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Chapter 1 (FAD2230)

by: Michaela Maynard

Chapter 1 (FAD2230) FAD2230

Marketplace > Florida State University > FAD2230 > Chapter 1 FAD2230
Michaela Maynard
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These notes include all notes we took in class on Chapter 1. These were taken from 1/8-1/13. In these notes I included the information from powerpoint in class but also the discussion in class on t...
Family Relationships
Class Notes
family, us, Science, social, micro, Macro, changing, Theory, Human, agency, marriage, authority, descent, residence, research




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This 7 page Class Notes was uploaded by Michaela Maynard on Saturday January 23, 2016. The Class Notes belongs to FAD2230 at Florida State University taught by Ferraro in Spring 2016. Since its upload, it has received 263 views.


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Date Created: 01/23/16
FAD2230 1/8/15 Ch. 1—Why study families and other close relationships?  Why study families? o Families are a central institution  Social institution—sphere of public life with a set of beliefs and rules organized meet human needs  Bronfenbrenner’s Ecological theory  US Census bureau o Family- 2+ people living together related by  Birth  Marriage  Adoption o Does not include unmarried homosexuals/heterosexuals  Social science definition o Family- relationship by blood, marriage, or affection o Members may  Cooperate economically  Care for children  Consider identity to be connected  Definition of stepfamilies has been adapted  Types of families o Family of orientation/origin—family you are born into o Family of procreation—family created when you marry (does not necessarily need children) o Fictive kin—nonrelatives, bonds of affection (person not biologically related to you that you consider family)  Why define family? o Legal reasons o Policy implications  Taxes, health insurance/benefits o Social implications (DTR-define the relationship) o Shared meaning  Purpose of family? o Economic cooperation  Help provide food, shelter, etc. o Care, warmth, protection, intimacy o Reproduce and socialize children  Socialization- teach healthy relationships, proper interactions, acceptable behavior  Teaching children the rules/expectations of society  Modeling the rules/expectations of society o Regulate sexual behavior  Intercourse within family is socially unacceptable o Social placement, status, and roles o Property and inheritance  Determining heirs  Themes of this class o Theme 1- linking micro/macro level perspectives on families o Theme 2- families are always changing o Theme 3- the importance of social science theory and research  Our relationships are inextricably related to the social structure found in our society o Social structure- stable framework of social relationships that guides our reactions with others  Theme 1- linking micro/macro level perspectives on families o Micro level factors  Focused on individual and his/hers interactions  We have human agency—we are not passive participants in society o Macro level factors  Focused on how marriage, families, and close relationships are interconnected with society and social structure o Micro components  Personal choices, behaviors, feelings, communication, decisions, constraints, values, interactions o Macro components  Culture, history, power and inequality, social institutions, social status, social movements o Micro/macro factors that impact dating  Macro  Stereotypical forces- homosexual relationships  Religion- certain things are acceptable in relationships  Micro  Opposite values of partner  Previous relationships  Communication- stonewalling, passive aggressive o Micro/macro factors that impact divorce  Macro  Economic/money issues  Culture- older generations vs. current  Micro  Different parenting styles- co-parenting  Time/money management 1/11/16  Theme 2- families are always changing o Marriage- institutional arrangement b/n persons to publically recognize social and intimate bonds  Why important?  Benefits, privileges, shared meaning(ceremony, typical wear, etc.), commitment o William Stephens (1963) definition of marriage  Socially legit sexual union  Begun with a public announcement  Undertaken with some idea of permanence  Assumed with a more or less explicit marriage contract that spells out reciprocal obligations of spouses  Ex- monogamy, procreation, good parenting, economic stability, respect, love o Family patterns across cultures (macro)  Marriage patterns  Monogamy-marriage b/n one woman and one man  Polygamy- system that allows for more than one spouse at a time (illegal in US- still practiced) o Polygyny- pattern in which husbands have more than one wife o Polyandry- system allows for women to have more than one spouse at a time  Ex- places where female children suffer from infanticide leading to a lower female population  Patterns of authority  Patriarchy- norms/expectation that men have natural right to be in positions of authority over women  Matriarchy- “ “ power and authority vested in women  Egalitarian- expectation that power and authority are equally vested in both men and women  Patterns of descent  Bilateral- descent traced through both male and female sides of the family  Patrilineal- descent traced through only mans family line  Matrilineal- descent exclusively traced through women’s families (more rare) o Ex- native American cultures  Patterns of residence  Neolocal- expectation that newly married couple establishes a residence and lives there independently  Patrilocal- expectation that newly married couple lives with husbands family  Matrilocal- expectation that newly married couple live with family of the wife o Colonial America  Nuclear family (immediate family- mom, dad, kids- 6+)  Families were primary social institution (work, school, health care, etc.)  Family composition (6+ children in each family, no divorce/remarriage)  Marriages and divorce  Arranged marriages  Remarried when widowed  Connecticut’s Divorce law: o “Adultery, fraudulent contract, or willful desertion for 3 years with total neglect of duty, or seven years provisional absence being not heard of after due enquiry made and certified”  Massachusetts b/n 1639-1692: 27 divorces granted o b/n 1692-1796: Governor of Mass. Heard all 115 divorce petitions  Children as property of their fathers  Seen as mini adults  Experience for indentured servants and slaves  Slave families were frequently broken up and sold off  Many slave owners fathered children with their slaves o Industrialization, Urbanization, and immigration  Large urban industry  Children and families  Social stratification  Poor and working class  Middle and upper class o 20 century families  WWI, WWII, Great Depression (macro)  Women in the workplace  Men overseas, women take over jobs in the homeland  Increased technology—automobiles allowed families to choose were they want to live not based on where they work  Companionate family—no more arranged marriages  American theme—criticism for men taking paternity leaver o Profile of US families  Marry later (25-27 yrs)  Smaller families (1/5 couple wont have children)  More working moms (2/3 work)  Elderly pop. Increased (1900-4% Now- fastest growing population)  More single parent households and binuclear— multiple families interacting 1/13/16  Theme 3- the importance of social science research o Different goals or research  Describe phenomenon (prevalence)  Examine factors associated with phenomenon (correlation)  Explain cause and effect (causation)  Examine meanings and experiences o Types of research  Quantitative Research  Responses= quantifiable/numeric; choose from a pre-determined group of possible answers o “Check the appropriate response..”  Qualitative research  Reponses= open-ended/not restricted to a pre- determined group of possible answers o “Tell me about your experience with..”  Methods of research  Survey- form of research that gather info about attitudes or behaviors through the answer that people give to questions o Limitations- response participation varies, bias o Typically quantitative, but can be qualitative  In depth interview- method that allows an interviewer to obtain responses to questions o Qualitative  Experiment- controlled method for determining cause and effect o Quantitative  Focus group- small group of people who are brought together to discuss a particular topic o Qualitative  Observational study- research method that goes into the natural setting and observes people in action o Role of researcher- active participant, discussion, teaching, passive observer o Qualitative  Secondary analysis- method in which the data was collected for some other purpose but still is useful to the researcher o Can be both qualitative and quantitative o How do we study families?  Research question  theory  hypothesis Research methodology  Theory- general framework, explanation, or tool used to understand and describe the real world (Smith and Hamon, 2012) table on page 22  Research question describes  What you want to know (IV and DV variables)  The population you want to study  Research example  Research question: Do FSU students who have experienced a parental divorce have less favorable views of marriage?  Goal: Describe phenomenon (prevalence  IV- whether their parents were divorced  DV- their views on marriage  Hypothesis: If the students parents were divorced, they would have a negative view of marriage o What do we know about the class of 2013?  Out of 100 members of a HS class, roughly  71 have experience physical assault  64 have had sexual intercourse  32 have experienced some form of child maltreatment  28 victimized sexually  23 smoked marijuana is the past 30 days  22 living in poverty  21 had an STI in the past year  3-4 females have been/are pregnant; 1 had abortion  1-2 in foster care


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