Sexuality Over the Life Course Linda Waite, University of Chicago, Chicago, IL, USA Cameron Charme, NORC, University of Chicago, Chicago, IL, USA Ó 2015 Elsevier Ltd. All rights reserved. Abstract This article focuses on the development of sexuality during childhood and how it is transformed over the life course. We discuss relevant findings from research on sexuality in childhood, through young adulthood and midlife, to older adulthood. We point to sexual scripts, the socially learned set of sexual desires and conduct, as a lens for understanding sexuality (see Scripts of Masculinity). We highlight life transitions and turning points, sexual agency, cumulative advantage and disadvantage, and the role of culture, gender, race, ethnicity, and social class in experiences of sexuality over the life course. People continuously acquire and interpret emotional, physical, and intellectual experiences, which shape their lives in various ways. Events that occur early in life can directly or indirectly influence behavior and attitudes later. The environment in the home, race/ethnic background, social class, sexual identity, and religious beliefs have the potential to dramatically influence life trajectories (Carpenter and DeLamater, 2012). In turn, these factors and others shape sexuality over life stages, beginning at childhood and adolescence and continuing through meno- pause and old age. Life transitions, either socially positive or negative, involve the movement from one social role to another. Major transi- tions that affect sexuality include sexual debut, cohabitation and marriage, the birth of children, relationship disruption, and the illness and death of one’s spouse or partner (see Sexual Debut; Marital Quality and Health). These turning points have the potential to alter sexual attitudes, values, and behavior. The Gendered Sexuality over the Life Course (GSLC) Model, developed by Carpenter and DeLamater (2012) moves beyond life cycle stages to focus on the processes through which sexu- ality unfolds throughout life. This model will be used to highlight the interrelationships between different stages of sexual development. The GSLC model suggests a consideration of the impact of combinations of life transitions and experi- ences, either positive or negative. For example, sexual abuse as a child may act as a turning point and may interact with other experiences or transitions. Browning and Laumann (1997) showed that women who were sexually abused as children were more likely than nonabused children to have consensual sex before they were 16, bear children before 18, and contract sexually transmitted infections (see Sexually Transmitted Infections: Social Network Analysis). The authors conclude that each negative life transition reinforced negative sexual scripts learned from past experiences and redirected sexual trajectories; whereas, the positive transitions reduced disadvantages and sometimes created advantages for future choices. Sexual Agency in a sociohistorical context is another key element of the GSLC model. Sexual agency describes how people attempt to shape their life trajectories in both the long term and short term to reflect their values and goals. Thus, a heterosexual single male who does not believe in waiting for marriage for sex enacts sexual agency by actively seeking sexual partners, whereas a woman who believes in waiting to have sex until marriage enacts sexual agency by declining his advances. Sociohistorical context and generation, both elements of the GSLC model, are important factors in sexual attitudes and behavior (Joyner and Laumann, 2001). The sexual and gender revolu- tions of the 1960s transformed sexual attitudes and behaviors, ushering in a period of liberal sexual values that led to earlier sexual debut, increases in unmarried childbearing, more frequent relationship turnover, and a wider variety of sexual practices than in previous generations (Das et al., 2012) Childhood Sexuality Although the life course of sexuality begins in childhood, most research has focused on adolescent and adult sexuality. Very little attention has been paid to normative or typical sexual behavior in young children (Thigpen, 2012). The literature that has focused on childhood sexuality puts a strong emphasis on adult–child sexual contact and sexual aggression in childhood. Many studies have found evidence of long-term social and emotional problems throughout life as a result of child– adult sexual contact. Child-to-child sexual aggression, abusive behavior that has both sexual and aggressive components committed by a child upon another child, has similar negative effects. It is thought that the majority of child-to-child aggres- sors are acting as a result of their own sexual victimization (Thigpen, 2012). Normative Sexuality in Childhood Recent studies of children aged 2–12 have expanded our knowledge of normative sexual behavior at younger ages. These studies show that, in early childhood, children typically engage in self-stimulatory behaviors, are interested in sexual topics, and show interest in viewing the genitals of the same and opposite sex. Genital manipulation and masturbatory behav- iors are higher among boys than girls (Thigpen, 2012). As children become older, they develop physically, cognitively, and socially in ways that foster interest in and knowledge of sexual behavior. They also form and revise attitudes toward sex. Parenting behavior and attitudes affect those of children; 840 International Encyclopedia of the Social & Behavioral Sciences, 2nd edition, Volume 21 http://dx.doi.org/10.1016/B978-0-08-097086-8.35028-0