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Instructor: Marie Cornwall, Professor of Socioloy
Office: 2043 JFSB
Office Hours: Tue and Thu at 1:30-3:30
Office Phone: 801-422-3413
Email: marie_cornwall@byu.edu
Mobile Phone Number: 801-631-5331
Course Information
Course Materials
Vendor
Price (new)
Valuing Children: Rethinking the Economics of the Family (The Family
and Public Policy)
By Nancy Folbre
ISBN: 9780674047273
BYU
$21.95
$16.50
Changing Rhythms of American Family Life (Rose Series in Sociology)
By Suzanne M. Bianchi
ISBN: 9780871540935
BYU
$17.95
$13.50
Package Deal: Marriage, Work And Fatherhood In Men'S Lives
By Nicholas Townsend
ISBN: 9781566399586
Amazon
BYU
$23.24
$24.95
$14.94
$18.75
Making Babies, Making Families: What Matters Most in an Age of
Reproductive Technologies, Surrogacy, Adoption, and Same-Sex and
Unwed Parents' RIghts
By Mary L. Shanley
ISBN: 9780807044094
Amazon
BYU
$8.82
$19.00
$0.67
$14.25
Pricing the Priceless Child: The Changing Social Value of Children
By Viviana A. Zelizer
ISBN: 9780691034591
Amazon
BYU
$24.87
$29.95
$12.00
$22.50
Required
Price (used)
Course Description
This course examines how changes in the major social institutions of society have influenced family life. We focus on several principle causal
factors of social change, specifically economic, technological, and demographic factors as well as the rise of the state, secularization, and
globalization. We challenge reductionists explanations of family change (e.g. social change can be explained by the changing values and behaviors
of individuals), examining instead social and structural factors.
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The purpose of the course is to give senior students majoring in sociology the opportunity to apply all that they have learned about the sociological
approach to the study of family change. We address a variety of topics, including the principle causal factors of social change, normative and
institutional change, the value of children, later marriage and declining fertility, the complexity of modern life, the rise of wage labor, and the lack
of institutional supports for motherhood.
Prerequisites
SOC 300 & SOC 307 & SOC 311
Soc 404 or 405 or concurrent enrollment. encouraged.
Classroom Procedures
No cell phones or computers are allowed in class. No, not even for note taking. I can tell when you are surfing the net. I you want to surf the net,
do so on your time, not class time.
Attendance Expectations
Be in attendance. If you choose not to attend, you do not take advantage of the full course content. If you are not present, you do not learn. If you
do not come to class, you waste your tuition dollars.
Participation Policies
Students should come prepared to participate in class discussion. This means you have read the material, have some questions or comments
regarding these materials, and wish to engage with your classmates. Please be aware that not everyone will agree. We are reading material that is
sometimes controversial. Every person should have the opportunity to raise issues and no one will be discouraged in their explorations.
Grading Policies
The following criteria are applied to papers and exams.
“A” papers (median score=95):Goes beyond the average in demonstrating clear understanding of class readings and lecture materials with no
or very minor errors. Students sees the connection between readings (the extent to which authors agree or disagree), and is able to extend ideas by
taking a perspective all one's own.
“B” papers (median score=85): Demonstrates an understanding of class readings and lecture materials, but doesn't see connections between
readings. Discussion of readings indicates very little depth of understanding—can summarize only. Is able to accurately reflect the basic idea of
readings and lecture material, but does not extend ideas by taking a perspective all one's own.
“C” papers (median score=75):Demonstrates a cursory understanding of class readings and lecture materials. Summarizes the material with
no depth of understanding and makes some errors in statement that reflect only a cursory reading of material. Paper draws from the literature
review as if it is the perspective of the author rather than being able to identify the specific contribution of a research effort.
“D” papers (median score=65):Does not understand the readings and makes serious errors in conclusions or statement of findings. Student
tries to bluff through the assignment with highly generalized statements.
Course Learning Outcomes
Students will demonstrate their ability to use sociological perspectives to consider the influence of the following on changing family
patterns: a) rationalization of everyday life (Weber), b) growth of capitalism and commodification of labor (Marx), c) normative and
institutional change that structures everyday life and how individuals think about society (Durkheim).
Students will be able to describe the principle causal factors of social change (economic, technology, and demography) and how these
factors have influenced family life. Students will also be able to describe how normative and institutional change (the rise of the state,
secularization, and social movement advocacy) is related to family change.
As part of a group project, students will take responsibility for leading class discussion for two of the five texts used in the course.
Students will demonstrate their ability to assess the adequacy of research methods, logical arguments, sociological theories applied,
and alternative explanations.
Individually, students will identify an area of research related to family and social change, will conduct an electronic search of
available research and theoretical stances, prepare a summary of current sociological accounts, and present to the class a summary of
the current thinking. Students will also submit a full length paper (15-20 pages) addressing the topic of their choice.
Grading Scale
A
94-100 B-
A-
90-93
80-83 D+ 67-69
C+ 77-79
D
64-66
B+ 87-89
C
74-76
D-
60-63
B
C-
70-73
E
59 and lower
84-86
Assignments
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Assignment Descriptions
Presentation and class discussion of two books (10% of grade for each book):
Students will be randomly assigned to two different groups. The group will be assigned to present and encourage class discussion of one of the five
texts required for the course. Students will be responsible for a 20 minute presentation to introduce the topic and a 30 minute group discussion
about the book.
Phase I Due January 28 (7.5 % of grade): Identify a family issue or trend to be studied within a social change framework.
This assignment is a two to three paragraph statement of the problem and research question. Keep in mind that the paper must address social
changes and the family.
The paper should not address the association between two variables (e.g. education and number of children born); rather the paper should address
some type of trend (e.g. cohabitation, single parenting, later marriage) and attempt to link that trend to normative and institutional change or to
the principle causal factors of social change (economics, demography, and technology). Or the paper may address new phenomena such as gay
marriage, the expansion or contraction of the welfare state and its impact on families, changing patterns of family interaction, etc.
The paper should describe the problem to be addressed and the research questions.
Phase II Due February 25 (12.5 % of grade):
Submit a literature review and progress report. The literature review must contain at a minimum 15 references.
Phase III Due March 18 (15% of grade): Submit rough draft of a paper
Phase IV Due Last Day of Class, April 12 (25% of grade): Submit final paper draft
Class attendance, contribution to discussion, and tardiness (10% of grade):
Final Exam (10% of grade):
The purpose of the final exam is to encourage full participation of students in class discussion about the book. If students are fully utilitarian in
their strategies (only read the two books they are responsible for), they will find themselves adrift in the final exam where they will have the
opportunity to demonstrate their understanding of the other three books.
Library Information
Librarian Information
Name: Barbaraella Frazier
Office: 1222 HBLL
Phone number: 422-6346
Email: b_frazier@byu.edu
Reference Desk Information
Name: Social Sciences / Education
Phone number: 422-6228
Email:
Hours: M-Th : 8am-9pm; F: 8am-6pm; Sat: 10am-6pm
Department Research Information
https://wrlab.lib.byu.edu/
E-reserve Information
http://www.lib.byu.edu/reserve.html
University Policies
BYU Honor Code
In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means,
most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may
result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and
Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the
university's expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code
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Office at 422-2847 if you have questions about those standards.
Preventing Sexual Discrimination and Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that
receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions,
activities, and student-to-student sexual harassment. BYU's policy against sexual harassment extends not only to employees of the university, but to
students as well. If you encounter unlawful sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal
Employment Office at 422-5895 or 367-5689 (24-hours); or contact the Honor Code Office at 422-2847.
Students with Disabilities
Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with
disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Services for Students
with Disabilities Office (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified, documented
disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been
unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by
contacting the Equal Employment Office at 422-5895, D-285 ASB.
Academic Honesty Policy
The first injunction of the BYU Honor Code is the call to be honest. Students come to the university not only to improve their minds, gain
knowledge, and develop skills that will assist them in their life's work, but also to build character. President David O. McKay taught that 'character
is the highest aim of education' (The Aims of a BYU Education, p. 6). It is the purpose of the BYU Academic Honesty Policy to assist in fulfilling that
aim. BYU students should seek to be totally honest in their dealings with others. They should complete their own work and be evaluated based upon
that work. They should avoid academic dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or
falsification, cheating, and other academic misconduct.
Plagiarism Policy
Writing submitted for credit at BYU must consist of the student's own ideas presented in sentences and paragraphs of his or her own construction.
The work of other writers or speakers may be included when appropriate (as in a research paper or book review), but such material must support
the student's own work (not substitute for it) and must be clearly identified by appropriate introduction and punctuation and by footnoting or
other standard referencing.
Devotional and Forum Attendance Policy
Brigham Young University's devotional and forum assemblies are an important part of your BYU experience. As Elder Dallin H. Oaks stated, 'You
neglect your education and fail to use a unique resource of this university if you miss a single one' (from the address 'Challenges for the Year Ahead',
6 September, 1973). Your attendance at each forum and devotional is strongly encouraged.
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Course Schedule
Date
Topics
Export
Export Assignments
1/4
Course Introduction
-
1/6
Sociology and the study of social change:
Marx, Durkheim, and Weber
-
1/11
Mechanisms of social change: economics
(rise of capitalism), technology
(industrialization, science), demography
(demographic transition).
Institutional change: Secularization,
Rise of the State, the Welfare State
1/13
Markets and the rise of the State
Family Disorder and Poverty
Kinship, Markets, and Contracts
Export
Ellwood, David T. and Christopher Jencks. 2004. “The
Spread of Single-Parent Families in the United States since
1960.” Faculty Research Working Papers Series
(RWP04-008). Cambridge: John F. Kennedy School of
Government, Harvard University.
http://www.hks.harvard.edu/inequality/Seminar/Papers/ElwdJnck.pdf
Ferdinand Tonnies, Community and Society: Gemeinschaft and
Gesellschaft
http://media.pfeiffer.edu/lridener/courses/GEMEIN.HTML
1/17 Martin
Luther
King Jr.
Martin Luther King Jr.
No class
1/18
The State:
Regulation of family life
Public Education
Welfare programs
Crowding out Kinship? or Family
Failure?
Ramirez, Francisco O. and John Boli. 1987. The political construction of
mass schooling: European origins and worldwide institutionalization.
Sociology of Education 60(1):2-17.
1/20
Pricing the Priceless Child
Zelizer, Viviana A. 1994.Pricing the Priceless Child: The Changing Social
Value of Children. Princeton, NJ: Princeton University Press
1/25
Pricing the Priceless Child
-
1/27
Deepening of Capitalist Relations and
Women's Employment
Thistle, Susan. 2006. From Marriage to the Market: The
Transformation of Women's Lives and Work. Chapter 1, a World Turned
Inside Out.
Access through e-library reader via Harold B. Lee Library.
1/28
-
Phase I of paper due
2/1
Commodification of care work
-
2/3
Changing Rhythms of Family Life
Bianchi, Suzanne M., John P. Robinson, and Melissa A. Milkie. 2006.
Changing Rhythms of American Family Life. Russell Sage Foundation
Publications.
2/8
Changing Rhythms of Family Life
-
2/10
Demographic Transition: First and
Second
-
2/15
Fertility Decline, Rising Divorce Rates,
Single Parenting, Cohabiting, Later
Marriage
McLanahan, Sara. 2004. “Diverging Destinies: How Children are Faring
Under the Second Demographic Transition” Demography 41(4):607-627.
2/17
Class Discussion of Individual Projects
-
2/21
Presidents
Day
Presidents Day
No class
2/24
Class Discussion of Individual Projects
-
2/25
-
Phase II of paper due
3/1
Package Deal
Townsend, Nicholas. Package Deal: Marriage, Work, and Fatherhood
in Men's Lives.
3/3
Package Deal
-
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3/8
New Technologies and Family Change
-
3/10
New Technologies and Family
Reproduction
-
3/15
Making Babies, Making Families
-
3/17
Making Babies, Making Families
-
3/18
-
Phase III of paper due
3/22
Social Movements: Labor, Civil Rights,
Feminism, Gay Rights, Adoption
-
3/24
Social Movements
-
3/29
Valuing Children: Rethinking the
Economics of Family
Folbre, Nancy. 2008. Valuing Children: Rethinking the Economics of
the Family.
3/31
Valuing Children: Rethinking the
Economics of Family
-
4/5
Class Presentation of Projects
-
4/7
Class Presentation of Projects
-
4/12
Class Presentation of Projects
-
4/14 Exam
Preparation Exam Preparation Day
Day
No class
4/15 Exam
Preparation Exam Preparation Day
Day
No class
4/19
-
8:00-10:00
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