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Chapter 11.doc

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Department
Sociology
Course
SOC103H1
Professor
Teppermann
Semester
Winter

Description
Chapter 11 Families and Socialization Chapter Summary While it is common to use the term ‘the family’ as if it only consisted of one form, this chapter forcefully demonstrates that there is no such thing as ‘the family’; rather, Canada, as a result of changing demographics as well as changing social and legal norms, is marked by a diverse range of family forms. In other words, it is more appropriate to talk of families, rather than ‘the family’. A recurrent theme throughout the chapter is the distinction between the idealized family and the actual family; that is, family members are ideally expected to care for and protect other members. In actuality, they may not care for them at all; some families even neglect, exploit, or abuse their own members. While indifference and abuse are not idealized and normative features of family life, they are nonetheless a common occurrence. Families are also primary socialization agents; it is in the context of the family home that children gain the knowledge necessary to become functioning members of society. However, it is noted that socialization also results in the perpetuation of inequalities of class, gender, and race. As noted in an earlier chapter, socialization is a life-long process; thus, the types of socialization that take place beyond childhood and adolescence are also examined in this chapter. Learning Objectives In this chapter, you will • learn to distinguish between good and bad parenting, and see how parenting influences a child’s characteristics; • find out how families cope differently with opportunities and crises; • see how families reproduce gender, race, ethnicity, and class identities; and, • come to understand the different forms families can take and the ways ‘family life’ has changed over time. Key Terms anticipatory socialization: Learning about and preparing for future roles, built on accumulated learning. 2 census family: A household that includes two spouses—opposite or same-sex, married or cohabiting (if they have lived together for longer than one year)—with or without never-married children, or a single parent with one or more never-married children. extended family: Multiple generations of relatives living together, or several adult siblings with their spouses and children who share a dwelling and resources. More than three kinds of relationships may be present. family: For the purpose of this chapter, any social unit, or set of social relations, that does what families are popularly imagined to do, by whatever means it does so. primary socialization: Learning that takes place in the early years of a person’s life that is crucial to the formation of an individual’s personality. resocialization: Learning within social institutions aimed at retraining or reprogramming people. secondary socialization: Learning that occurs after childhood, usually involving learning specific roles, norms, attitudes, or beliefs, and sometimes involving self-imposed learning. socialization: The lifelong social learning a person undergoes to become a capable member of society, through social interaction with others, and in response to social pressures. Recommended Readings Handel, G. (ed.) (2006). Childhood Socialization, 2nd ed. New Brunswick, NJ: Aldine Transaction. This book examines agents of socialization that have an impact on social learning by children. It gives an interesting account of how socialization differs in different societies and cultures. Albanese, P. (2007). Children in Canada Today. Toronto: Oxford University Press. This book is part of a series of works on important sociological topics with specific emphasis on Canadian issues. Albanese explores themes of childhood socialization, such as socializing agents and their impact, changes in social policy, and the relation of socialization to family and social problems. Bibby, R. W. (2001). Canada’s Teens: Today, Yesterday, and Tomorrow. Toronto: Stoddart. Canadian sociologist Reginald Bibby is well known for his surveys of adolescents and adults, as well as his studies of religion. This book historically explores the experiences of adolescents around topics like violence, sex, and drugs in relation to teenager beliefs, values, worries, and enjoyments. 3 Baker, M. (2007). Choices and Constraints in Family Life. Toronto: Oxford University Press. In this book, the author examines families within a historical and cross-cultural context. She argues that although we now have more choice in intimate partners, sexual behaviour, and the types of families we live in, these choices are also influenced by socio-economic context, including social policies, technology, educational opportunities, and so on. All of these must be examined to understand the changing nature of Canadian families. Tapscott, D. (1998). Growing Up Digital: The Rise of the Net Generation. New York: McGraw- Hill. In this book, Tapscott argues that the children of baby boomers are part of what he calls the ‘Net generation’, meaning they are growing up surrounded by high-tech toys and tools from birth. This preoccupation with technology may have a significant impact on the future of these children, changing the nature of education, commerce, recreation, the workplace, government, and the family. McDaniel, S. A., & Tepperman, L. (2010). Close Relations: An Introduction to the Sociology of Families, 3rd ed. Scarborough, ON: Pearson Educational. This is a Canadian overview of research and social theories about family life, examining topics such as the history of Canadian families, intimate relationships, parenting, stress and violence in the family context, and the future of families. Becker, H. S., Geer, B., Hughes, E. C., & Strauss, A. L. (1961). Boys in White: Student Culture in Medical School. Chicago: University of Chicago Press. This is a classic sociological work on professional socialization. It not only explores how medical students learn about medical terms, healthcare, disease, prevention, and so on, but also focuses on how medical school socializes students into the social role of the doctor. Recommended Websites Vanier Institute of the Family www.vifamily.ca The National Longitudinal Survey of Children and Youth (NLSCY) www.statcan.gc.ca/imdb-bmdi/4450-eng.htm Today’s Parent www.todaysparent.com Canadian Child Care Federation www.cccf-fcsge.ca 4 Childcare Research and Resource Unit (CRRU) www.childcarecanada.org Public Safety Canada www.safecanada.ca Multiple Choice Questions 1. __________ see the family as a microcosm of society, with individual family members coming together in a unified and productive whole. a) Symbolic interactionists b) Critical theorists c) Functionalists d) Feminists 2. According to Talcott Parsons and Robert Bales, the husband of the household performs a(n) __________ role, while the wife performs an __________ role. a) expressive; instrumental b) dominant; subservient c) instrumental; expressive d) ‘I’; ‘Me’ 3. Which of the following statements regarding critical theorists’ approaches to family life is not true? a) They take a historical approach to this subject. b) They look for universal truths about family life. c) They focus on political and economic changes in society to explain changes in family life. d) all of the above 4. Helen is conducting research on myths about family. She is most likely working from the __________ perspective. a) symbolic interactionist b) postmodernist c) feminist d) critical 5 5. The top-down approach to socialization is associated with the __________ perspective. a) authoritarian b) critical c) symbolic interactionist d) functionalist 6. Charles Horton Cooley and George Herbert Mead were both __________ theorists. a) functionalist b) symbolic interactionist c) critical d) postmodernist 7. Charles Horton Cooley termed the sense of awareness we acquire about ourselves through the reactions of others as the a) self-identity. b) social self. c) looking-glass self. d) generalized other. 8. __________ divided the self-concept into the ‘I’ and the ‘Me’. a) Talcott Parsons b) Sigmund Freud c) Charles Horton Cooley d) George Herbert Mead 9. According to George Herbert Mead, __________ is central to successful socialization. a) play b) strict parenting c) a good education d) all of the above 10. Which of the following is not a trend in changing family patterns as identified by William Goode? 6 a) The decrease in family size, virtually everywhere in the world. b) Family patterns everywhere are moving towards the modified nuclear family model. c) A change in role relations, with women and children having more power. d) The increased acceptance of changed social morals and virtues. 11. Multiple generations of relatives living together is an example of a(n) a) nuclear family. b) census family. c) extended family. d) conjugal family. 12. Same-sex couples represent about _____ percent of all couples in Canada. a) 0.6 b) 2.5 c) 10.1 d) 12.4 13. Single-parent families represent about _____ percent of all families in Canada. a) 6 b) 11 c) 16 d) 25 14. Which of the following statements about cohabiting unions is
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