Cross-Cultural Aspects of Dating, Courtship and Mate Selection Seminar
Semester/year
Behavioral Sciences Dept.
Name: Dr. Susana Case
Office address: 1855 Broadway, room 601A
Telephone: 212-261-1579
E-mail: SHCase@nyit.edu
Website: http://iris.nyit.edu/~shcase/
Office hours: T, Th 12-2
Course information
Term:
Date of syllabus:
Course number and section:
Credits: 3
Course title: Cross-Cultural Aspects of Dating, Courtship and Mate Selection Seminar
Meeting times:
Building and room number:
Prerequisites and co-requisites:
Course description from catalog:
In this seminar, cross-cultural patterns of dating and courtship, mate selection, changing
role of men and women, sexuality, fertility, marriage, parenting and child-rearing,
divorce aging and alternative lifestyles are examined from biological, sociological,
anthropological, political and economic perspectives.
Course goals and objectives
Course goals: To gain an interdisciplinary historical and contemporary understanding of
the diversity of cross-cultural patterns of intimate relationships across the globe,
improving literacy and critical thinking through reading, analytic writing assignments,
communication through assigned presentations, and a small research project
incorporating reading and examination of popular culture through contemporary music,
television, film and mass market magazines. Institutional core learning outcomes with be
incorporated through the use of interdisciplinary and global materials, both spoken and
written communication, assignments cultivating use of information and data literacy,
analytic thinking regarding critical analysis of readings and collected data
Learning objectives:
1. Gain knowledge of cross-cultural variation in the structure and functions of the
institution of the family.
2. Gain knowledge of cross-cultural variation in the role of attraction in mate
selection.
3. Review the neurological components of romantic love, the sex drive and
human attachment.
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4. Adopt sociological perspectives when examining courtship and marriage across
cultures.
5. Discuss contemporary issues in marriage and the family from a cross-cultural
perspective.
6. Review the demographics of divorce and remarriage within a comparative crosscultural perspective.
7. Identify trends in family form and child rearing across cultures.
8. Appraise the role of economics and economic strain on family structures and
functions.
Specific Learning Outcomes:
Upon successful completion of this course, the student will be able to:
1. Compare the size of families in different types of societies and some of the
functional reasons for variation in ideal size. (Goal 1,4)
2. Identify cross-cultural patterns of kinship relationships. (Goal 1,4)
3. Compare cross-culturally the role of physical attraction in mate selection. (Goal
2,3)
4. Describe modernization theory (Goal 1,4)
5. Describe the distinctions between romantic love, sexual attraction, and
attachment within the brain from recent fMRI studies (Goal 3)
6. Review the impact upon gender roles of polygyny versus monogamy (Goal 1,5)
7. Examine the linkage of technological change and marriage and separation
statistics in a case study of a particular culture (Goal 6)
8. Identify cross-cultural variation in parental support of play. (Goal 7)
9. Identify the linkages between social policy and child outcomes cross-culturally
(Goal 5, 7, 8)
10. Identify, analyze and apply Helen Fisher’s four types of brain circuitry to patterns
of choices in relationships and their potential success (Goal 2,3,4,5)
Description of assignments
***There will be six (6) written essay assignments based upon articles read throughout
the semester, and a final 7th written essay assignment based upon a full-length book.
These will involve: 1)reading, 2)analyzing, 3)discussing and 4)writing. Students will
need to effectively communicate course material in written format and apply sociological
concepts to cross-cultural aspects of the social institution of the family. Students should
be prepared to actively participate in the use of the course materials to learn on a regular
basis throughout the semester. Work cannot be made up at the end and will not be
accepted if a student has not been an active participant throughout.
Rubric for grading each of the 6 essay assignments (total for 6 assignments=60% of
grade):
Minimum 750 words
(1 point)
3 properly cited sources, not including Wikipedia and the text
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and other assigned sources
Submitted on time
Showed ability to stay on theme, understand the readings,
compare and contrast perspectives of the authors read
(do not just paste together sources)
(1 point)
(1 point)
(7 points)
[Students who show some understanding, but don’t develop
their assignments will earn 5 points
Students who just paste together sources will earn 3 points]
Total= 10 points
---------*** Final Project assignment: There will be a final individual written assignment and a
related group assignment based upon the Helen Fisher book listed under Required
readings. The text of the individual component of the assignment is at the end of the
course outline.
Rubric for grading the final project assignment (total=10% of grade):
The rubric for grading the final project assignment (10 points) will be the same as above,
but will not require sources other than the assigned book
---------***Group Project Component of the final assignment: (total=up to 10 extra credit points)
A component of the final project will be the collection and analysis of a small data set on
components of interpersonal attraction. Students will be split into different group which
examine the portrayal of causal factors in love in 1) contemporary music 2) contemporary
film 3) television 4) mass market magazines, using concepts from Fisher’s book to guide
the research. This data will be compared to data in Fisher’s book.
Rubric for grading the group component of the final project assignment (total=10
potential extra credit points for grade):
Students will present their findings to the class on time for a minimum of 20 minutes per
group, using handouts and other support materials
Minimum of 20 minutes
(2 points)
Ready to present at assigned time
(2 points)
Made a full contribution to the group
as measured by fellow group members
(3 points)
Able to comprehend and present findings of the group project
to fellow class members in an organized fashion
(5 points)
3
----------
***There will be two (2) reading presentation assignments throughout the semester.
These will involve: 1)signing up to present to the other students a summary and reaction
to an assigned reading from Skolnick & Skolnick 2)doing the presentation 2)submitting
the presentation in written form and 4)responding to student responses. Students are
expected to read ALL the assigned articles, not just the ones they are scheduled to present
and to respond to each student’s reading presentation.
Rubric for grading the 2 reading presentation assignments (total=20% of grade):
Minimum 750 words
(1point)
Signed up and submitted on time, including written version
(1 point)
Showed ability to stay on theme, understand the reading,
compare and contrast perspectives of the authors
with other perspectives
(do not just paste together excerpts from sources)
(7 points)
[Students who show some understanding, but don’t develop
their assignments will earn 5 points
Students who just paste together excerpts will earn 3 points]
Responded thoughtfully to student responses to the presentation
(1 point)
Total= 10 points
Rubric for grading responses to the 2 reading presentation assignments (total=10% of
grade):
Students will received .4 points for each presentation that they substantively respond to
that is not their assigned presentation up to a maximum of 10 points.
---------Grading formula
Course grades will be distributed as follows:
A
AB+
B
BC+
C
CD+
D
94-100 points
90-93 points
88-89 points
83-87 points
80-82 points
78-79 points
73-77 points
70-72 points
68-69 points
63-67 points
4
F
62 points or less
There are 10 potential points of extra credit for the group project part of the final project.
This is the only potential extra credit available
Attendance policy
Students who miss two consecutive assignments within the first half of the semester will
be encouraged to withdraw. Students who miss 4 written or presentation assignments,
consecutive or otherwise, during the semester, will fail the course.
Withdrawal policy
To receive a W, students must be passing at the point at which they withdraw.
Policy for make-up exams and missed or late assignments
Students must supply a hospital note or police report for any missed assignments in order
not to receive a zero for work that is more than one week late. Work which is late, but
submitted within a week from the due date will be subject to the penalties noted in the
grading rubric (see below).
Academic Integrity and Plagiarism policies
Plagiarism is the appropriation of all or part of someone else’s works (such as but not
limited to writing, coding, programs, images, etc.) and offering it as one’s own. Cheating
is using false pretenses, tricks, devices, artifices or deception to obtain credit on an
examination or in a college course. If a faculty member determines that a student has
committed academic dishonesty by plagiarism, cheating or in any other manner, the
faculty has the academic right to 1) fail the student for the paper, assignment, project
and/or exam, and/or 2) fail the student for the course and/or 3) bring the student up on
disciplinary charges, pursuant to Article VI, Academic Conduct Proceedings, of the
Student Code of Conduct. The complete Academic Integrity Policy may be found on
various NYIT Webpages, including:
http://www.nyit.edu/about/administration/academic_affairs/academics/resources_faculty.
html
Other policies
----Required readings:
*BOOK: Family in Transition, Arlene S. Skolnick and Jerome H. Skolnick eds., Allyn
and Bacon, 2008. 15th edition. ISBN13: 9780205578771
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*BOOK for final project: Why Him? Why Her?: Finding Real Love By Understanding
Your Personality Type by Helen Fisher, Henry Holt, 2009, ISBN13: 978-0805082920.
Additional readings as indicated in this course outline
Schedule:
Weeks 1-2. Cross-Cultural Family Variation
Assigned reading:
Georgas, J. (2003). Family: Variations and changes across cultures. In W. J. Lonner, D.
L. Dinnel, S. A. Hayes, & D. N. Sattler (Eds.), Online Readings in Psychology and
Culture (Unit 13, Chapter 3), Center for Cross-Cultural Research, Western Washington
University, Bellingham, Washington USA.
http://www.wwu.edu/~culture
Skolnick & Skolnick for student presentations:
Anthony Giddens, “The Global Revolution in Family and Personal Life”
Ronald L. Taylor, “Diversity within African American Families”
Maxine Baca Zinn and Barbara Wells, “Diversity within Latino Families: New
Lessons for Family Social Science”
Rona J. Karasik and Raeann R. Hamon, “Cultural Diversity and Aging Families”
Written Assignment (due week 2): Agricultural families in many cultures throughout the
world are characterized by large extended families because many people are required in
order to cultivate the land. The small nuclear family is usually characteristic of small
hunting and gathering societies because mobility is necessary in order to find game or to
gather food. Nuclear or one-person families are characteristic of large urban areas.
Discuss in detail, using a minimum of three sources, not including the assigned readings
or Wikipedia, why the nuclear family is characteristic of industrial societies and urban
areas and what cultural variations can be found within that context.
Obtain the Fisher book (see above) for the final project.
Weeks 3-4. Cross-Cultural Aspects of Physical Attractiveness and Mating Strategies
Assigned reading:
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Devendra Singh "Mating strategies of young women: role of physical attractiveness".
Journal of Sex Research. FindArticles.com. 23 Mar, 2009.
http://findarticles.com/p/articles/mi_m2372/is_1_41/ai_114593248
Skolnick & Skolnick:
Kathleen Gerson, "What do Women and Men Want?"
Andrew Greeley and Michael Hout, “The Conservative Christian Family and the
Feminist Revolution”
Lynne M. Casper and Suzanne M. Bianchi, “Cohabitation”
Written Assignment (due week 4): What is meant by ‘the darker side of beauty?” Is there
a cross-cultural component to this? Discuss Singh’s findings and their implications. Use
a minimum of three sources, not including Wikipedia, in addition to the assigned
readings.
Students must begin reading the Fisher book for the final project by week 3.
Weeks 5-6. The Brain in Love
Assigned reading:
Helen Fisher (2006) The Drive to Love: The Neural Mechanism for Mate Selection,
Robert Sternberg & Karin Weis (Eds.) the new Psychology of Love. Yale University
Press, New Haven. http://www.helenfisher.com/downloads/articles/15npolve.pdf
Skolnick & Skolnick for student presentations:
Beth Bailey, “Sexual Revolutions”
Paula England, “The Decline of Dating and the Rise of the Hook Up”
Judith Stacey, “Gay and Lesbian Families: Queer Like Us”
Written Assignment (due week 6): What are the implications of separate circuitry for
romantic love, the sex drive and attachment? Discuss in detail, using a minimum of three
sources, not including the assigned readings or Wikipedia.
Students must continue their reading the Fisher book for the final project.
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Weeks 7-8. Marriage
Assigned reading
Michèle Tertilt (2005) Polygyny, Fertility, and Savings. Center on Democracy,
Development and The Rule of Law, CDDRL Working Papers, no. 34, Stanford
University.http://iis-db.stanford.edu/pubs/20810/polygyny04_No34.pdf
Skolnick & Skolnick for student presentations:
Michael J. Rosenfeld, Alternative Unions and The Independent Life Stage.”
Andrew Cherlin, “American marriage in the early 21st century”
Arlene Skolnick, “Grounds for Marriage: How Relationships Succeed or Fail”
Written Assignment (due week 8): What is Tertilt’s argument concerning the effects
upon Sub-Saharan Africa of enforcing monogamy over polygyny? (Do not worry if you
don’t understand the mathematical model. Pay attention to the textual argument instead.)
How does this affect the relationship between the husband and the wife? Discuss and
evaluate the author’s argument in detail, using a minimum of three sources, not including
the assigned readings or Wikipedia.
Students must complete their reading the Fisher book for the final project by week 8.
Weeks 9-10. Divorce & Remarriage
Alberto Chong and Eliana La Ferrara (2009) Television and Divorce: Evidence From
Brazilian Novelas, Inter-American Development Bank, Working Paper #651, Università
Bocconi and Innocenzo Gasparini Insitute for Economic Research.
http://idbdocs.iadb.org/wsdocs/getdocument.aspx?docnum=1856109
Skolnick & Skolnick for student presentations:
Janet Z. Giele, “Decline of the Family: Conservative, Liberal, and Feminist Views”
Laurence M. Friedman, “Divorce: The Silent Revolution”
Joan B. Kelly and Robert E. Emery, “Children’s Adjustment Following Divorce: Risk
and Resilience Perspectives”
Mary Ann Mason, “The Modern American Stepfamily: Problems and Possibilities”
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Written Assignment (due week 10): What did Chong and Ferrara find in terms of the
links between telenovellas and separation and divorce in Brazil. Why would a TV signal
be related to separation and divorce? Discuss and evaluate the authors’ findings in detail,
using a minimum of three sources, not including the assigned readings or Wikipedia.
In class: week 9: formation of project groups for the final project.
In class week 9-week 10 work on designing research goals and a measurement tool for
the final project.
Weeks 11-12. Parenting
Assigned reading.
Maureen Vandermaas-Peeler (2002) Cultural Variations in Parental Support of
Children’s Play. Online Readings in Psychology and Culture (Unit 11, Chapter 3),
Center for Cross-Cultural Research, Western Washington University, Bellingham,
Washington USA.
http://www.ac.wwu.edu/~culture/Vandermaas-Peeler.htm
William Lavely, Jianke Li and Jianghong Li (2001) Sex Preference for Children in a
Meifu Li Community in Hainan, China, California Center for population Research
Working Paper Series, CCPR-009001, April 2001
http://74.125.93.104/search?q=cache:B5BzioOiLrUJ:www.ccpr.ucla.edu/ccprwpseries/cc
pr_009_01.pdf+Janice+E.+Stockard+stanford&cd=48&hl=en&ct=clnk&gl=us
Skolnick & Skolnick for student presentations:
Philip Cowan and Carolyn Pape Cowan, “New Families: Modern Couples as New
Pioneers”
Dan Clawson and Naomi Gerstel, “Caring for Our Young: Child Care in Europe and
the United States”
Nicholas Townsend, “The Four Facets of Fatherhood
Steven Mintz, “Beyond Sentimentality: American Childhood as a Social and Cultural
Construct”
Annette Lareau, “Unequal Childhoods: Class, Race and Family Life”
Kathryn Edin and Maria Kefalas, “Unmarried with Children”
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Written Assignment (due week 12): What is Vandermaas-Peeler’s argument about the
importance of children’s play cross-culturally? Is play universal? What elements of play
vary by culture? What is the cross-cultural role of the parents, as well as other members
of the family? Use specific examples from at least one culture other than American
culture and use a minimum of three sources, not including the assigned readings or
Wikipedia.
Group data collection for the final project
Weeks 13-14. The Family, Work, and Other Social Institutions
Assigned reading.
Sheila B. Kamerman, Michelle Neuman, Jane Waldfogel and Jeanne Brooks-Gunn
(2003) Social Policies, Family Types and Child Outcomes in Selected OECD Countries,
OECD Social, Employment and Migration Working Papers, no. 6, Directorate for
Employment, Labour and Social Affairs, Paris.
http://www.oecd.org/dataoecd/26/46/2955844.pdf
Skolnick and Skolnick for student presentations:
Arlie Hochschild, with Anne Machung, "The Second Shift: Working Parents and the
Revolution at Home
Kathleen Gerson and Jerry A. Jacobs, “The Work-Home Crunch”
Pamela Stone, “The Rhetoric and Reality of Opting Out”
Lillian B. Rubin, "Families on the Fault Line”
Harriet B. Presser, “The Economy That Never Sleeps”
Elizabeth Warren and Amelia Warren Tyagi, “Why Middle-Class Mothers and
Fathers are Going Broke”
Data analysis for the final project
Written Assignment (due week 14):
Describe the research of Kamerman et al. and their findings. What are their conclusions
about the linkages between social policy and child outcomes cross-culturally (be very
specific? Use specific examples from at least one culture other than English-speaking
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cultures and use a minimum of three sources, not including the assigned readings or
Wikipedia.
Week 15. Final Exam/Project (due finals week):
Students have read Why Him? Why Her?: Finding Real Love By Understanding Your
Personality Type by Helen Fisher, Henry Holt, 2009, ISBN13: 978-0805082920
throughout the course.
Individual written assignment: Answer the following in an essay of a minimum of 750
words. No additional sources need be cited:
According to Fisher, why do people fall in love with one person rather than another?
Describe the four personality types Fisher identifies—Explorer, Builder, Director, and
Negotiator. How are each of these types governed by different chemical systems in the
brain? In what ways are we attracted to partners who mirror our personality type? In
what ways are we attracted to partners who complement our personality type?
Which types are good matched? Which types are difficult matches?
Which type are you? Which type is your partner, if you have one? What new insights
into dating, love, and marriage did you get from reading this book?
There’s survey data from people in 33 countries in this book. What role does culture play
in the findings?
Group Project assignment: A component of the final project will be the collection and
analysis of a small data set on components of interpersonal attraction. Students will be
split into different group which examine the portrayal of causal factors in love in 1)
contemporary music 2) contemporary film 3) television 4) mass market magazines, using
concepts from Fisher’s book to guide the research. This data will be compared to date in
Fisher’s book.
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