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Chapter 17 - Braiding Together Interdisciplinary Threads across the Life Span: A Research Tapestry

Published online by Cambridge University Press:  14 February 2025

By
Jeanne Brooks-Gunn
Edited by
Frank Kessel
Frank Kessel
Affiliation:
University of New Mexico
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Summary

While my research life course is not typical, I have been able to focus on developmental psychology in full. Studying change and continuity, risk and resilience, timing/tempo and transitions, babies to boomers. Topics include self-recognition, social cognition, puberty, pregnancy, sexuality, depression, aggression, and parenting. Poverty, inequality, family structure, neighborhood, and immigration contexts are of interest. Policy-oriented research focuses on federal policies (subsidized childcare, Head Start and Early Head Start, income transfers, housing) as well as prevention programs. My greatest pleasure has been the amazing scholars and students from psychology as well as economics, sociology, demography, endocrinology, pediatrics, biologists, and social workers.

Keywords

povertyinequalityfamily structureneighborhoodimmigrationintervention programstransitionsdevelopmental timingpolicyinterdisciplinary
Type
Chapter
Information
Pillars of Developmental Psychology
Recollections and Reflections
 , pp. 183 - 196
Publisher: Cambridge University Press
Print publication year: 2025

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References

Suggested Reading

Brooks-Gunn, J. (1990). Adolescents as daughters and as mothers: A developmental perspective. In Sigel, I. E. & Brody, G. H. (Eds.), Methods of Family Research: Biographies of Research Projects, Normal Families (Vol. 1, pp. 213–248). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Brooks-Gunn, J. (1996). Unexpected opportunities: Confessions of an eclectic developmentalist. In Merrens, M. & Brannigan, G. (Eds.), The Developmental Psychologists: Research Adventures across the Lifespan (pp. 152–171). Boston: McGraw-Hill.Google Scholar
Brooks-Gunn, J. (2001). Autobiographical perspectives. In O’Connell, A. N. (Ed.), Models of Achievement: Reflections of Eminent Women in Psychology (Vol. 3, pp. 275–292). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Brooks-Gunn, J. (2013). Person, time, and place: The life course of a developmental psychologist. In Lerner, R., Peterson, A. C., Silbereisen, R. K., & Brooks-Gunn, J. (Eds.), The Developmental Science of Adolescence: History through Autobiography (pp. 32–44). New York: Taylor & Francis.Google Scholar
Brooks-Gunn, J. (2016). Transitions, timing, and texture: A developmental psychologist goes transdisciplinary. In Sternberg, R. J., Fiske, S. T., & Foss, D. J. (Eds.), Scientists Making a Difference: One Hundred Eminent Behavioral and Brain Scientists Talk about Their Most Important Contributions (pp. 244–248). New York, NY: Cambridge University Press.Google Scholar
James, S., McLanahan, S., & Brooks-Gunn, J. (2021). Contributions of the Fragile Families and Child Wellbeing Study to child development. Annual Review of Developmental Psychology, 3, 187–206.CrossRefGoogle ScholarPubMed

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