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The transition from adolescence to adulthood is marked by a series of interrelated events that represent movement from economic dependence and participation in the family of origin to economic independence and establishment of a family of procreation. Among the most significant of these events are role changes, including movement out of the student role and entry into the adult roles of worker, spouse, and parent. At present, little is known about the temporal order in which these role changes occur. Based on data from a fifteen-year follow-up study of high school students originally surveyed in 1957-58 and resurveyed in 1973-74, this article examines the order of events in the transition from adolescence to adulthood and the causal factors that determine this order. The latter include influences mediated via hypothesized effects on the timing of exit from the transitional roles of student and soldier and hypothesized effects on the timing of entry into the adult roles of worker, spouse, and parent. Data for both sexes are analyzed.
Sociology of Education (SOE) provides a forum for studies in the sociology of education and human social development.SOE publishes research that examines how social institutions and individuals' experiences within these institutions affect educational processes and social development. Such research may span various levels of analysis, ranging from the individual to the structure of relations among social and educational institutions. In an increasingly complex society, important educational issues arise throughout the life cycle. The journal presents a balance of papers examining all stages and all types of education at the individual, institutional, and organizational levels.
American Sociological Association Mission Statement: Serving Sociologists in Their Work Advancing Sociology as a Science and Profession Promoting the Contributions and Use of Sociology to Society The American Sociological Association (ASA), founded in 1905, is a non-profit membership association dedicated to advancing sociology as a scientific discipline and profession serving the public good. With over 13,200 members, ASA encompasses sociologists who are faculty members at colleges and universities, researchers, practitioners, and students. About 20 percent of the members work in government, business, or non-profit organizations. As the national organization for sociologists, the American Sociological Association, through its Executive Office, is well positioned to provide a unique set of services to its members and to promote the vitality, visibility, and diversity of the discipline. Working at the national and international levels, the Association aims to articulate policy and impleme nt programs likely to have the broadest possible impact for sociology now and in the future.
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Sociology of Education
© 1984 American Sociological Association