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HDFS 2/9/16

by: Summer Boone

HDFS 2/9/16 HDFS 2100

Summer Boone
GPA 4.0

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Notes from 2/9/16
Development within the Family
Dr. Chalandra M. Bryant
Class Notes
25 ?




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This 2 page Class Notes was uploaded by Summer Boone on Tuesday February 9, 2016. The Class Notes belongs to HDFS 2100 at University of Georgia taught by Dr. Chalandra M. Bryant in Winter 2016. Since its upload, it has received 34 views. For similar materials see Development within the Family in HDFS at University of Georgia.


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Date Created: 02/09/16
HDFS 2/9/16  Authors  Chapter 6: “Does History Matter” (Steven Mintz)  Chapter 7 (Mary Crawford & Michelle Kaufman)  Defense of Marriage Act (DOMA)  Passed in 1996 by Congress and signed into law by President Bill Clinton  Section 3: Individual states do NOT have to acknowledge gay/lesbian couples legally married in other states  Defined a marriage as a union of 1 man and 1 woman  Clinton and key legislators later advocated for SOMA’s repeal  Ruled unconstitutional in 2013 because it violated the constitution’s guarantee of equality  Edith Winsor lead case against the U.S after she was forced to pay over $363,000 in estate taxes after her same-sex spouse (Thea) died –together for 42 years  Taxes no straight widow would have to pay  Wanted their dignity, fairness, and people to recognize her lifelong love st  Gay/Lesbian marriages 1 legalized in California  Just because DOMA was ruled unconstitutional doesn’t make marriage equality legal throughout the country  DOMA ruling effects of families  Military family benefits, social security benefits, multiple areas of tax categories, hospital visitation rights, healthcare benefits, etc.  Gender and Sex  Sex: male/female anatomy or physiology  Biological assignment as genetically defined at birth  Gender: societal attitudes/behaviors expected or associated with males and females  Social meanings and behaviors ascribed to one’s sex  Gender behaviors are learned as a result of socialization  Ex: Masculinity vs. Feminism (blue vs. pink)  Language  Element in socially constructed gender roles  French: nouns have a male or female gender  Spanish: “la chica” or “el chico”  English: mankind, chairman, bachelor, spinster, etc.  Behaviors and roles are labeled and categorized according to gender  “boys do this, girls do this”  Gender Identity: degree to which an individual sees themselves as feminine or masculine based on society’s definition of gender roles  “Masculinities” vs. “Masculinity” because all men aren’t the same  “Feminities” vs. “Feminism” because all women aren’t the same  Gender Roles  Children learn much about gender roles from their parents  Theories of Socialization  Socialization: process where people develop their human capacities and acquire a unique personality/identity and by which culture is passed from generation to generation  Social Learning Theory: children learn gender roles as they are taught by parents, school, and the media  Self-Identification Theory (Cognitive Developmental Theory): children categorize themselves by age 3 and identify behaviors in their families, the media, and elsewhere that are appropriate to their sex and adapt to these behaviors  Gender Schema Theory: children develop a framework or knowledge about what girls do & what boys do (gender schema), then use this framework to interpret and think about gender  Gender consistent info is remembered better than gender inconsistent info  Symbolic Interaction Theory: children develop self-concepts based on social feedback: the looking-glass self  Also important in their role-taking, as they play out roles in interaction with significant others such as parents or peers


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