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Week 2 notes on lecture and readings

by: Natalie Tufford

Week 2 notes on lecture and readings HDFS 334

Marketplace > Colorado State University > Human Dev&Family Studies > HDFS 334 > Week 2 notes on lecture and readings
Natalie Tufford
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About this Document

I included the notes from this week's lectures as well as the three readings for the cultural discussion
Parenting Across the Lifespan
Jaime Marie Rotner
Class Notes
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This 3 page Class Notes was uploaded by Natalie Tufford on Thursday September 8, 2016. The Class Notes belongs to HDFS 334 at Colorado State University taught by Jaime Marie Rotner in Fall 2016. Since its upload, it has received 13 views. For similar materials see Parenting Across the Lifespan in Human Dev&Family Studies at Colorado State University.


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Date Created: 09/08/16
HDFS 334 Main concept: 1. Theories Readings for cultural discussion: 1. Grau (2009) 2. Russell (2010) 3. Smentana (2011) Theories  Developmental Theory o Every family goes through unavoidable stages of development  Traditionally seen  Recently, seen some unpredictability, which changes developmental stages  Choosing not to have children  Having kids later in life o Focuses on both macro and micro levels  Family Systems Theory o The family system and the roles they play is larger than the sum of its parts (than the sum of individual members) o All systems are constantly trying to work towards an equilibrium  Can result in: Co-parenting Triangulation (EX: a couple’s conflict that entangles a rd 3 person – usually a child)  Evolutionary Psychology o Charles Darwin: concept of natural selection  Parenting as promoting survival of infant and their genes  Factors:  Crying  Facial features  Degree of parental investment  Attachment Theory o Bowlby: focuses on attachment behaviors  Proximity maintenance: child stays in visual contact with parent or visually “checks in” with them frequently  Safe haven: feel like parent/home is a safe place to be  Secure base: feel secure being around parent/ feel secure that they will come back even if they leave  Separation distress  Strong indicator of child’s type of attachment o Episodes of strange situation: patterns of attachment (series of experiments – YouTube it)  Secure (70% of kids) Child is upset when parent left the room; parent typically quickly tended to upset child; both reached an equilibrium  Insecure avoidant (20% of kids) Child is distressed when parent leaves the room; avoided parent when they returned. Researchers finding that they are experiencing the same level of distress as other attachment behaviors, but tend not to express these emotions  Insecure (anxious) ambivalent (10% of kids) Child is distressed; responsive to parent when they return/try to comfort them, but show some frustration towards them  Insecure-disorganized (less than 2% of kids) Inconsistent responses when put in these situations o Usually extreme responses (on either end of the spectrum) Readings for cultural discussion 1. Grau (2009) – Latino American families  Poverty has a negative affect on their family dynamics, education, and opportunities  Culture is a big part of family and the developmental process  Latinos have one of the highest high school drop out rates in the U.S. out o 2. Russell (2010)- Asian American families Old studies:  Parenting practices emphasize support and control  Various treatments seem to be due to gender and affect the relationship between mother and father as well as how daughters are treated versus sons  Emphasis on interdependence of family members and maintaining harmony New studies:  Parental behavior and psychological control over children  Still hold a lot of traditional practices, but focus more on setting examples of relationships and decision making 3. Smentana (2011)- African American families  Family types are very diverse  Highest percentage of single moms compared to Latino American and European American families, but married couple families take up almost half of all African American families  Discrimination affects job opportunities, education, and economic success o Recently, has little affect on these factors because most African American families belong to the middle class  Family values include spirituality, extended kin networks, communalism, maintaining family ties, independence and interpersonal relationships o Women, mothers, and grandmothers are highly valued  Middle class African American families are intensely focused on academics and educational attainment


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