Spring 2009
MARRIAGE AND FAMILY IN SOCIOLOGICAL PERSPECTIVE
Humans have a fundamental drive to form intimate relationships with others, though the process of forming intimate relationships varies a great deal from one culture to the next. The need for intimacy also changes as we move through different stages of life and in response to changes in our environment. Once we are involved in relationships, there are always challenges. Maintaining healthy and fulfilling relationships requires effort. We will look at what factors tend to promote healthy relationships and what factors tend to lead to the dissatisfaction of the dissolution of relationships. Relationships can be a source of great pleasure and/or a source of great pain.
Sociologists focus on the way external social forces and factors influence our perception of and choices in approaching and maintaining intimacy. Being sociologically mindful of marriage and family life requires self-reflection (the discovery of our assumptions of marriage and family life), placing current trends in historical context, cross-cultural comparison, and attention to interconnections between marriage, as a social institution, and other aspects of society. This course is meant to help you view marriage and family via your sociological imagination.
COURSE MATERIALS
Intersections: Marriage and Family in Sociological Perspective. A custom reader compiled by Christine Reed. 2008. Pearson Custom Publishing.
COURSE COMPONENTS
Learning styles refer to the ways you prefer to approach and digest new information. Each of us learns in our own unique ways, though we share some learning patterns, preferences, and approaches. As a student, being aware of your learning style will help promote study habits and classroom habits that emphasize your learning strengths while accommodating for any weaknesses. As an educator, the challenge is to teach to every learning style in the classroom. In attempts to accommodate ALL learning styles a variety of techniques will be employed throughout the semester. Class time will utilize engaged lecture; content related activities; entire class and small group discussions; learning and progress assessments; and multi media presentations.
* A note on lectures: The course lectures are meant to clarify, expand on, and evaluate information from the course readings but it no way serve as a substitute for learning from the course materials. Material covered in class will parallel, but not parrot the course readings. Students should be actively participating in course lecture through meticulous note taking and oral contribution in the form of carefully constructed questions and comments.
* A note on assessment: I feel it is important that students are able to give anonymous feedback at various points during the semester. This information help me discover any confusion you may be having with the material, illustrate gaps in knowledge, and allow for suggestions to improve the learning environment. Classroom assessments are meant to be a tool to improve classroom interaction and will not be evaluated and graded. Some classroom assessments will ask you to discuss a specific topic or idea, at other times I might hand you a black note card and tell you to anonymously write down any comment on any subject. Feedback should not be limited to these exercises; they are simply intended to draw out information that students may be reluctant to state explicitly.
Introduction: The introduction is the first assignment in this course. Write about why you are taking marriage and family, and what you expect to gain from the course. Also include whether or not you have any prior knowledge of the subject.
Service Learning Project: Students will be asked to spend four hours volunteering in the community for organizations or groups that interact with families. After completing the volunteer work, students will write a paper reflecting on the experience and demonstrating the ability to integrate course theories and concepts with insights gained during the course of the participant observation.
Midterm Exam: Students will take a midterm exam halfway through the course. The exam will cover information from lecture, discussion, and any supplemental materials. This will allow students to demonstrate their depth of understanding of course material.
Term Paper: Term papers will be the result of a review of literature on a controversial topic, or an unobtrusive research project. Students must select a topic and put together a timeline for completion by the conclusion of the third week of the course. We will discuss options, requirements, grading criteria, and timelines at length during the second week of the course. Papers will be turned in and presented to the class the twelfth week of the course.
Conclusion: In the conclusion, you are asked to reflect on the knowledge you have acquired during the course and how that knowledge could be applied in other classes and in other areas of your life. While writing the reflection, consider whether the goals of the course and your personal goals (as stated in the introduction) were met.
Extra Credit: Students will be allowed to attend campus events that relate to the course for extra credit. Although I may mention numerous events throughout the semester that qualify as extra credit opportunities, students may not exceed ten points in this area.
Final Exam: Students will take a comprehensive exam at the end of the course. The exam will cover information from lecture, discussion, and any supplemental materials. This will allow students to, once again, demonstrate their depth of understanding of course material.
ASSIGNMENT SCHEDULE
Week One:
Introduction
Week Three: Topic and Timeline
Week Six: Service Learning Project Due
Week Eight: Midterm Exam
Week Twelve: Term Paper
Week Fifteen: Conclusion
Week Sixteen:
Final Exam
GRADING SCALE
A 90-100%
B 80-89%
C 70-79%
D 60-69%
F 59% and below
GRADE DISTRIBUTION
Introduction 20 points
Service Learning Project
60 points
Midterm Exam
100 points
Term Paper
200 points
Conclusion 20
points
Final Exam 200 points
_____________________________________________
Total 600
points
COURSE ITINERARY
Week One:
Course Introduction
Week Two: The Family as an Agent of Socialization
Week Three: Marriage and Family in Historical Perspective
Week Four: Marriage and Family in Cross Cultural Perspective
Week Five:
Marriage and Family in Cross Cultural Perspective
Week Six: Marriage and Family in the Media
Week Seven:
Childrearing
Week Eight: Midterm Exam
Week Nine:
Mate Selection and Intimacy
Week Ten:
Mate Selection and Intimacy
Week Eleven:
Marriage, Divorce, and Remarriage
Week Twelve:
Term Paper Presentation
Week Thirteen:
Term Paper Presentation
Week Fourteen: Power and Violence
Week Fifteen: Course Wrap-up and Final Exam Review
Week Sixteen: Final Exam
STUDENT RESPONSIBILITY
Academic Integrity: Taking the ideas or expressions of another person and presenting them as you own without appropriate acknowledgment of the author constitutes plagiarism. Plagiarism deliberate, or not, is a form of theft and will result in failure. The majority of plagiarism I have seen has been unintentional. If you use someone else’s words or ideas, which I encourage you to do, be certain to use proper citation. The best advice I can offer is when in doubt, ask.
Be Here! Attendance is essential to increase your knowledge and lend depth to your understanding of the reading. Secondhand information is never as precise and coherent as firsthand information. Common courtesy dictates that you notify me in advance when possible if you will not be in class.
Let’s Chat: While I encourage classroom discussion, please do not converse during the lecture or when another student is addressing the class. When we debate controversial issues, please respect other student’s thoughts, ideas, and opinions. I have strong beliefs in the value of attempting to understand all opinions, and in the freedom to express one’s opinions.
Electronic Etiquette: Electronic devices should be put away and turned off for the duration of the class.
Assignment Submission: All course work will be submitted into Blackboard Learning System. When assignments are submitted an exclamation point will appear in the gradebook, which will be replaced with the grade at a later time. It is the students responsibility to go to the gradebook, every time s/he submits an assignment to ensure that the assignment was received.
Course Withdrawal: Students wishing to withdraw from the course must come
see me in person prior to the conclusion of my office hours on the last day for
student withdrawal.
DB Rule: Assignments will not be accepted late.
HOW TO EXCEL
Attend Class: Students who produce “A” work usually have a strong commitment to class and nearly perfect attendance.
Be Prepared: Students who produce “A” work are usually prepared for each class period. They are the students who pay such close attention to detail that they occasionally catch a mistake in course materials.
Go Beyond: Students who produce “A” work often go beyond what is required for the course, taking the initiative to look things up things they do not know, or seek out more information in areas of interest. I assume that all of you have come here ready to work hard and be challenged.
Participation: Students who produce “A” work usually contribute in class. They also tend to realize that participation requires a balance between listening and talking. These students ask interesting questions and make thoughtful comments, but do not monopolize the conversation. Remember, each student bring unique experiences and perspectives to the class.
Integrate: Students who produce “A” work are able to connect past learning with present learning, and apply material from one area to another. This includes the integration of material within a subject and the integration of material from various academic divisions and disciplines.
Work Ethic: Students who produce “A” work usually have an excellent work ethic. These students have a positive attitude toward course work, they are self-directed, and they take responsibility for their education. The students claim – as opposed to receive – knowledge. They are both acquirers of and producers of knowledge.
Critical Thinking: Students who produce “A” work are critical thinkers. Make no mistake critical thinking is an art that is cultivated through practice. This course is specifically designed to cultivate this ability.
Read it Again: Students who produce “A” work realize that quality work includes both what you say and how you say it. Poor writing style, incorrect grammar, and misspelled words often obscure good ideas and correct answers.
HELP!
I can only assist you where you bring your concerns to my attention. Please do not wait until you are overwhelmed to ask for my help. There are also many resources at the college for students who are struggling, which I would be more than happy to direct you to. This institution does not discriminate against students with disabilities. If you need special accommodations due to a disability please contact Tina Hardy (224-0284) or Jim Prendergast (224-0350).
* A final note: All course requirements are subject to change. Changes will be announced in class, and it is a student's responsibility to obtain any information regarding changes if s/he misses class.
A historical
perspective can help us place our personal relationships into a larger social
context, so we can distinguish individual idiosyncrasies or problems from
broader dilemmas posed by the times in which we live.
- Stephanie Coontz
ReaCH FaR
Responsibility, Caring, Honesty, Fairness,
Respect