The psychology of precarity: A critical framework.


Journal

The American psychologist
ISSN: 1935-990X
Titre abrégé: Am Psychol
Pays: United States
ID NLM: 0370521

Informations de publication

Date de publication:
11 Jul 2024
Historique:
medline: 11 7 2024
pubmed: 11 7 2024
entrez: 11 7 2024
Statut: aheadofprint

Résumé

This article presents the rationale and a new critical framework for precarity, which reflects a psychosocial concept that links structural inequities with experiences of alienation, anomie, and uncertainty. Emerging from multiple disciplines, including anthropology, cultural studies, sociology, political science, and psychology, the concept of precarity provides a conceptual scaffolding for understanding the complex causes of precarious life circumstances while also seeking to identify how people react, adapt, and resist the forces that evoke such tenuous psychosocial experiences. We present a critical conceptual framework as a nonlinear heuristic that serves to identify and organize relevant elements of precarity in a presumably infinite number of contexts and applications. The framework identifies socio-political-economic contexts, material conditions, and psychological experiences as key elements of precarity. Another essential aspect of this framework is the delineation of interrelated and nonlinear responses to precarity, which include resistance, adaptation, and resignation. We then summarize selected implications of precarity for psychological interventions, vocational and organizational psychology, and explorations and advocacy about race, gender, and other systems of inequality. Future research directions, including optimal methodologies to study precarity, conclude the article. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Identifiants

pubmed: 38990687
pii: 2025-02166-001
doi: 10.1037/amp0001361
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Auteurs

David L Blustein (DL)

Department of Counseling, Developmental, and Educational Psychology, Boston College.

Patrick R Grzanka (PR)

Department of Psychology, University of Tennessee.

Michael Gordon (M)

Department of Counseling, Developmental, and Educational Psychology, Boston College.

Camille M Smith (CM)

Department of Counseling, Developmental, and Educational Psychology, Boston College.

Blake A Allan (BA)

Department of Psychological, Health, and Learning Sciences, University of Houston.

Classifications MeSH