SOC 310R FAMILIES AND THE LIFE COURSE UNIVERSITY OF MISSOURI-KANSAS CITY FALL 2007 COURSE INFORMATION INSTRUCTOR:

: Eve Blobaum OFFICE: 5215 Rockhill Road PHONE: EMAIL: eve.blobaum@umkc.edu OFFICE HOURS: by appointment CLASS MEETINGS: Tuesdays and Thursday, 2 3:15 PM, 309 Haag Hall REQUIRED MATERIALS Cherlin, Andrew. 2008. Public & Private Families: An Introduction (5th edition). New York: McGraw Hill. ISBN-13: 978-0073528083 Coontz, Stephanie. 2000. The Way We Never Were: American Families and the Nostalgia Trap (Paperback Reprint). New York: Basic Books. ISBN-13: 978-046509097 COURSE DESCRIPTION This course is an upper-level introductory course examining the sociological, historical, and social psychological research on families, focusing primarily on the United States. We will study families of varied ethnicities as well as family compositions at different stages of the life course. Emphasis is placed on families within social contexts. COURSE OBJECTIVES 1. To introduce students to a large body of research and theory related to the family as a social institution in the past and present. 2. To identify how societal trends and forces such as the aging population, economic change, social services, and public policies influence families. 3. To aid students in identifying and forming personal attitudes and values concerning issues of families and related policies. 4. To demonstrate sensitivity and awareness to a variety of family compositions. COURSE PHILOSOPHY SOC 310R will provide a general understanding of American families and may be useful to you at both the professional and personal levels. Keep in mind, however, that this is not a how to course; the main goal of this course is to provide the foundations of scientific knowledge in this area. As such, the course will focus on theories about families, empirical findings, and the methods by which family researchers arrive at the empirical findings with which we test and evaluate these theories. STUDENT CODE OF CONDUCT Students should be familiar with their rights and responsibilities as provided in the student handbook. This information can be viewed online: http://www.umkc.edu/handbook/Handbook_RulesPolicies.pdf

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DISABILITY SERVICES If you have a documented disability and wish to discuss academic accommodations, please contact the Office of Services for Students with Disabilities at (816) 235-5696 as soon as possible. COURSEWORK Coursework in this class will consist of three unit exams, two papers, five homework assignments, inclass activities and discussions, and group presentations. Carefully review the requirements of the class as outlined below. If you anticipate that fulfilling any of these requirements will be problematic for you, you should discuss this with the professor immediately. EXAMS (60% of final course grade) Exams will consist of multiple choice and/or short answer questions. These will be in-class, closedbook exams. The third exam will take place during finals weeks at a time specified by the university registrar. Additional information on exams will be provided in class. Make-up exams will only be given with appropriate documentation of an excused absence. HOMEWORK ASSIGNMENTS (10% of final course grade) Homework assignments are intended to guide you in an exploration of sources outside the textbook on various topics throughout the course of the semester. Each student is permitted ONE late homework assignment which will be accepted with a 20% reduction in grade for every business day it is late. PAPERS (30% of final course grade) Papers in this class are intended to give students the opportunity to dig in to a topic. This means seeking outside sources on the topic, making your own observations (remembering, of course, that sociology is a scientific discipline), and drawing generalizations in which you apply sociological thought to the issue(s). Papers should be typed in 12-point font and proofread carefully, with 1 margins on all sides. Please include a separate reference page in either APA or ASA format. A separate title page is not necessary but permissible. Further details will be discussed in class. ATTENDANCE Regular class attendance is expected. This includes arriving on time, staying until the end of class, remaining conscious, paying attention, being prepared, participating in discussions, and refraining from disruptive behavior. Students are expected to schedule work and other activities around class meeting times. Readings should be completed before the class period in which they will be discussed. INCOMPLETES Incompletes are an option only in extreme circumstances and are not possible unless at least 60% of all coursework has been completed. The UMKC policy on assigning incompletes states that An incomplete is appropriate only when enough work in the course has been completed that the student can finish the remaining work without re-enrolling in the course or attending additional classes. See me as soon as possible if something happens that may affect your ability to finish the course. GRADING SCALE A 93.0-100.0% A90.0-92.9% B+ B B87.0-89.9% 83.0-86.9% 80.0-82.9% C+ C C77.0-79.9% 73.0-76.9% 70.0-72.9% D+ D D67.0-69.9% 63.0-66.9% 60.0-62.9% F 0.0-59.9%

SOC 310R FAMILIES AND THE LIFE COURSE UNIVERSITY OF MISSOURI-KANSAS CITY FALL 2007 COURSE SCHEDULE Tuesday, August 21 Syllabus and Student Profile Forms Semester Questions Family Drawing Activity Public and private families READ: Chapter 1 (text) History of families READ: Chapter 2 (text) Family Changes Activity Paper One Assigned ASSIGNMENT ONE DUE (10 pts) Library resources for sociology MEET AT MILLER NICHOLS LIBRARY, RM. 121 History of families (contd.) READ: Chapters 1-2 (book) ASSIGNMENT TWO DUE (10 pts) Gender and families READ: Chapter 3 (text), Doing Gender Gender and families (contd.) READ: Chapter 3 (book), Feeding as Womens Work, The Good Provider Role ASSIGNMENT THREE DUE (10 pts) Social class and families READ: Chapter 4 (text), Chapter 4 (book) Social Class Activity Social class and families (contd.) CONTEXTS: Take It From Me PAPER ONE DUE (50 pts) Race and families READ: Chapter 5 (text) Race Activity Race and families (contd.) READ: The Roots of White Advantage, Tallys Corner EXAM ONE REVIEW EXAM ONE (100 pts) Love READ: Myth and Realities of Love Paper Two Assigned ASSIGNMENT FOUR DUE (10 pts) Cohabitation and marriage READ: Chapter 7 (text), Marriage Delayed or

Thursday, August 23

Tuesday, August 28 Thursday, August 30 Tuesday, September 4 Thursday, September 6

Tuesday, September 11 Thursday, September 13 Tuesday, September 18 Thursday, September 20 Tuesday, September 25 Thursday, September 27

Tuesday, October 2

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Thursday, October 4 Tuesday, October 9 Thursday, October 11 Tuesday, October 16 Thursday, October 18 Tuesday, October 23 Thursday, October 25 Tuesday, October 30 Thursday, November 1 Tuesday, November 6 Thursday, November 8 Tuesday, November 13 Thursday, November 15 Saturday, November 17 Tuesday, November 20 Thursday, November 22 Tuesday, November 27 Thursday, November 29 Tuesday, December 4 Thursday, December 6 Thursday, December 13 10:30 AM 12:30 PM

Cohabitation and marriage (contd.) READ: Whats Love Got To Do With It? Whats Love Got To Do With It Activity CONTEXTS: Lets Get Married Work and families READ: Chapter 8 (text) PAPER TWO DUE (50 pts) Work and families (contd.) READ: Chapters 5-7 (book) Children and parents READ: Chapter 9 (text) ASSIGNMENT FIVE DUE (10 pts) Children and parents (contd.) READ: Chapters 8-10 (book) EXAM TWO REVIEW Paper Three Assigned CONTEXTS: Daddy and Papa EXAM TWO (100 pts) Domestic violence READ: Chapter 11 (text) Divorce READ: Chapter 12 (text), The social construction Remarriage and stepfamilies READ: Chapter 13 (text) Social policy and families READ: Chapter 14 (text), Chapter 11-Epilogue (book) Social change and families READ: Chapter 15 (text) PAPER THREE DUE (50 pts) KANSAS SOCIOLOGICAL SOCIETY (KCKCC) NO CLASS THANKSGIVING BREAK NO CLASS THANKSGIVING BREAK Sexuality READ: Chapter 6 (text) CONTEXTS: The History of Sex CONTEXTS: The History of Sex (contd.) CONTEXTS: The History of Sex (contd.) EXAM THREE REVIEW NO CLASS READING DAY EXAM THREE (100 pts)

The course schedule is intended as a guide only. Over the course of the semester, minor changes may be necessary. Any changes will be announced with as much advanced notice as possible. Assigned readings are to be read in advance of the day they are covered in class. Additional required readings may be added and will be provided as needed.

SOC 310R FAMILIES AND THE LIFE COURSE UNIVERSITY OF MISSOURI-KANSAS CITY FALL 2007 ASSIGNMENTS AND ACTIVITES Activity One: Family Drawing Draw your family engaged in an activity you commonly do or enjoy together. Be prepared to discuss your drawing. Assignment One: Your Family Online Video - DUE THURSDAY, AUGUST 23 (10 pts) http://www.open-video.org/details.php?videoid=4528 Watch this 10-minute video online. Write 1-2 paragraphs in which you discuss the issue of family change vs. family decline. Explain your reaction to this video. Please type your response. Activity Two: Family Changes (Group) Make a list of five ways families have changed since 1900. (Be sure to indicate the direction of the changes.) Keep this list. You will use it for Paper One and we will revisit it throughout the course of the semester. Assignment Two: The Way We Never Were - DUE THURSDAY, AUGUST 30 (10 pts) Read the Preface and Chapters 1-2 in The Way We Never Were: American Families and the Nostalgia Trap. Write 1-2 paragraphs in which you discuss why an accurate understanding of the history of families is critical to understanding families today and creating effective social policy. Please type your response. Assignment Three: Gender Roles DUE THURSDAY, SEPTEMBER 6 (10 pts) Read the two supplemental readings, Feeding as Womens Work and The Good Provider Role (available on Blackboard). Write 1-2 paragraphs in which you reflect upon the readings and answer the questions below. Please type your response. 1. How do these articles reflect the notion of doing gender? 2. How do children learn gender roles? 3. How do gender role expectations affect families, positively or negatively? Paper One: Family Changes in Census Data - DUE THURSDAY, SEPTEMBER 13 (50 pts) This paper is a group assignment. Please use the same groups as for Activity Two. 1. Locate a copy of the most recent national census report. 2. Examine this report and make a list of some of the types of data that are available about families (head of household, number of children, income levels, divorce rates, etc.).

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3. Select five types of data that you believe indicate the state of the American family. Use these five items to compare families in the nation, state or city in 1990 and 2000. 4. Locate 3-5 articles in current sociological journals that use census data about the family. What types of census data are used in these articles and for what purpose? 5. Summarize your findings in a 3-4 page essay. How have families changed? How have they remained the same? Use your sociological imagination: what do you think accounts for the changes? SUBMIT ONLY ONE PAPER PER GROUP. Activity Three: Social Class and Families (Group) Using your textbook, fill in details on the provided chart for the assigned social class. Be certain the information is as complete as possible. Each group will present their information to the class. Exam questions will be drawn from this chart! In addition to filling in your portion of the chart, discuss the following questions and be prepared to share your answers: 1. What are some specific qualities of homeless families, according to your text? 2. What do you believe is the most important difference between families of different social classes? Why? 3. How are families of different social classes portrayed in the media (consider both news and entertainment media)? Are these portrayals accurate? Why or why not? Activity Four: Race and Families (Group) Using your textbook fill in details on the provided chart for the assigned racial/ethnic group. Be certain the information is as complete as possible. Each group will present their information to the class. Exam questions will be drawn from this chart! In addition to filling in your portion of the chart, discussion the following questions and be prepared to share your answers: 1. Why is generalizing about racial/ethnic groups, particularly Latino Americans or Asian Americans, problematic? 2. Why are racial/ethnic differences important to take into consideration when studying families? 3. How are families of various racial/ethnic groups portrayed in the media (consider both news and entertainment media)? Are these portrayals accurate? Why or why not? Assignment Four: Popular Conceptions of Love - DUE THURSDAY, SEPTEMBER 27 (10 pts) Carefully read the myths about love handout (available on Blackboard). Choose a favorite love song and print off a copy of the lyrics to this song. Write 1-2 paragraphs in which you discuss how love is portrayed in these lyrics and whether or not any of the myths about love can be applied. (You will

need to submit a copy of the lyrics with your essay.) Please type your response. Activity Five: Whats Love Got To Do With It? (Group) Read Whats Love Got To Do With It? (available on Blackboard) and discuss how and why marriage based on love might affect divorce rates in a society. Be prepared to share your answers with the class. Paper Two: Marriage and Partnership Interviews - DUE THURSDAY, OCTOBER 11 (50 pts) If possible, interview one of your parents and one of your grandparents about their expectations of marriage and/or partnership. Ask them to put themselves in context of when they were first courting (this is important because you want to capture the culture of the time) in order to answer the following questions: 1. What were considered to be the attributes of an ideal marriage or partnership? 2. What were the most important qualities or characteristics of a marriage partner or other longterm partner? 3. Upon what should marriage be based? 4. When was the right time to marry? 5. Under what circumstances was it appropriate to end a marriage? Combining your interviews with those of your group, write a 3-4 page paper in which you discuss how these expectations and views have changed over the past three generations and how expectations may influence marriage and divorce rates in a society. Be sure to include demographic information for each interviewee and make note of how cultural, racial/ethnic, gender, and age differences may have affected your results. SUBMIT ONLY ONE PAPER PER GROUP. Assignment Five: Parenting in the 21st Century - DUE THURSDAY, OCTOBER 18 (10 pts) Find an article in a mainstream news source which deals with parenting. Write a paragraph assessing the article and your reaction to it. Bring the article and your essay to class and be prepared to discuss them. Please type your response. Paper Three: Topic Explorations - DUE THURSDAY, NOVEMBER 15 (50 pts) In your assigned groups, decide on 3 research questions pertaining to your topic. For each question, locate 3 scholarly sources that address the question (they need not answer the question in the same way). This should give you a total of nine outside sources. Write a 3-page paper (1 page per research question) in which you review your sources and answer the question to the best of your ability. Briefly summarize your findings in a 1-page handout to be distributed to the class. Remember: your answers may be heavily qualified and inconclusive. Such is the nature of social science research. SUBMIT ONLY ONE PAPER PER GROUP.

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