HDF 390 Families and Children in Global Perspective
F13
CREDITS (3:3) GE Marker: GN
COURSE PREREQUISITES: HDF 211 and 212 or permission of instructor
INSTRUCTOR: Dr. Mary Y. Morgan
Office Hours: W 1:00-3:00; Office: 130 Stone Building
Phone: 256-0096; Email: mymorgan@uncg.edu
COURSE DESCRIPTION: A study of Asian, African, Latin American and Eastern European families and
children, focusing on family structure, gender roles, and socialization practices within their
socioeconomic, historical, and cultural context.
TEACHERS ACADEMY CONCEPTUAL FRAMEWORK MISSION STATEMENT: The mission of professional education at
The University of North Carolina at Greensboro is to ensure “Access to Opportunities through Teaching,
Learning and Caring.” This requires excellence in all our programs through alignment to state and
national standards; explicit connections between research, theory and practice; candidates’ acquisition of
the knowledge, skills and dispositions of their disciplines; detailed evaluation of our candidates’ continual
professional growth; collaboration among stakeholders; ongoing self-study; and an overriding
commitment to fostering beliefs and actions that promote education for all. Toward these ends, our Unit
and programs focus on six areas: leadership, professional knowledge, professional practice, educational
environments, data-informed decision making, and professional growth to support the learning of all
children in the context of 21st century complexity and dynamic change.
STUDENT LEARNING OUTCOMES: Upon successful completion of this course students will be able to
1) Describe the theoretical framework used to study the interrelationship between individual
and society. [HWK 4, EX1]
2) Identify and interpret variations in family configurations, roles, and childrearing practices in
different parts of the world. [HWK 5]
3) Present a more informed understanding of the broader social context by analyzing historical,
cultural, socioeconomic, political, religious, and demographic influences on both the
variations and the reasons for changes in family patterns and childrearing practices in
countries on four continents. [HWK 1, 2, 5]
4) Demonstrate an understanding of the interconnections among regions of the world and how
these affect families and children. [HWK 2, 3]
5) Examine how understanding families in different parts of the world informs our
understanding of families and childrearing practices in our society. [HWK 1, 2, 4]
6) Demonstrate sensitivity to cultural differences in families and children on a global scale.
[HWK 3, 4, 5]
7) Analyze, synthesize, and evaluate information from a contextual, ecological perspective.
[HWK 2, 3, 4]
REQUIRED TEXTS
Roopnarine, Jaipaul L. & Gielen, Uwe P. (2005). Families in global perspective. Boston: Allyn & Bacon.
TEACHING METHODS AND ASSIGNMENTS FOR ACHIEVING LEARNING OUTCOMES
The specific instructional methods and types of assignments to be used to facilitate student
achievement of the stated learning outcomes include: lecture; study of written and audio-visuals, i.e.,
PPT, films, music, internet sources; in-class discussions; student presentations; discussion board
postings.
Course requirements include 5 homework assignments and 5 exams focusing on demographic
information, historical background, current issues and research, and family patterns in the following
countries: China, Japan, India, Russia, Turkey, Greece, Central African Republic, South Africa, Kenya, and
The Caribbean (i.e., Jamaica, Bahamas, Barbados, Trinidad & Tobago, Haiti, Dominican Republic).
Exams will focus on information presented during lectures, class discussions, media presentations, and
assigned chapters and consist of multiple-choice, true/false, matching, as well as short answer and
application questions. Dates for all exams and homework assignments are identified on the schedule
which follows.
2
Homework Assignments
You will be assigned a different country for each of the following homework assignments; the
assignment list will be posted the first week of classes. The format and examples of the homework
assignments are included on the following pages. Each homework assignment will be presented in
class during the discussion of that country; a daily schedule is outlined below. Assignments should
be turned into class the day it’s presented; make-ups or revisions are not accepted. Following class
discussion, homework assignments should be posted on Blackboard. The rubric for evaluating
homework assignments is shown below.
HWK1 [SLO 3, 5]
Facts about country: List population, life expectancy, infant mortality, adult literacy, poverty rate,
unemployment, occupations, languages, ethnic groups, currency, government type, capitol in class.
Use the World Factbook at https://www.cia.gov/cia/publications/factbook/index.html for this
information. Turn in a one-page list of facts.
HWK2 [SLO 3, 4, 5, 7]
Brief historical background: List early civilizations, types of government, important contributions, famous
people, role in WWII, current issues.) Use web source for this. Turn in two-page (front & back) list.
HWK3 [SLO 4, 6, 7]
Current event about country: Identify source—e.g., news from web, magazines, radio/TV; summarize
event; and connect to other info on country. Turn in a one-page summary.
HWK4 [SLO 1, 5, 6, 7]
Research article summary: Identify article citation, sample, methods, findings, and extent to which
research fits material discussed in class. Turn in one-page summary.
HWK5 [SLO 2, 3, 6]
Chapter discussion: Identify main points from chapter in your text in a one-page, front and back, outline.
Write two questions for discussion. Turn in two-page (front & back) outline and questions.
EVALUATION AND GRADING
This rubric will be used to evaluate your homework assignment.
Homework Rubric
.5
PROMPTNESS
PRESENTATION
ORGANIZATION
ACCURACY
1
1.5
2
Submits
assignment
more than 2
days late
Submits
assignment within
48 hours of due
date
Submits
assignment by
due date but
doesn't present in
class
Submits
assignments on time
and presents in class
X1
Utilizes poor
spelling and
grammar;
assignments
appear "hasty"
Some spelling and
grammatical errors
Few grammatical
or
spelling errors
Consistently
grammatically
correct
with rare
misspellings
X1
Lack of clarity
and
organization
Minimal
organization and
clarity of ideas
Ideas are mostly
stated clearly;
material is easy
to read
Ideas are expressed
in a clear and
concise manner
X1
Information is
inadequate
with several
inaccuracies
Inaccurate info
included;
assignment is short
and offers limited
insight into topic
Information is
mostly accurate
and adequate but
further insight is
needed
Information is
accurate and
thorough
X2
3
WORKING IN PAIRS. The purpose of working in pairs on your homework assignments is to provide for
some interaction and an opportunity to learn from each other in this size of class. So figure out a way
so you both benefit. You will turn in one assignment with both of your names on it, and you will both
get the same grade.
The homework assignments are worth 35% and the exams 65% of the total grade as follows:
 HWK 1 (Facts) = 6%
 EX1 (China & Japan) = 13%
 HWK 2 (History) OR
 EX2 (India & Russia) = 13%
HWK 4 (Research) = 7%
 EX3 (Turkey & Greece) = 13%
 HWK 3 (Event) = 6%
 EX4 (Central African Republic & South Africa = 13%
 HWK 5 (Discussion) = 7%
 EX5 (Kenya & The Caribbean) = 13%
 HWK 6 (TBA) = 9
Grades are based on a 10-point scale (90-100% = A, 80-89% = B; 70-79% = C; 60-69% = D; below 60% =
F). Pluses (% ending in 7, 8, and 9) and minuses (% ending in 0, 1, and 2) will be assigned when final
grades are determined. Scores on assignments and exams will be posted on blackboard where you can
keep track of your grade throughout the semester.
ADDITIONAL COURSE POLICIES
 ACADEMIC INTEGRITY is the pursuit of scholarly activity free from fraud and deception and is an
educational objective of this institution. Violating academic integrity is considered a serious offense
by the university and is treated accordingly. Academic dishonesty includes, but is not limited to,
cheating on exams, having unauthorized possession of exams, fabricating information or citations,
facilitating the academic dishonesty of others, and submitting the work of another person as your
own (plagiarism). Academic dishonesty dev result in a failing grade for the particular assignment or
exam, a failing grade for the entire course, or suspension or expulsion from the university.
Each student is required to sign the Academic Integrity Policy on all major work submitted for the
course. Refer to UNCG Undergraduate Bulletin at
http://web.uncg.edu/reg/Bulletin/Current/AcaRegs/AcademicIntegrity.aspx

ATTENDANCE: Students are expected to be in class, on time, and stay until the end of each class.
Students who miss the first week of class without notification will be dropped from the course.
More than 3 absences will result in the loss of one exam point for each class missed. Students are
responsible for what happens in class when an absence does occur. This means you should contact
a classmate for information rather than the instructor or post questions on Blackboard (see next
item).

QUESTIONS: If you have a question about class or an assignment, post it on the Q&A section of the
discussion forum on Blackboard. Check this forum before posting your question, and if you need
clarification on a question that has already been answered, reply to that post.

CLASS PARTICIPATION in the form of comments, questions, and active engagement in classroom
activities is strongly encouraged. I assume that students share equally in the learning process,
which means that you are expected to attend class, pay attention and participate in class discussion
and activities, complete all class assignments and exams, and read your text prior to class
discussion.

DUE DATES: Homework must be presented and submitted in class on the due date for full credit. No
make-up exams, make-up homework, or extra credit will be given.

EMERGENCIES: If you have an emergency that interferes with your ability to complete the work in this
course, please let the instructor know immediately. If you cannot come for a scheduled
appointment, please contact me ahead of time. My office, phone number, and email address are
listed above.

Note: The instructor reserves the right to change the syllabus as necessary. You are responsible for
all changes to the syllabus and all information presented during class time, regardless of whether
or not you attended class. Develop a plan for keeping informed without asking the instructor to
repeat what you missed.
4
TOPICAL OUTLINE
19aug
21aug
23aug
CH1
14oct
16oct
Fall Break
China
18oct
Greece
Greece
Intro
video: Tank Man Qs
Disc Qs
26aug
28aug
China
30aug
China
China
4sept
Labor Day
No Class
Exam 3
Japan
 facts/hist
video: Japan
 disc
9sept
 event/research
11sept
Japan
28oct
Central African
Republic
13eb
Japan
Exam 1
South Africa
 fact/hist
video/web: S Africa
 event/research
video: Japan
16sept
India
20sept
India
 fact/hist
video: India
India
 disc
23sept
India
 event/research
video: Missing Girls
25sept
South Africa
Russia
Russia
30sept
Russia
 disc
 disc
video: Kenya2
18nov
4oct
Turkey
[India/Russia]
Turkey
 event/research
 fact/hist
video: Greece
video: Kenya-Where
Women Rule
20nov
 background (dr.
morgan)
22nov
The Caribbean
 disc (dr. morgan)
25nov
27nov
Thanksgiving
29nov
Break
[Kenya/Ghana/
Caribbean]
11oct
Greece
15nov
video: Caribbean
Exam 5
 fact/hist
slides: Turkey
9oct
Exam 4
Kenya
The Caribbean
Ghana
2oct
7octb
Turkey
 fact/hist
slides: Kenya1
slides: Ghana
Exam 2
 event/research
Review
Kenya
Kenya
 disc
hist
slides: Russian
Family
8nov
13nov
Kenya
event/research
Russia
 fact
Music: Tchaikovsky
 disc
 event/research
11nov
27sept
video: India (finish)
South Africa
[CAR/SAfrica]
 continue disc
web: S Africa
18sept
2nov
6nov
[China/Japan]
 disc
Central African
Republic
30oct
4nov
South Africa
25oct
 disc
 fact/hist
video: CAR
6sept
Japan
23oct
Central African
Republic
event/research
2sept
 event/research
21oct
[Turkey/Greece]
 disc
video: China
 facts/hist
 disc
OR
Exam 5
2dec
[Kenya/Ghana/
Caribbean]
T 3dev
Reading Day
7Dev
noon-1:30
OR
Exam 5
[Kenya/Ghana/
Caribbean]
5
LIST OF READINGS & VISUALS
CHPT 1
Families in global perspective: Introduction (See outline on Blackboard)
CHPT 4
The family in mainland China
The Tank Man (PBS film) 2006
Preschool in 3 Countries (video)
CHPT 5
The changing Japanese family
JAPAN 2000: CHANGING LIFESTYLES (VH9324) 1998
Preschool in 3 Countries (video)
CHPT 6
Changing patterns of family life in India
IMAGES OF INDIA (VH9087) 1998
Indian Wedding
Asia
Eastern & Southern Europe
CHPT 16
The Russian family
The Kapralov Family (Material world: A global family portrait) 2006 (ppt)
CHPT 10
Contemporary Turkish families
TURKEY: A LAND UNIQUE (turkishembassy.org—5 min history)
Turkish Cuisine 2006 (ppt)
CHPT 12
Families in Greece
MY BIG FAT GREEK WEDDING (VH11054) 2002
CHPT 20
Families in Central African Republic
Dr. Morelli’s Efe in central African (video) 1980s
CHPT 21
Family life in South Africa
Intro to GANDHI; web pictures
Blackboard
Luo families in Kenya
Slides from Kenya 1993
Kenya: Where Women Rule (DV3670) 2006
Africa
Slides from Ghana 2000, 2008
Latin America
CHPT 18
Caribbean families in English-speaking countries
LIFE + DEBT (VH10851) 2001
FORMAT FOR HOMEWORK ASSIGNMENTS AND EXAMPLES
See following pages
6
HWK 1 FACTS—FORMAT
COUNTRY NAME
FACTS ABOUT COUNTRY
INSTRUCTIONS: Download a map and find information for each of the following using the World Factbook
http://www.cia.gov/cia/publications/factbook/. Post one page including map, facts, and website. Use the
following U.S. facts sheet as a guide [on the next page].
MAP
DEMOGRAPHICS
AREA (SQ KM PLUS COMPARISON)
POPULATION
DENSITY [DIVIDE POPULATION BY AREA]
URBAN-RURAL
FERTILITY RATE
POPULATION UNDER 15
ETHNIC DIVERSITY
LANGUAGE(S)
HUMAN DEVELOPMENT INDEX (HDI)
LIFE EXPECTANCY
INFANT MORTALITY (M:F)
LITERACY (M:F)
POVERTY RATE
GDP PER CAPITA
HEALTH RISKS (HIV/AIDS, INFECTIOUS DISEASES, OBESITY)—PREVALENCE, WORLD RANK, DEGREE OF RISK
INSTITUTIONAL CONTEXT (PARTIAL)
GDP (PURCHASING POWER PARITY) —WORLD RANK
RELIGION
GOVERNMENT TYPE
HWK 2 HISTORY—FORMAT
COUNTRY NAME
BRIEF HISTORY
INSTRUCTIONS: Find historical background for your country on the web and use the outline below to organize it.
Identify 2-5 facts/events for each category. Do not copy several pages of chronological history. Post one page
only; include website(s) used. Use the following summary of British history as an example of how to do this
assignment.
OUTLINE:
 Earliest civilizations
 Types of government (or conquests by others) over time
[For former colonies, answer: Who colonized? When? Why? Independence?]
 Influences on the rest of the world, e.g., inventions, discoveries, contributions
 Famous people
 Role in WWII and consequences
 Current issues/status in world
7
HWK 1 FACTS—EXAMPLE
UNITED STATES OF AMERICA
FACTS ABOUT COUNTRY
DEMOGRAPHICS
AREA
9,826,675 SQ KM [½ Russia, ½ S America, 30% Africa, slightly > China]
POPULATION
310,232.863 (July 2010 est.) [third largest by population after China * India]
DENSITY
31.6 per sq km
URBAN/RURAL
82% urban
FERTILITY RATE
2.1 (2011 est.)
POPULATION UNDER 15
20%
ETHNIC GROUPS
White 80%, Black 13%, Asian 4%, Amerindian & Alaska native 1%,
Native Hawaiian & other Pacific islander 0.2% (2007 EST.)
LANGUAGES
English 82.1%, Spanish 10.7%, other Indo-European 3.8%, Asian & Pacific
Island 2.7%, other 0.7% (2000 census)
HUMAN DEVELOPMENT INDEX
LIFE EXPECTANCY
78 years (male 76 years; female 81 years) (2010 EST.)
INFANT MORTALITY
6.1 deaths/1000 live births (male 6.7; female 5.4) (2011 EST.)
ADULT LITERACY
99% (M/F=) (2003 EST.)
POPULATION BELOW POVERTY
12% (2004 EST.)
GDP – PER CAPITA
$46,400 (2009 EST.)
HEALTH RISKS
HIV/AIDS 0.6% (2009 est.), 62; OBESITY 33% (2008), 18
INSTITUTIONAL CONTEXT (PARTIAL)
GDP (PURC POWER PARITY) –RANK
2
RELIGIONS
Protestant 51%, Roman Catholic 24%, Mormon 2%, Jewish 2%, Buddhist
1%, Muslim 1%, other 4%, unaffiliated 12%, none 4% (2007 EST.)
GOVERNMENT TYPE
Constitution-based federal republic; strong democratic tradition
https://www.cia.gov/library/publications/the-world-factbook/geos/us.html
8
HWK 2 HISTORY—EXAMPLE
UNITED KINGDOM
BRIEF HISTORY
Early settlers
 5000 to 1500 BC— Stone Age man, first farms, Stonehenge
 43 AD to 410 AD—Roman Britain
 410 to 1069 AD—Anglo Saxons (King Arthur ?), Norman conquest (William I, the Conqueror)
Changes in government
 Types of rulers—monarchy from 9th C to present
o Henry II (1154-1189), wife Eleanor of Aquitaine, also ruled more than half of France, appointed Becket.
o Henry VIII (1509-1547), wife Anne Boleyn and 5 others
o Elizabeth I (1558-1603)—Elizabethan Era, English Renaissance
o Victoria (1837-1901)—Victorian Era
o Elizabeth II (1952-present)
 Major wars—one after another
Important discoveries, inventions, & contributions
 Common law. Consists of the rules and other doctrine developed gradually by the judges of the English royal
courts as the foundation of their decision and added to over time by judges recognizing the authority of the
accumulating doctrine. Emerged during reign of Henry II replacing tribal-feudal system of law.
 1215—Magna Carta. One of the most important legal documents in the history of democracy; led to the rule of
constitutional law; influenced the United States Constitution and Bill of Rights.
 Inventions included: calculus, electric motor, internal combustion engine, locomotive, light bulbs, insulin,
radar, penicillin, periodic table, sewing machine, steam engine, steel production, telephone, television, motion
picture.
 Largest empire in history. In 19th C, the British Empire had control over approximately one-quarter of the
world's population, including colonies in N. America, C. America, the Caribbean, Middle East (Palestine,
Afghanistan, Iraq, Kuwait, Egypt), Africa (Nigeria, Kenya, Rhodesia, S. Africa, Senegal, Swaziland, Sudan,
Tanzania), Asia (India, Hong Kong, Singapore, Malaysia, Myanmar, Philippines), Australia, New Zealand, and
the South Pacific.
Famous people
 St. Thomas Becket (1118-1170), Chancellor of England, Archbishop of Canterbury
 Geoffrey Chaucer (1343-1400), poet, “Canterbury Tales”
 William Shakespeare (1564-1616), author
 Sir Isaac Newton (1642-1727), mathematician and physicist
 George Fridrick Handel (1685-1759), composer, e.g., Messiah
 Jane Austen (1775-1817), author, Sense and Sensibility, Pride and Prejudice
 Charles Darwin (1809-1882), scientist/biologist, 'The Origin of the Species'
 David Livingstone (1813-1873), Scottish missionary explorer
 Charles Dickens (1812-1870), author, Tale of Two Cities, Great Expectations, Oliver Twist
 Florence Nightingale (1820-1910), pioneer of nursing
 Alexander Graham Bell (1847-1922), pioneer in telecommunications
 Stephen Hawkings (1942- ), theoretical physicist
Role in WWII
 Allies: Great Britain, France, & U.S.
 Winston Churchill, British prime minister during the “blitz”
 Most of their colonies got independence after WWII
Current Issues/Status in the world
 Major world power.
Notes from http://en.wikipedia.org/wiki/British_empire, http://www.britannia.com/history/,
http://www.britainexpress.com/History, http://www.great-britain.co.uk/history/history.htm
9
HWK 3 CURRENT EVENT—FORMAT
COUNTRY NAME
CURRENT EVENT
INSTRUCTIONS: Use the internet to find a current event from the country you are assigned. The news item must
be current (within the past 6 months) and relate to what we have studied about families in that country. Include
the information below on one page and post.
OUTLINE:
 Identify title of news article.
 Provide source, e.g., complete website
 Summarize the event.
 Connect this event with other information on this country as it relates to families.
HWK 3 CURRENT EVENT—EXAMPLE
MEXICO
CURRENT EVENT
Mexico calls for weapons crackdown
By SCOTT WONG | 7/20/10 12:17 PM EDT
Downloaded from http://www.politico.com/news/stories/0710/39957.html
Summary
Mexico's ambassador to the U.S., Arturo Sarukhan, urged the Obama administration this week to help prevent
the illegal buying of U.S. weapons by Mexicans. Because Mexico has strict gun-control laws, most weapons
enter from the U.S. For example, "In Texas border towns alone, there are about 7000 gun shops." Sarukhan is
particularly worried about assault weapons which are banned in Mexico. "Border violence related to drug,
weapons and human trafficking has claimed thousands of lives in recent years.” Controlling the flow of
weapons from the U.S. will reduce these problems.
Connection to Mexico Information
Poverty in Mexico provides an environment in which drugs and violence can flourish. For example, even though
literacy in Mexico is relatively high, major infrastructure is lacking which prevents access to jobs. Trade
agreements with the U.S. also tend to benefit the U.S. consumer rather than Mexican workers, and the U.S.
demand for drugs makes the drug trade lucrative. The collective nature of Mexican families is sometimes all
that people have.
10
HWK 4 RESEARCH SUMMARY—FORMAT
COUNTRY NAME
RESEARCH SUMMARY
INSTRUCTIONS: Use the following instructions to assist you in finding a current research article. Only research
found in a professional journal, like each of the following examples, is acceptable. Research reported in a
newspaper or website is not acceptable. The research must be within the past 5 years and relate to what we
have studied about families in that country. The following instructions provide step-by-step procedures for
searching for research articles.
Using the UNCG library on-line
http://www.uncg.edu/
Click on Library on the top R
Click on Databases
Click on Human Development and Family Studies under “databases by subject”
Click on any of the databases listed although the following are probably best for research on families. I have
provided an example from each of these using the key words “Egyptian families.” Look for articles within the last
5 years.

Child Development and Adolescent Studies
Dwairy, Marwan; Menshar, Kariman E. Parenting style, individuation, and mental health of Egyptian
adolescents. Journal of Adolescence, 29(1):103-117; Sept 2006.

PsycINFO
Yount, Kathryn M.; Agree, Emily M. The power of older women and men in Egyptian and Tunisian families.
Journal of Marriage and Family, 66(1), Sept 2004. pp. 126-146.

Family & Society Studies
Diop-Sidibe, Nafissatou; Campbell, Jacquelyn C.; Becker, Stan. Domestic violence against women in Egypt:
wife beating and health outcomes. Social Science & Medicine, 62(5), pp. 1260-1277; March, 2006.

PsycArticles
Worthman, Carol M.; Brown, Ryan A. Companionable Sleep: Social Regulation of Sleep and Cosleeping in
Egyptian Families. Journal of Family Psychology, 21(1), Oct 2007. Special issue: Carpe

ProQuest Research Library
Brink, Judy H. The Effect of Emigration of Husbands on the Status of Their Wives: An Egyptian Case.
International Journal of Middle East Studies. Cambridge: Dev 1991. 23(2), p. 201.
Click on Full Text and it will take you to the article. You do not have to post the full article, but you must provide a
link to the article on your summary.
OUTLINE:
 Citation (author, date, title, journal, volume/number, pages)
 Methods
 Variable or Hypotheses
 Findings
 Relationship to reading on country
 Link to the full article or website
11
HWK 4 RESEARCH SUMMARY—EXAMPLE
RUSSIA
RESEARCH SUMMARY
Cubbins, Lisa A. & Vannoy, Dana. (2004). Division of household labor as a source of contention for
married and cohabiting couples in metropolitan Moscow. Journal of Family Issues, 25(2), 182-215.
Sample
The sample consisted of 494 men and 596 women between the ages of 18 and 60. The response rate
was 56%, lower than expected. There was a sub-sample of 746 couples—6% of which were cohabiting.
Due to missing date, the final couple sample was reduced to 599.
Methods
The initial contact with respondents was by telephone, and interviews were held in person in the
respondents’ place of dwelling.
Variables/Hypotheses
There were several different variables used in the study: (1) perceived division of household labor, (2)
satisfaction with division of household labor. Others included perceived conflict, thoughts of divorce,
earnings, gender beliefs, and job related time.
Findings
Findings for women’s attitudes seem to be in line with the hypothesis. The more household labor
women are responsible for, the less likely they are to be happy, the more prone they are to divorce,
etc. Women who have liberal attitudes are more likely to believe that household chores should be
divided equally. As a result, these women are more likely to work, and have less time to spend around
the house, and want men to step in.
Findings for men’s attitudes, however, seem to be quite different than the results for women. Men
seem to be happy the more the woman works around the house. These findings indicate that the effect
of the division of household labor on marital conflict is more important for wives than for husbands.
Relationship to Readings
The findings from this study fit the material we have discussed in class regarding gender roles and
family structure. Russian women have always been part of the labor market as well as homemakers.
This research shows that women aren’t quite so happy being totally responsible for household labor.
The possibility of divorce based on conflict brought about by the division of household labor dev
contribute to a change Russian family structure. We learned that couples in Russia are not necessarily
married for a life time, which this could affect. We also learned that gender inequality in Russia has
increased with the change from communism to a market economy and that men now control 80% of
business. This research is definitely applicable to such information.
The online version of the article can be viewed at:
http://jfi.sagepub.com/cgi/content/abstract/25/2/182
12
HWK 5 READING DISCUSSION—FORMAT
COUNTRY NAME
DISCUSSION OF READING
INSTRUCTIONS: Use the following as a guide to outline the reading you are assigned. Your reading may not
follow this outline so omit what isn’t applicable and include additional information that provides insight into
families in this country. Turn in a one-page outline (may be front and back) plus two questions that could be
used in our discussion.
Contextual Factors (if provided)
Family Structural Pattern
 Family Structure [Extended/Nuclear]
 Power Hierarchies
 Age
 Gender [patriarchal or egalitarian]
 Worldview [Collective/Individualistic]
 Marriage
 Purpose of Marriage
 Arranged/Choice
 Bride-price/Dowry
 Divorce
 Incidence
 Reasons necessary for divorce
 Changes in families/Causes/Consequences
Gendered Division of Labor
 Male Roles
 Productive labor
 Reproductive labor
 Education
Female Roles
 Productive labor
 Reproductive labor
 Education
 Urban/Rural Differences (if applicable)
 Changes/Causes/Consequences
Child Socialization
 Values
 Gender Differences
 Urban/Rural Differences
 Changes/Causes/Consequences
EXAMPLE QUESTIONS
1) How does religion influence power hierarchies and gender roles in families in this country?
2) Give an example of how the family worldview influences child socialization practices.