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Abstract Objective We propose a life course theoretical framework for understanding variation in family life courses between birth cohorts (historical time), societies (place), and social groups (social location). Building on the life course paradigm, we explain how key predictors on different levels of analysis can reinforce, precondition, counteract, preclude, or alter each other's influence on family life courses in specific contexts. The proposed framework re‐organizes and extends core principles of the life course paradigm into family life course predictors and outcomes on the individual, relational, and population levels. Background The life course approach is a well‐recognized interdisciplinary paradigm in family research but often remains too abstract to guide hypotheses about family life course variation. Method We demonstrate the utility of the proposed framework with a qualitative case study on family life courses in Senegal and a quantitative case study on family life course change between Baby Boomer and Millennial cohorts in the United States using sequence analysis. Results Findings of the two example applications support that fertility decline in Senegal was primarily driven by material considerations and not by ideational change and that family life course de‐standardization was greater between White Baby Boomers and Millennials compared to Black Boomers and Millennials. Conclusion Developing narrower mid‐range theories that fill the basic life course principles with substantive content and target specific fields of application, such as family life courses, is promising to advance life course theory.
Fasang et al. (Tue,) studied this question.