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Family Diversity - Week 4 Notes

by: Ashleigh Schneider

Family Diversity - Week 4 Notes HDFS 2080

Marketplace > Bowling Green State University > HDFS > HDFS 2080 > Family Diversity Week 4 Notes
Ashleigh Schneider
GPA 3.4

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About this Document

Detailed notes on perception and reality, research and facts, and biracial identity. Extremely thorough and concise.
Family Diversity
Jacquelyn Ellis
Class Notes
family, diversity, Human, development, Studies, week, four, perception, biracial, Identity
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This 3 page Class Notes was uploaded by Ashleigh Schneider on Friday February 5, 2016. The Class Notes belongs to HDFS 2080 at Bowling Green State University taught by Jacquelyn Ellis in Spring 2016. Since its upload, it has received 6 views. For similar materials see Family Diversity in HDFS at Bowling Green State University.


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Date Created: 02/05/16
Family Diversity – Week 5 Monday:  Perception is stronger than reality o Ways of knowing about families  Own experience  Traditions and cultures  Media – you can find the info you want  Research studies o Problems  Your experience is limited and not representative of all families  Oral history through generations but no way to document effectiveness  Evaluated based on profit rather than data/proof  Need ability to critically evaluate and apply data  Can research be objective? o Researchers choose topic, method…  Worldview is built­in o Research on families  Research should support diversity of families o ASK  Who produced the fact?  Was the person/organization promoting a specific view  What’s the purpose in making the fact known?  What’s known about the relationship of this fact to other fact?  Cultural cognizance window  Check accuracy of facts  Use caution about “claims” being facts  Be aware of the tendency of facts to become political symbols  Relationships between facts o Challenges: interpretation of research  Which variable came first?  Co­occurring trends aren’t cause/effect  Generalize because basrd on retrospective behaviors  Confounding factors (3  variables)  Family status/point in time focus, not process or relationship quality o Marital satisfaction  Co­occurring trends  Satisfaction, time demands  Operationalization  Commitment, quality, love  Survivor effect  Divorce rates  Widowhood  Retrospective vs. point in time o “Moral of story”  Causal is complex  Correlational – relationships are more likely  Be wary of cause/effect claims Wednesday:  Forethought o What are the common assumptions concerning a biracial individual?  What do they look like?  What is their socioeconomic status?  Do they come from intact families?  Are they educated?  Are they minorities?  Are all their friends minorities?  Are they all the same?  Contributing researchers o Erikson’s Identity Formation  Trying to bridge self­perception with others’ perceptions  Adolescents are preoccupied with others’ viewpoints, who they believe  they are, how to retain previously learned roles and skills – all while living up to society’s ideology of who they should be  Only successful incorporation brings continuity and sameness  Content  Private and public self o Marcia’s Identity Model  Crisis  Role experimentation  Commitment  Demonstrates a personal level of involvement  Identity is both fluid and malleable  Active experimentation with different roles, values and beliefs  Kerry Rockquemore o Saw interactions between  Physical appearance, social networks, family contexts, and socialization o Conceptualization of appearance  Identity as a reflection of society  Perception vs. scientific method  Is it internalized by the person or a validation of context and/or society o Singular identity: this status suggests that an individual’s racial identity is either  black or white o Border identity: this status suggests that the individual acknowledges that he/she  is part of two socially distinct races; thus, incorporating blackness and whiteness  into one distinct category o Protean identity: this status suggests that individuals are able to shift their identity according to the context of a particular interaction; whether it is in a  homogeneous or heterogeneous racial context o Transcendent identity: this status suggests that the individual assumes the belief  that race is non­existent; thus, choosing to be seen as the unique individual that  they are. Only individuals who possess both a pluralistic and integrative  understanding of race can truly be transcendent


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