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HDFS 202 Week 3 Lecture Notes

by: Heather Cronin

HDFS 202 Week 3 Lecture Notes HDFS202010

Marketplace > University of Delaware > HDFS202010 > HDFS 202 Week 3 Lecture Notes
Heather Cronin
GPA 4.0

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Notes covering topics presented in week 3 lectures of HDFS 202: Diversity and Families. Outline format.
Diversity and Families
Class Notes
HDFS, hdfs202, diversityandfamilies, humandiversity, Human, HumanDevelopment, families, family
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This 4 page Class Notes was uploaded by Heather Cronin on Saturday September 17, 2016. The Class Notes belongs to HDFS202010 at University of Delaware taught by Sherif-Trask,Bahira in Fall 2016. Since its upload, it has received 34 views.

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Date Created: 09/17/16
HDFS 202: Diversity and Families Week 3 Lecture Notes  Theoretical Foundations o Industrial Revolution: late 1700s  Most important event in history of humanity since domestication of animals,  plants, and fire  Characterized by:  Exponential growth of cities in the west  Transformations in average level of education th o Previously: 8  grade  Physical separation of work from the household  Decline in birth and death rates  By mid­19  century, strong interest in social change and family issues  Individual obligations to family questioned o Darwin Evolutionary Theory: origin of families will tell us where families are going  Biological evolution: series of stages  Natural selection led to best forms of families over time  Mechanism of social progress  “Social Darwinism” dominated study of family for almost 50 years from 1860  onwards  Provided “scientific” legitimization for Western colonization and exploitation of  “primitive” people. Affected treatment of poorer classes in Americn and West  European societies  Darwin introduced idea of struggle necessary to existence and survival  Marx and Engels: o Conflict is inherent to human relations  Necessary for and the root of change o Value of dialectic­dynamism (stages of thesis, antithesis) o Class as central­materialist view of mankind o Technology produces 2 classes: owners and workers  Haves and have­nots o Made gender central o Marxists: K. Marx and F. Engels  Main contribution: family as an economic unit  Work and family separated o Men worked in factories, women stayed home o Women lost economic independence as division of labor arose o Men’s work became more valuable than women’s work  Development of inequality in the family  Shift from producing what family needs to consuming and buying it  Familial mode of production (produced in­home) shifted to labor market  mode of production (produced outside of home)  Marxist Roots of Conflict  Conflict is natural and inevitable  Humans are hierarchical and struggle  Macro­level: conflict among sexes, social classes, ages, etc.  Micro­level: conflict within families  Benefits: strengthens ties, leads to social change o Feminism  Foundational belief: gender matters in social relations  Women’s experiences are different and unequal to men’s  Women oppressed by men  Do not necessarily agree with traditional family arrangements  Core Issues  Gender inequality in home and society  Intersects with race, ethnicity, and social class struggles  Broadened view of family diversity  Legislation created to handle family violence  Promotes greater equality between husbands and wives  Activism is critical  Structural Functionalism o Nuclear family structure, focused on marital bond than large kinship group, is functional  for industrial society  More geographic mobility  Necessary for new labor markets emerging with industrial capitalism  Social system, with several interdependent parts  Husband/father, wife/mother, children  Family divide along gender roles  Stability and order  Conflict and disorder are deviant  Functions  Economics  Prestige  Education  Protection  Religion  Recreation  Affection  Procreation o Today: family functions are primary socializer of children and stabilizer of adults o Social Exchange Approach  Assumptions  All social behavior is a series of exchanges  In exchanges, individuals try to maximize rewards and minimize costs  A person will accept certain costs for other rewards  When we receive rewards, we feel obligated to reciprocate   Symbolic Interactionist Approach o Every day behavior o Beliefs, ideas, attitudes of daily life and families  o Understanding and making meaning through symbols and symbolic behavior o 4 Basic Assumptions  Families and marriages are studied in own context  Infants are asocial and must be socialized  Must study families within context of social setting  Communicate symbolically and share meanings; respond to symbolic stimuli  Ecological Perspective o Family influences and is influenced by environment o Interlocking system of family and peer groups, technology and cultural norms o Associated with Urie Brofenbrenner o Model:  Individual  Microsystem: family, siblings, peers, school, work  Mesosystem: how microsystem interacts within itself  Exosystem: extended family, neighborhood, mass media, parent’s workplace  Macrosystem: laws, economy, culture, history, social conditions o In order for interventions to work, must account for various systems  Family systems o Solves problems o Makes decisions o Achieves collective goals o Focus on how family members relate to one another  Life course o Cohort approach: born in same time period o Similar experiences shape world view  Families in Early America o Early settlers characterized by economic, racial, ethnic, religious, familial diversity  England, Holland, Scotland, Ireland, Germany, France  African slaves forcibly brought around same time  Knowledge based on physical objects, personal diaries/letters, census data o Early African American Families  1619 Jamestown: came as indentured servants  Mid­1660s: lose rights  Difficult to find spouses with plantation system  Unified heritage through lack of freedom  Legal marriage prohibited  Owner determined family’s unity  Sometimes strong residential/kinship ties between slaves and  slaveholders  Little economic importance  Profit went to owner  Civil War  Jim Crow/Civil Rights Movement  Legal “desegregation” of educational institutions  New Jim Crow  War on drugs  Unfair housing opportunities 


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