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Class Notes for Marriages, Families, and Intimate Relationships, 4th Edition

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    i Instructor’s Resource Manual for Williams, Sawyer, Wahlstrom Marriages, Families, & Intimate Relationships A Practical Introduction Fourth Edition

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    iii Contents Chapter 1 Seeking: Finding Happiness in Relationships in a Complex World 1 Chapter 2 Understanding: Learning about Intimate Behavior 1 6 Chapter 3 Gender: The Meanings of Mascul inity & Femininity 27 Chapter 4 Involvement : Dating, Pairing, & Courtship 37 Chapter 5 Love: The Many Faces 44 Chapter 6 Communication : Realizing Effective Intimacy 54 Chapter 7 Sexuality: Interpersonal Sexual ity, Sexual Values, & Behavior 64 Chapter 8 Marriage : The Ultimate Commitment? 73 Chapter 9 Variations: No n marital Families & Households 83 Chapter 10 Reproduction: Decisions about Having or Not Having Children 95 Chapter 11 Parenting: Chi ldren, Families, & Generations 104 Chapter 12 Work: Economics, Jobs, & Bal ancing Family Demands 115 Chapter 13 Crises: Managing Stress, Disaster, Violence, & Abuse 1 25 Chapter 14 Uncoupling: Separation & Divorce 1 40 Chapter 15 Remarriage: Reinvented, Renewed, & Blended Families 1 52

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    1 Chapter 1 SEEKING: Finding Happiness in Relationships in a Complex World Learning Objectives After reading this chapter, students should be able to: 1.1 Discuss how love and relationships affect personal happiness. 1.2 Describe the components, types, and benefits of families. 1.3 Explain how the families of yesterday differed from our own. 1.4 Describe the great forces that influenced family life. Major Questions You Should Be Able t o Answer 1. How could an intimate relationship make me happy? 2. What are the principal components and benefits of marriage and family? 3. How have the families of today been influenced by the past? 4. What economic and demographic forces are affecting the family? On the Web What Do You Seek in Love & Intimacy? Oxford Happiness Questionnaire — Meaning and Happiness www.meaningandhappiness.com At the start of every chapter, we offer you the opportunity to go on the Internet to investigate a subject that will make the forthcoming material more relevant to you. This is the first one. A principal theme of this book is that we seek happiness in intimate relationships. But what is happiness? To begin to investigate this subject, go to the website “Oxford Happiness Q uestionnaire — Meaning and Happiness.” After you finish, you can look at the “Interpretation of Score” to see how you scored in relation to others. C hapter Outline I. 1.1 Seeking Happiness through Love & Intimacy Many people think that they will be happy if they can find the ri ght relationship. In fact, among the happiest people are those who are married. It’s possible that you can manage your emotions for happiness just as you manage other things in your life. Happy couples have common strengths in at least five areas.  Major Question 1.1: How could an intimate relationship make me happy?

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    2 A . Love, Marriage, & Happiness 1. Loneliness may be hazardous to one’s health 2. Singles may be better off because some research shows that marriage actually reduces social ties B . Marriage & Well - Being 1. Who is very happy? a. 40% of married people b. 24% of people living together c. 22% of those never married d. 18% of those previously married 2. Research shows that once adults marry, their well - being improves C . Numbers T hat Matter : Marriage, Families, & Happiness 1. 40% of married people say they are happy compared with 24% of never - married people 2. 75% of happy couples agree on the high quality of their communication 3. Married couples declined from 71% of all families in 1970 to 48.4% in 2010 D . Practical Action : Happiness: Is It within Your Grasp? 1. The happiness “set point” 2. Can money buy happiness? 3. Where do you live? The effect of culture on happiness E . Love, Appr e ciation, & Happiness 1 . John Gottman indicates that the best predictor of divorce is contempt, which may be thwarted by cultivating a “culture of appreciation” F . How Happy Are You in a Relationship? 1. Key a reas that affect a couple’s happiness: a. They communicate well b. They are flexible as a couple c. They are emotionally close d. They have compatible personalities e. They agree on how to handle conflict 2. Other areas that affect a couple’s happiness are : a. their sexual relationship b. their choice of leisure activities c. the influence of family and friends d. the ability to manage finances e. an agreement on spiritual beliefs II. 1.2 Marriage & Family: The Basic Concepts Marriage has five components: emotional, ceremonial, legal, sexual faithfulness, and parenting. Family may be a traditional “modern” or nuclear family. Or today it may be a “postmodern” family, such as a two - household (binuclear) or blended family (stepfamily), or even one consisting of “affiliated kin” who are family by reason of emotional closeness.  Major Question 1.2: What are the principal components of marriage and family? A. What Is Marriage? 1. Five components:

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    3 a. The e motional component: Is love necessary? i. M ost people in the United States say they would marry for love. This is not true in all cultures b. The c eremon ial component: Church, state, or other? i. E very culture has some sort of ceremony cementing the union c. The legal component: Does the state have to be involved? i. T he state has a legal interest once a marriage license is filed — l egal marriage affects matters of property, children, debts, and inheritance d. The sexual - faithfulness component: Are monogamy & exclusivity required? i. F or most people, marriage is based on sexual exclusivity; however, there are variations of this (a) Monogamy — one spouse only, the only legal form in the United States (b) Polygamy as polygyny — more than one wife (c) Polygamy as polyandry — more than one husband e. The parenting component: Are children the main reason for marriage? i. The main “social” reason for marriage is to provide a stable framework for bearing, nurturing, socializing, rearing, and protecting children B. What Is a Family? 1. Family versus household: Not the same a. T raditional f amily: Two or more people related by blood, marriage, or adoption, and who live together ; t his obviously leaves many people out 2. The formerly “modern” family: The n uclear f amily a. Nuclear/modern family: Husband, wife, children b . Family of origin: family one is born into c . Family of procreation: family one begins upon marrying and having children 3. Today’s “postmodern” families: Binuclear, blended, & single - parent families a . Post mo dern f amily: describes the great variability in family constellation b . Binuclear: members live in two households (e.g., divorced parents with children) c . Blended family: stepfamily d. Single - p arent f amily: one parent living with child/children 4. The e xtended f amily : Kin & affiliated kin a. Kin: relatives by blood, marriage, remarriage, or adoption b. Affiliated k in: unrelated individuals who are treated as if they are related 5. Beyond the Household: Extended Families & Patterns of Residence a. Neolocal — I n their own home b. Pa trilocal — W ith the husband’s family c. Matrilocal — W ith the wife’s family C. Why Have Families at All? Four Benefits 1. Economic benefits : Economies of scale a. G reater income earning potential, distribution of chores 2. Proximity : Convenience a. C loseness ; more convenient to obtain help or company 3. Familiarity: At your best & at your worst a. F amily members know the best and the worst about you 4. Continuity : People who are always there for yo u a. L ong - term emotional support, attachments, and assistance

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    4 III. 1.3 A Short History of Families This section presents the history of the American family during three eras: the early American era, the 19th and early 20th centuries, and the modern era. We describe variations for different ethnic and racial groups.  Major Q uestion 1.3: How have the families of today been influenced by the past? A. American Families in the Colonial Era 1. Native American families a. Marriage and sex b. Families c. Transitions 2. White colonial families a. Marriage and sex b. Families c. Transitions 3. African American families a. Marriage and sex b. Families 4. Hispanic (Latino) families a . Marriage and sex b. Families B. Families in the 19 th & Early 20 th Centuries 1. Industrialization , urbanization, & immigration a. Industrialization — From self - sufficient to wage - earning families b. Urbanization — The movement to the cities c. Immigration — Two waves of newcomers 2. The importance of kinship networks 3. The changing family & changing roles C. Families in the Modern Era 1. Rise of a new form: The companionate family 2. The effect of the World Wars & t he Great Depression a. The Great Depression — Out - of - work men blame themselves b. World Wars I and II — Women take “male - only” jobs 3. Families in the 1950s a . The B aby B oom — The swelling population b. Suburbanization — The move to the suburbs c. The child - centered culture 4. How the family stands today a. Trend #1 — People are living longer and marrying later b. Trend #2 — Women are having fewer children and waiting longer to have them c. Trend #3 — More people are living alone or in unmarried relationships d. Trend #4 — More families are single - parent families e. Trend #5 — More two - parent families feature both parents working f. Trend #6 — There are more divorces, remarriages, and blended families 5. Is the family in decline?

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    5 a. “The decline in two - parent families means trouble for children” b. “Children are no worse off with other kinds of parental arrangements” IV. 1.4 Major Forces Affecting Relationships & Families Traditional families are being radically influenced by economic and demographic forces. Economically, the family has been affected by the Industrial Revolution, technological change, globalization, the mass media and popular culture, and the recent Great Recession. Demographic trends are affecting changes in ethnic and racial diversity.  Major Question 1.4: What economic and demographic forces are affecting the family? A. Today’s Changing Families : Economic Forces 1. The effect of the Industrial Revolution: From familism to individualism a. Familism : Th e family collective concerns take precedence over the needs of the individual b. Individualism : T he needs of the individual take priority over the family collective concerns 2. Technological c hange : More complexity or more choices? a. From t ransportation to c ommunication b. Computers, the N et, and the w eb c. Developments in b iology d. Globalization i. Argument for globalization ii. Argument against globalization e. The mass media & popular culture: Relief from boredom & other effects i. Roles ii. Beliefs iii. Values f. The Great Recession of 2007 – 2009: The biggest economic setback since the 1930s 3. Practical A ction: How Ar e S ocial M edia A ffecting R elationships? a. The iGeneration b. The p ositives of c ommunications t echnology c. The n egatives of c ommunications t echnology 4. Today’s changing families: Demographic trends a. Non - Hispanic whites — 62.6% of Americans in 2013 b. Hispanic or Latino — 17.1% in 2013 c . African Americans — 13.2% in 2013 d . Asian Americans — 5.3% in 2013 e . Native Americans & Alaskan natives — 1.2% in 2013 f . Native Hawaiian & other Pacific Islanders — 0.2% in 2013 g . Are racial & ethnic identities firm? h . The “no racial majority” scenario: Multiracial in America B. Your Personal Exploration Key Terms

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    6 Adolescence: a separate social and psychological stage of development coinciding with puberty and characterized by rebellion and crises (p. 16) . Affiliated kin: unrelated individuals who are treated as if they are related (p. 12) . Beliefs: the definitions and explanations people have about what is true (p. 28) . Binuclear family: a family in which members live in two different households, usually as a result of parents being divorced and their children spending time with both (p. 11) . Blended family: a family created when two people marry and one or both brings into the household a child or children from a previous marriage or relationship ; also called a stepfamily (p. 11) . Common - law marriage: a type of living arrangement in which a man and a woman living together present themselves as being married and are legally recognized as such (p. 9) . Demographics: characteristics of a population such as family size, marriage and divorce rates, and ethnicity and race (p. 29) . Demography: the study of population and population characteristics, such as family size, marriage and divorce rates, and ethnicity and race (p. 29) . Ethnicity: cultural characteristics that distinguish one group from another (p. 29) . Extended family: a f amily that includes not only members of the nuclear family but other people as well (p. 12) . Familism: a philosophy in which family collective concerns take priority over individual concerns (p. 18) . Family: traditionally defined as a unit of two or more people who are related by b lood, marriage, or adoption and who live together (p. 10) . Family of cohabitation: the family you begin if and when you get married and have children; also called family of procreation (p. 11) . Family of orientation: the family into which you were born or in which you grew up; also called the family of origin (p. 11) . Family of origin: see “ family of orientation ” (p. 11) . Family of procreation: see “ family of cohabitation ” (p. 11) . Globalization: the trend of the world economy toward becoming a more interdependent system (p. 27) . Household: defined by the U.S. Census Bureau as any group of persons residing together (p. 10) . Indentured servants: people who worked under contract to an employer for a number of years to pay for their passage to the New World or other obligations (p. 15) . Individualism: a philosophy in which individual concerns take priority over family collective concerns (p. 25) . Kin: people in your family who are your relatives by blood, marriage, remarriage, or adoption, ranging from grandparents to nieces to brothers - in - law (p. 12) . Marriage: a socially approved mating relationship (p. 7) . Matriarchal family: family in which the mother holds the power (p. 15) .

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    7 Matrilineal: system in which children trace their descent, and perha ps rights and property, through the mother’s line (p. 14) . Matrilocal residence: pattern of residence in which newly married partners reside with the wife’s family (p. 12) . Media - sharing website s : online social networks in which members share media such as photos, video, and music (p. 25) . Modern family: a family that consists of father, mother, and children living in one household ; also called the nuclear family (p. 10) . Monogamy: marital or s exual relationship in which a person is commit ted exclusively to one partner (p. 9) . Neolocal residence: pattern of residence in which newly married partners set up their own household (p .12) . Nuclear family: see “modern family” (p. 10) . Patriarchal family: a family in which the father holds the power (p. 15) . Patrilineal: system in which descent and ownership of property c o me down through the father’s line (p. 14) . Patrilocal residence: pattern of residence in which newly married partners live with the husband’s family (p. 12) . Polyandry: marriage in which one wife has more than one husband (p. 10) . Polygamy: form of marriage in which one person has several spouses (p. 9) . Polygyny: marriage in which one husband has more than one wife (p. 9) . Postmodern family: a term meant to describe the great variability in family forms (p. 11) . Puberty: the period during which one develops secondary sex characteristics (suc h as breasts or facial hair ) (p. 14) . Race: inherited physical characteristics that distinguish one group from another (p. 29) . Roles: patterns of behaviors expected of a person who occupies a certain social position within a certain group or culture (p. 28) . Single - parent family: a family in which a child or children lives with one parent (p. 11) . Social networking websites: online communities of Internet users who share a common bond (p. 25) . Stepfamily: see “ blended family ” (p. 11) . Traditional family: family structure in which the man’s role is primarily husband, father, and income earner and the woman’s role is wife, mother, and homemaker (p. 11) . Values: deeply held beliefs and attitudes about what is right and wrong, desirable and undesirable (p. 28) . Web 2.0 : the second generation of the Internet, characterized by communication tools , wikis (websites that allow visitors to edit content) , and s ocial networking websites (p. 25) Discussion Topics

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    8 1.1 Seeking Happiness through Love & Intimacy 1. Happiness is an important and elusive topic; what will bring happiness to one person may bring misery to another. Yet we all seem to seek happiness in our relationships with others. Among the most important relationships in our lives are those with the people with whom we choose to share our lives in an intimate way. Discuss how we seek different components of happiness from different areas of our life. Then consider the types of happiness found in our intimate relationships and the qualities of the relationship that enhance and/or strengthen happiness. 2. What makes, or would make, you happy? Have students provide a list of things they think will make them happy and write these on the board. Help students recognize that different things make different people happy , and guide them in detect ing any biases they may have toward accepting what makes another happy. 3. How do you know when you are happy? Students will usually identify abstract things such as “I feel good” or “I just feel happy.” Help them identify behaviorally observable ways of telling how they are happy, such as being more active, smiling more, speaking more often to people, and having more energy. This helps students recognize that they may be happy even when they don’t “feel” it, and this recognition may increase their overall feelings of happiness if they see that they are happy more often. 1.2 Marriage & Family: The Basic Concepts 1. What difference does marriage make? Have students discuss the pros and cons of marriage. Help them realize the legal, social, and sexual components. Is there a gender difference in the way students respond? 2. What is a family? Ask students to list the types of families they know (gay, sin gle, divorced, widowed, never married, etc.). 3. What have you gained from being a part of a family? Help students recognize the benefits of being in a family, either family of origin or family of procreation (sharing chores, friends and confidants close by, someone to accept you as you are, someone who always cares about you). 1.3 A Short History of Families 1. The concepts of marriage and family have changed radically since the first half of the 20th century. While some fulfill the needs of marriage and family in the traditional way, many more fulfill these needs in less traditional ways.  Discuss what these changes mean to people seeking nontraditional families and marriages (gays, cohabitation, and single parents).  Discuss how choosing a nontraditional family can be difficult for families of origin and friends.

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    9  Discuss ways to show a cceptance to nontraditional families. For example, educate yourself about other lifestyles, don’t use derogatory terms such as “That is so gay!” and include nontraditional family members as you would any other family member. 2. The American family has changed a great deal in the last century.  Discuss what some of these changes mean. For example, two - income families mean greater resources but less parent/child interactions. Both parents working means that young children are in the care of another person, which causes an increase in daycare cen ters and other alternative forms of childcare.  The increase in single - parent families (most often headed by single mothers) creates a group of people with the lowest incomes. Discuss what it means to be a single mother in today’s society.  The divorce r ate creates changes in how marriage is viewed. For example, some young people view their marriage as a “first marriage , ” with the expectation they will marry again. Discuss why marriage may no longer be viewed as “a lifetime commitment.” 1.4 Major Forces Affecting Relationships & Families 1. What do you think of globalization? Describe the arguments for and against globalization and have students discuss the pros and cons as they see them. Help them see the other perspectives and expand their worldview to fit others’ views. (This may be a challenging topic if some of their fami ly members have lost jobs to globalization.) Class Activities and Handouts In - Class Activity Bring in a variety of commonly available popular magazines. Be sure to collect magazines representing differing ages, ethnicities, races, and cultures. Divide the class into groups of three to four students, and give each group a magazine. Give groups 10 minutes to identify the various family forms depicted and list demographics such as age, race, and ethnicity. Have each group identify roles, values, and diversity represented in each magazine. Allow time for each group to report their discoveries to the larger group.

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    10 Out - of - Class Activity Read the case studies of the ideal family, and then answer the case - study questions. The Ideal Family Case No. 1 Mr. and Mrs. Falborne live in a lovely apartment in a large city. All bills are incorporated into their rental fee. Both have pleasant jobs. Each morning they breakfast together and then depart to their differing interests of the day. They seldom see each other during daytime hours but each is interested in the other’s work. They lunch separately and often dine out together in the evening. They are successful and happy. They have friends of many kinds. They live in a world full of opportunities for gracious living, and each has some private interests to which they devote part of their time, effort, and money. Each is “somebody” in the eyes of the other. They have no children. They are not against children, but they are not in a rush for them. They will have as many as they feel comfortable with and for whom they can find suitable resources to help care for them. They do not have maid service daily, but someone comes in weekly. They expect to be good parents, but the wife expects to continue her career, so they will involve other people and community resources in the rearing of their children. They feel that their commitment in life is to themselves and their world and to raising their children to operate effectively in life. Case No. 2 Robin and Keri live in a nice house in the suburbs of a mid - sized town. They are both professionals working in jobs that provide them with meaning in their lives. They feel they are contributing to society with the work they do. They have many outside interests that occupy their time and each enjoys these activities. They are involved in some outside activities together, and others they are involved in without the other. They are comfortable with each other, dedicated to their relationship, and comfortable with their sexual orientation. They feel their lives are committed to social justice and service. At times they experience prejudice , but this does not happen often, and they have a strong support network and many accepting friends and colleagues. They have no children but have discussed adopting at some point in the future when they feel ready for the responsibility and have resources available. Case No. 3 Mr. and Mrs. Claymore live in a small town in a medium - sized house with a lovely yard. The neighborhood is alive with children. Mr. Claymore has a responsible and respectable job with a local firm. Mrs. Claymore does not work outside the home except in emergencies. Four children keep her occupied. She is active in the Parent - Teacher Association (P.T.A.), church, and in some community groups in which she has an interest. Mr. Claymore is solid, religious, and attentive to his family and his yard. He has a few sound contacts within the community that he maintains. The family does a lot of things together, such as picnicking, visiting, and hobbies — nothing fancy, but pleasant. The neighborhood is friendly and the family interchanges activities with other couples and families throughout the town. Members of this family like one another and support one another in various activities. Life is not exciting, but neither is it dull. It has regularity and routine with which everyone feels comfortable and it has a predictability felt by

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    11 young and old. Mr. and Mrs. Claymore jointly head up the home and each is willing to condescend to the other though they generally believe that father should be the head. The children fit in well with their peer groups with occasional upsets. Family members are likable and liked. They are developing skills but are not greatly pressured concerning them. Life for this family is pleasant and regular and all seems to fit into its place. Case No. 4 Mr. and Mrs. Featherwell live in a lovely, spacious house in the suburbs of one of our central cities. Mrs. Featherwell is president of her local Parent - Teacher Association (P.T.A.) and is an active member of other community and women’s groups. Mr. Featherwell is a junior executive in one of the large companies in the city. They have three children, ages 12, 9, and 7. They are usually nicely dressed and are rather careful around the house. Family and children’s friends are numerous, but they are screened with some degree of selectivity and friendship with certain groups is greatly reinforced. Mr. Featherwell is involved in some community groups where he seeks to play an active role, as he does also in h is church. He provides the income and, with help, takes care of the yard, of which he is very proud. Mrs. Featherwell handles the budget and is an excellent hostess. They are going to a company party and she has just called her husband and a friend for further details and to determine and discuss what she should wear. The children have been waiting for her to take them to their activity for the afternoon and are becoming quite verbal in their impatience at her slowness. Family council is held once a week in this family, directed by the father. Each person is considered an individual and has freedom to express himself or herself as such. The family does some things together and frequently seeks to be involved in educational and cultural activities. Mr. and Mrs. Featherwell go places frequently together without the children and even for extended periods of time, during which they hire someone to care for the children. Life at the Featherwells ’ home operates very efficiently under the mother’s guidance and is generally pleasant, but proceeds at a hurried pace. Children are expected to demonstrate achievement in some of their activities and to develop skills. Case No. 5 Mr. and Mrs. Trueman could be living in any city or area of the country. He is advancing well with his company. Mrs. Trueman thinks he is a wonderful person. He makes many contacts and is a well - known figure in the world in which he operates. His family is well informed and respected by others in the community. Mrs. Trueman is happy with his activity on behalf of herself and the family, but she is quite content to stay in the background and let him front for the family. They are very polite and cordial with one another and with their children, who are well behaved and are achieving well in school and in the development of personality skills. Their names often appear on the lists of achievers. Life in the home is organized around the coming and going of the father. Mrs. Trueman spends a lot of her time in home hobbies and in visiting the neighbors and the ladies of the church. She involves her children in the home activities, particularly the girls, while Mr. Trueman gives more time to his boys, trying to be at their activities when he can and taking time off with them on occasion. Life in the family revolves around the mother and her rather gentle approach to and acceptance of life, but when father comes home the pattern shifts to accommodate what his world requires. Life is rather proper in this family, but somewhat relaxed, and family members each have satisfactory worlds in which they operate.

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    12 Case No. 6 Mr. and Mrs. Straman live in a medium - sized house in a respectable urban housing situation. They have four children. Both work at jobs they like and in which they find satisfaction. There is not a lot of interchange between them concerning their jobs or activities. Each is a strong individual entity, and they go their separate ways without much worry about one another. If emergencies come up they pitch in and help one another, but otherwise each is expected to be on his/her own. The children have been given the same privileges of being strong individuals and have a strong voice in family affairs. They do not hold family councils. Life revolves largely around the mother at home, with the father free to come and go as he wishes. The mother may hire help, or do whatever is needed to handle the home situations without overdoing herself. They consider themselves a very modern family. The husband and wife do not engage in a lot of joint activities, though they will when needed. They build their relationship on a strong affectional sex life. They move about the community as they wish, choosing their activities and associates and encouraging their children to do the same. They are supportive of the children and back them strongly, but they will also put pressure on them to express their personal strengths. Life in the home varies with the situation and in mood and tempo. It has a situational aspect to it that decides what shall be done. They contribute to community and church affairs in the areas in which they feel interested and capable. The mother may be as free as the husband to move about in the home. A family of strong individualists, this family flows with the tide as needed, is not highly analytical or emotionally communicative , but is very supportive of each one’s selection of ways to express the strength of his/her individuality.

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    13 Name: ________________________________________ Date: ____________________ Case Study Questions Each of these family lifestyles allows the expression of individual personality. Each family goes about it differently and does not produce the same types of personalities, but each represents different kinds of family strengths. You won’t find exactly what you want in any of them. Nevertheless, some will carry the message of what you want more than others. Answering the following questions should help you gain a better recognition of what you are looking for and what you are biased toward and against, particularly as we may have the opportunity to interchange ideas in class sessions. 1. Which of these families most closely reflects the image you have of a good family? You may not like any of them, but you should be able to pick one as being more reflective of your ideas. 2. Identify three things about the family you chose that caused you to be more attracted to it. a. b. c. 3. Is there anything in the family you chose that you dislike? If so, identify it. 4. Which of these family groups seems to have achieved the most . . . ________ a. u nity ? ________ b. f avorable conditions for providing for the personal satisfaction of each family member ? ________ c. f avorable conditions for providing for the personal welfare of husband and wife, i.e. the well - being of their “pair” relationship ? ________ d. f avorable conditions for increased open conflict and struggle among family members ? ________ e. c lear evidence of love expression among family members ? ________ f. b alanced organization of family resources ?

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    14 5. As you look at each case study , what is it that most strikes you about each family? Case 1: Case 2: Case 3: Case 4: Case 5: Case 6: 6. Looking back at the answers you have given, what clues do they suggest about your particular desires for your own family?

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    15 Diversity Resources National Center for Family and Marriage Research https://www.bgsu.edu/ncfmr.html This site offers various resources by topics and data sets, and it provides family profiles, comparisons, and data. The NCFMR extols a three - fold mission — research, training, and dissemination. National Healthy Marriage Resource Center http://www.healthymarriageinfo.org/index.aspx This resource is “a clearinghouse for high quality, balanced, and timely information and resources on healthy marriage. ” The NHMRC’s stated mission is to “ be a first stop for information, resources, and training on healthy marriage for experts, researchers, policymakers, media, marriage educators, couples and individuals, program providers, and others.” University of Central Florida : Marriage and Family Research Institute www.mfri.ucf.edu The University of Central Florida Marriage and Family Research Institute conducts original research to meet goals including the facilitation of scholarly activity of faculty and graduate students interested in marriage and family issues and imparting skills and best practices to professional and nonprofessional individuals and couples. U.S. Department of Health and Human Services Administration for Children & Families https://www.acf.hhs.gov/ The Administration for Children & Families’ mission includes helping married couples “ gain greater access to marriage education services, on a voluntary basis, where they can acquire the skills and knowledge necessary to form and sustain a healthy marriage.”

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    1 Chapter 2 UNDERSTANDING: Learning about Intimate Behavior Learning Objectives After reading this chapter, students should be able to: 2.1 Identify and explain the steps involved in critical thinking. 2.2 Discuss the eight key theoretical perspectives on the family and describe how macro - and micro - level orientations apply to the perspectives. 2.3 Explain the five principal kinds of scientific research and the importance of objectivity. Major Questions You Should Be Able to Answer 1 . Is there a more beneficial way to approach the world and ideas than I might be taking now? 2. What are eight perspectives for looking at the family and relationships? 3. What are five principal kinds of scientific research? On the Web Understanding Advertising Jean Kilbourne http://jeankilbourne.com Do you really know how advertising works? See if you can find out one thing about ads that makes you realize how they influence you. To start, you might go to the website “Jean Kilbourne” and click on “Get Active.” What did you learn? Chapter Outline I. 2.1 Learning How to Think: Keys to Being Open - Minded We discuss how uncritical thinking can hinder our approach to the truth. We then describe four steps in critical thinking.  Major Question 2.1: Is there a more beneficial way to approach the world and ideas than I might be taking now? A. Numbers T hat Matter: How Times Have Changed 1. The average American spent 4.5 hours daily watching TV in 2013 B. Uncritical Thinking & Magical Thinking 1. The enemy: Our mind - sets C . Critical Thinking 1. The steps in critical thinking

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    2 a. Get an understanding of the problem b . G ather information and interpret it c . Develop a solution plan and carry it out d . Evaluate the plan’s effectiveness D. Example of Magical Thinking: The Vaccine Doubters 1. Taking h ealth for g ranted 2. The d iscredited a utism c onnection 3. Antiscience & the Internet E . Critical Thinking: Skills versus Disposition F . Practical Action : The Steps in Critical Thinking 1. Get an understanding of the problem 2. Gather information & interpret it 3. Develop a solution plan & carry it out 4. Evaluate the plan’s effectiveness II. 2.2 Theoretical Perspectives on the Family Theories offer perspectives explaining why processes and events occur. Eigh t perspectives for viewing marriage and family are structural - functional, conflict, symbolic interaction, family systems, social exchange, feminist/male studies, ecological, and family development.  Major Question 2.2: What are eight perspectives for look ing at the family and relationships? A. Two Types of Theories: Macro - Level versus Micro - Level Orientations 1. Macro - level orientation: The top - down view 2. Micro - level orientation: The bottom - up view B. The Structural - Functional Perspective: The family is a social institution performing essential functions 1. Manifest functions: intended 2. Latent functions: unintended 3. Applying the p erspective : Families have three main functions: a. To ensure that society has an ongoing supply of new members and to be a source of socialization b. To provide economic support for family members c. To provide emotional support for family members C . The Conflict Perspective: Conflict & change, not harmony, is the normal state of the family 1. Applying the perspective a. Conflict over power b. Conflict over resources D . The Symbolic Interaction Perspective: People’s interactions ultimately determine their behavior 1. Applying the perspective a. Definition of the situation b. Self - image based on others ’ interactions c. Predictability of behavior

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    3 E . The Family Systems Perspective: Family members are interconnected, & changes in one member affect the others 1. Applying the perspective F . The Social Exchange Perspective: Individuals seek the most benefits & the least costs in a relationship 1. Applying the perspective G . The Feminist Perspective: Inequality between men & women results from male dominance 1. Applying the perspective a. Emphasis on inequality b. No one kind of family c. Reduction in harassment and violence 2. Men’s s tudies H . The Ecological Perspective: T he family is influenced by & influences its environment 1. Applying the perspective I . The Family Development Perspective: Individuals & families change through stages of life 1. Applying the perspective J. Is A ny P erspective B etter than A ny O ther? 1. Pluses & minuses a. Structural - f unctional b. Conflict c. Symbolic i nteractionist d. Family s ystems e. Social e xchange f. Feminist g. Ecological h. Family d evelopment III. 2.3 How Do You Know What’s True? Learning to Evaluate Research Results Five principal kinds of scientific research are survey, clinical, observational, experimental, and other — cross - cultural, historical, and longitudinal. When looking at research findings, be aware of the blinders of your own experience and the flaws that can affect research studies.  Major Question 2.3: What are five principal kinds of scientific research? A. Survey R esearch: Collecting data by questionnaire or interview from representative samples 1. Step 1 : Decide on the population & the sample a. Representative (random) sample b. Nonrepresentative sample 2. Step 2 : Gather the data: Using questionnaires or interviews a. Survey by questionnaire b. Survey by interview 3. Step 3 : Analyze & generalize the results B. Clinical Research: In - depth examination of individuals or groups in counseling 1. Benefits: host of insights

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    4 2. Drawbacks: results can’t be generalized C. Observational Research: Observing people in their usual surroundings 1. Two kinds of observation a. Participant observation — Interact anonymously with subjects b. Nonparticipant observation — Just observe subjects 2. Benefits 3. Drawbacks D. Experimental Research: Measuring behavior under controlled conditions 1. Two kinds of variables a. Independent variable s b. Dependent variable s 2. Experimental group versus control group a. Experimental group b. Control group 3. Benefits 4. Drawbacks E. Other K inds of R esearch 1. Cross - cultural 2. Historical 3. Longitudinal 4. Content analysis 5. Secondary analysis F. Trying to B e O bjective: How D o Y ou K now W hat’s T rue? 1. Your mind - sets: The possible filters a. Ethnocentrism — “My c ountry or c ulture i s b est” b. Heterosexism — “The o nly l egitimate f amily i s h eterosexual” c. Bias against not having children — “Children a re the u ltimate r eason” 2. Possible flaws in research studies a. Researcher is biased b. Sample is biased c. No control group d. Questions not neutrally worded e. Time and other distortions f. Questions of reliability and validity G . Using the S ociological I magination: Different F olks, D ifferent F amilies Key Terms Case study method: research that consists of clinical practitioners working directly with individuals or families using interviews, observation, and analysis of records (p. 58 ) . Clinical research: entails in - depth study of individual or small groups who have sought counseling for psychological, relationship, or marital/family problems from mental health professionals (p. 58 ) . Conflict perspective: views individuals and groups as being basically in conflict with each other for power and scarce resources (p. 50 ) .

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    5 Content analysis: the systematic examination of cultural artifacts or various forms of communication to extract thematic data and draw conclusions about social life (p. 60 ) . Control group: group in which subjects are not introduced to the independent variable by the researcher (p. 59 ) . Critical thinking: clear thinking, skeptical thinking, active thinking; actively seeking to understand, analyze, and evaluate information in order to solve specific problems (p. 44 ) . Cross - cultural stud y : stud y in which social scientists compare data on family life among different kinds of societies (p. 60 ) . Dependent variable s : factors or behaviors that are affected by changes in the independent variable (p. 59 ) . Developmental tasks: family members fulfill specific role expectations and responsibilities as they move through the life cycle (p. 54 ) . Ecological perspective: examines how a family (or individual) is influenced by and influences its environment (p. 53 ) . Ethnocentrism: the belief that one’s native country, culture, language, abilities, or behavior are superior to those of another culture (p. 61 ) . Experiment: factors or behaviors are measured or monitored under closely controlled circumstances (p. 59 ) . Experimental group: group in which subjects are exposed to an independent variable introduced by the researcher (p. 59 ) . Experimental research: research in which researchers try to isolate a single factor or behavior under controlled conditions to determine its effect (p. 59 ) . Expressive role: the role of the female as a homemaker who is nurturing and supportive (p. 47 ) . Family development perspective: proposes that family members accomplish developmental tasks as they move through stages in the family life cycle (p. 54 ) . Family life cycle: family members ’ roles and relationships change, largely depending on how they have to adapt to the absence or presence of child - rearing responsibilities (p. 54 ) . Family systems perspective: suggests that family members make up a system of interconnected parts of a whole and that changes in one part change the other parts (p. 51 ) . Feminist perspective: the view that inequality in women’s roles is the result of male dominance in the family and in society (p. 52 ) . Generalized: the results of the sample can be applied to the population, or the larger group (p. 58 ) . Hawthorne effect: situation in which subjects of research change from their typical behavior because they realize they are under observation (p. 59 ) . Heterosexism: the belief that the standard family is heterosexual, with homosexual families (lesbian and gays) not being viewed as true families (p. 6 1 ) . Historical study: study in which researchers compare census, social agency, or demographic data to ascertain changing patterns of family life (p. 60 ) . Independent variable s : factors or behaviors that can be controlled or manipulated by the experimenter (p. 59 ) .

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    6 Instrumental role: the role of the male as the breadwinner who is hard - working, self - confident, and competitive (p. 47 ) . Interviewer bias: bias of interviewers that allows their own preconceptions to influence how they ask questions (p. 57 ) . Latent functions: unconscious or unintended functions that have hidden purposes (p. 47 ) . Longitudinal stud y : stud y in which researchers use questionnaires or interviews over a number of years to follow up on earlier investigations (p. 60 ) . Macro - level orientation: focuses on large - scale patterns of society (p. 47 ) . Magical thinking: the interpreting of two closely occurring events as though one caused the other, without any concern for causal link (p. 43 ) . Manifest functions: functions that are open, stated, and conscious (p. 47 ) . Micro - level orientation: focuses on small - scale patterns of society, concentrating on individual interactions in specific settings (p. 47 ) . Nonparticipant observation: researchers observ e their subjects without interacting with them (p. 58 ) . Nonrepresentative sample: a sample in which participants are chosen by researchers on the basis of convenience or availability (p. 57 ) . Observational research: research in which researchers obtain information data by observing people in their usual surroundings (p. 58 ) . Participant observation: researchers interact with the subjects they are observing but do not reveal that they are researchers (p. 58 ) . Population: any well - known group of people social scientists want to study (p. 57 ) . Random sample: a sample in which everyone in a particular population has an equal chance of being included; also called representative sample (p. 57 ) . Reliability: the degree to which a measurement method produces the same results when repeated by the same or other researchers (p. 62 ) . Representative sample: see “ random sample ” (p. 57 ) . Sample: small group of the population to be studied; may be representative or nonrepresentative (p. 57 ) . Secondary analysis: the analysis of data collected by other researchers (p. 60 ) . Social exchange perspective: proposes that people’s interactions represent the efforts of each person to maximize his or her benefits and minimize costs (p. 52 ) . Socialization: the process by which offspring learn attitudes, beliefs, and values appropriate to their society and culture so they can function effectively in society (p. 49 ) . Sociological imagination: the influence of social structure and culture o n interpersonal decisions (p. 63 ) . Stratified random sample: a sample of specific subgroups of a particular population in which everyone in the subgroups has an equal chance of being included in the study (p. 57 ) . Structural - functional perspective: views the family as a social institution that performs essential functions for society to ensure its stability (p. 47 ) .

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    7 Survey r esearch: uses questionnaires or interviews to collect data from small representative groups (samples), which are then used to generalize conclusions valid for larger groups (populations) (p. 57 ) . Symbolic interaction perspective: focuses on internal family interaction, the ongoing action and response of family members to one another (p. 50 ) . Theory: a perspective or a set of statements that explains why processes and events occur (p. 46 ) . Thomas theorem: theorem that states, “ If people define situations as real, they are real in their consequences ” (p. 50 ) . Validity: the degree to which a measurement method actually measures what it claims to measure and is free of bias (p. 62 ) . Variable: a factor that can be varied or manipulated in the experiment (p. 59 ) . Discussion Topics 2. 1 Learning How to Think: Keys to Being Open - Minded 1. Help students identify and analyze a basic assumption they have about family life. For example, many students believe that parents should rear their own children. Encourage students to discuss where they got this idea, if this idea is always the best, and how to analyze alternatives. It is okay if in the end they decide that parents should raise their own children because now they have examined the concept and have accepted it based on thought instead of default. Ask them to begin to think of more challenging areas they have accepted by default rather than thought, such as religion, politics, college major — the list goes on. 2. Why develop critical thinking skills? Have students discuss the differences between critical thinking and habitual or uncritical thinking. Help them learn that critical thinking is more difficult and takes more time, at least in the beginning. Have them discuss the value of being able to think critically to help them be motivated to putting forth an effort to think in this new way. 2.2 Theoretical Perspectives on the Family 1 . Have students discuss the differences among the eight perspectives. Ask them to point ou t s trengths and weaknesses of each perspective. Help them understand that each perspective is flawed on its own and that true critical thinking employs a variety o f pers pectives. 2.3 How Do You Know What’s True? Learning to Evaluate Research Results 1. Discuss the benefits of research and the limits of findings. Often students become disillusioned when they find out that they cannot completely accept the findings of research. (Help them rethink critical thinking skills.) Help them realize that all research

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    8 has limitations, and that when these limitations are considered, we gain information and broaden our understanding of the topic. Class Activities and Handouts The following handouts may be printed out and used for in - class and/or out - of - class activities related to the topics covered in this chapte r.

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    9 In - Class Activity Please provide the type of possible research flaws illustrated below: The Family Research Alliance , an organization supporting one woman / one man marriage , recently hired a researcher to examine the family behaviors of homosexual couples. Type of research flaw? ______________________ When the researchers run the test again, they achieve different results. Type of research flaw? ______________________ A researcher examines the effect of listening to music while learning math in a second - grade classroom. Type of research flaw? ______________________ A major test to measure psychological problems is developed using people who are hospitalized with mental illness as its sample. Type of research flaw? ______________________ A researcher creates a survey and does not test it with a small group first to make sure the wording is understandable. Type of research flaw? __________________ ____

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    10 Out - of - Class Activity Name: ____________________________________________ Date: ___________________ For each of the eight theoretical perspectives listed below, please provide an example of a family you know (from TV, movies, literature, or real life) that demonstrates that perspective. Provide a brief explanation. 1) Structural - Functional Perspective 2) Conflict Perspective 3) Symbolic Interaction Perspective 4) Family Systems Perspective 5) Social Exchange Perspective 6) Feminist Perspective 7) Ecological Perspective 8) Family Development Perspective

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    11 Diversity Resources Family Systems Theory http://www.encyclopedia.com/topic/Family_Systems_Theory.aspx A detailed look at the family systems theory via the International Encyclopedia of Marriage and Family. “A Stop Sign at the Intersection of History and Biography: Illustrating Mills’s Imagination with Depression - Era Photographs” (2002. Hanson, C. Teaching Sociology ) http://www.asanet.org/sites/default/files/savvy/introtosociology/Documents/TSHanson2002.pdf A paper by Chad Hanson, a member of the social science faculty at Casper College, proposing that Depression - era photographs provide students with a visual counterpart to the perspective suggested by C. Wright Mills in The Sociological Imagination . “Migrant Mother” http://www.asanet.org/sites/default/files/savvy/introtosociology/images/Sociology/8b29516vPea pickersHigherResolution.jpg Dorothea Lange’s famous Depression - era photograph depicting a destitute migrant farm worker and several of her children in California in 1936. (See “A Stop Sign at the Intersection of History and Biography,” above.)

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    1 Chapter 3 GENDER: The Meaning s of Masculinity & Femininity Learning Objectives After reading this chapter, students should be able to: 3.1 Compare and contrast sex, sex roles, gender, and gender roles. 3.2 Explain the four major theories of gender role socialization. 3.3 Identify and discuss the sources of gender role socialization. 3.4 Summarize the advantages and disadvantages of traditional gender role socialization, and identify and explain the impact of social influences on gender roles. Major Questions You Should B e Able to Answer 1. What are the principal terms anyone needs to know to discuss gender differences intelligently? 2. What are some possible explanations for gender differences? 3. Who has influenced how I feel about being a man or a woman? 4. Is there more than one way to be masculine or feminine? On the Web How Do the Mass Media Portray Masculinity & Femininity? Geena Davis Institute on Gender in Media http://seejane.org/research How accurate do you think the mass media are in portraying men and women? Here’s an opportunity to go on the World Wide Web to find out. The Geena Davis Institute on Gender in Media, founded by actor and producer Geena Davis, is concerned with looking at gender portrayals in the mass media. 1. Go to the website “Research Informs and Empowers — See Jane.” 2. Go to Key Findings/Executive Summaries. 3. Click on one of the “Key Findings” that interests you. Do you think the gender portrayals they d escribe are correct ? Chapter Outline I. 3.1 Understanding Gender & Gender Roles To talk about gender, you need to know the meaning of sex versus gender, of gender roles and sex roles, and of socialization and gender identity. It helps to understand the distinctions among cross - dressers, transvestites, transsexuals, transgenderists, and hermaphrodites.

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    2 Finally, you should know the vocabulary of sexism — patriarchal and matriarchal, sexism and sexual harassment.  Major Question 3.1: What are the principal terms anyone needs to know to discuss gender differences intelligently? A. How to Talk about Gender: The Vocabulary 1. S ex 2. Gender 3. Role s, gender roles, & sex r oles 4. Socialization & gender i dentity 5. Cro ss - dressers & t ransvestites 6. Transsexuals & i ntersexuals B. Numbers T hat Matter: Gender Differences 1. Heterosexual males were found to be drawn to physically attractive young women, and heterosexual women were found to be drawn to men with economic ambitions. 2. Males account for 70% of D and F grades and 80% of high school dropouts. 3. Women’s and men’s work are divided . C. What Gender Are You? 1. The concept of t ransgender 2. LGBT b ecomes LGBTQIA . . . or e ven LGBTQQIAP D. Example of a Transgendered Person: Bruce Jenner Becomes Caitlyn Jenner E . The Vocabulary of Sexism 1. Patriarchal & m atriarchal 2. Sexism & sexual h arassment F . Practical Action: Preventing & Stopping Sexual Harassment 1. Two types of sexual harassment: quid pro quo (tangible economic injury) and hostile environment (offensive work environment) 2. Preventing sexual h arassmen t 3. Stopping sexual h arassment II. 3 .2 Why Do Gender Roles Differ? Some Theories Four theories that have been offered to account for gender differences are soc iobiology, social learning theory, cognitive development theory, and gender schema theory.  Major Question 3.2: What are some possible explanations for gender differences? A. S ociobiology: Does Biology Determine Our Gender Differences? B. Social Learning Theory: Does the Environment Determine Our Gender Differences? 1. Two k inds of l earning a. Learning by r einforcement — Rewards and p unishment b. Learning by m odeling — Imitation C. Cognitive Development Theory: Does Our Age Determine Our Gender Differences? 1. Two - year - o lds 2. Five - year - o lds 3. Six - and seven - year - o lds D. Gender Schema Theory: Do We Develop Mental Categories for Organizing Our Gender Perceptions?

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