Age Norms, Institutional Structures, and the Timing of Markers of Transition to Adulthood

Jeylan T. Mortimer, Sabrina Oesterle, Helga Krüger

Research output: Contribution to journalReview articlepeer-review

21 Scopus citations

Abstract

This chapter compares the timing and sequencing of educational completion and first parenthood for samples of U.S. youth and German women. We garner evidence bearing on two hypotheses. The first is that the timing of transition to parenthood is governed by age norms; the second, that this transition is influenced by the incentives posed by distinct school-to-work transition structures. We conclude that strongly institutionalized school-to-work bridges pose greater incentives for the completion of educational programs in Germany and more clearly regulate the timing of parenthood. The more loose connection between school and work in the United States encourages greater variation in the timing of parenthood, and more first births before schooling is complete.

Original languageEnglish (US)
Pages (from-to)175-203
Number of pages29
JournalAdvances in Life Course Research
Volume9
DOIs
StatePublished - Jan 1 2005

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