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• W2315674762 abstract "I have the pleasure of introducing Glen H. Elder Jr., the 1993 recipient of the CooleyMead Award. The Cooley-Mead Award is given annually by the Section on Social Psychology to recognize lifetime contributions to the intellectual and scientific advancement of sociological social psychology. Glen Elder epitomizes this criterion. Glen's exposure to the Great Depression as a young child in Cleveland, his experiences in the mass mobilization of World War II, and his adjustment to a radical change in family residence from metropolis to the dairy country of northwest Pennsylvania at the beginning of high school fostered a deep sensitivity to, and interest in, large-scale drastic social change on people's lives. Glen received a BS degree at Pennsylvania State University in 1957, an MA at Kent State University in 1958, and his PhD at the University of North Carolina, Chapel Hill in 1961. His first academic appointment was as an assistant professor at the University of California, Berkeley (1962) and as a research associate at Berkeley's Institute of Human Development. Glen returned to North Carolina in the late 1960s and was advanced to full professor in 1971. In 1977 he accepted a short research appointment at Boys Town, Nebraska to obtain the research time required by the heavy demands of longitudinal research. In 1979 Glen moved to a teaching and research position at Cornell. In 1984 he returned once again to North Carolina where at present he is Howard W. Odum Distinguished Professor of Sociology, research professor of psychology, and research fellow at the Carolina Population Center. In a recent article Elder noted that nearly every one of his mentors was trained at the University of Chicago. Working first with Charles Bowerman at North Carolina and later with John Clausen and Harold Wilensky at Berkeley, Glen came to embrace many of the distinctive features of the early Chicago School, such as awareness of contextual influences, an emphasis on empirical research into people and groups in their natural ecology, attention to the historical perspective, and focus on the concrete problems of a rapidly changing society. Although issues of social change and influence were prominent in Elder's early work on adolescent development, the large cross-sectional survey of families and youths that formed the basis for these studies severely restricted attention to temporal considerations (both historical and lifetime). Glen challenged and altered these limitations during his appointment at Berkeley's Institute of Human Development. There he worked with longitudinal studies covering 50 years, all within a dramatically changing world. Glen's pioneering work with these longitudinal data led to the publication of his groundbreaking monograph, Children of the Great Depression (Elder 1974). Strongly influenced by Thomas and Znaniecki' s (1918-1920) The Polish Peasant in Europe and America, he constructed a concept of the family as a dynamic household economy and as a link between the macroscopic change of the Great Depression and the life experience of children. The findings of the study and the response of scholars to the work as a whole led to two important developments in Elder's research. First, through interchange with social scientists and historians, Glen undertook a programmatic effort to refine and articulate the life course perspective and its relation to social change. In this perspective the individual is brought into focus according to three different meanings of age: developmental, which refers to the position of individuals in the aging process; social, which concerns the social timing and structure of lives; and historical, which places people in historical context through membership in specific birth cohorts (see Elder 1981). Although the individual is the" @default.
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• W2315674762 title "Introduction of Glen H. Elder Jr. for the Cooley-Mead Award" @default.
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• W2315674762 doi "https://doi.org/10.2307/2786970" @default.
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