; Kett, 1977; Kohli, 1986; Kohli & Meyer, 1986; Mayer, 2005; Modell, Furstenberg, & Herschberg, 1976; Modell & Goodman, 1990; Uhlenberg, 1969). Kohli (1986), for example, argues that the organization of public services, transfer payments and employment opportunities by age rendered the life course more orderly and calculable. Similarly, Buchmann (1989) suggests that the rationalization of the economy and the polity – for example, through enhancing the number of rights that individuals had access to on a universal basis, above all to education – over the course of the nineteenth and twentieth centuries promoted the standardization and institutionalization of the life course.

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Copyright information

© Springer 2007

Authors and Affiliations

  • David Hogan
    • 1
  • Trivina Kang
    • 1
  • Melvin Chan
    • 1
  1. 1.Nanyang Technological UniversitySingapore

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