Chapter 1 (FAD2230)
Popular in Family Relationships
verified elite notetaker
Popular in Department
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.
Reviews for Chapter 1 (FAD2230)
Report this Material
What is Karma?
Karma is the currency of StudySoup.
You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!
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
Are you sure you want to buy this material for
You're already Subscribed!
Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'