FAMILY STUDIES: UNST 228G CRN# 43790
Leah Brookner, MA, MSW
M/W 9:30 – 10:45
brookner@pdx.edu
CH 228
Office Hours: by arrangement
Graduate Mentor: Ime Kerlee, PhD
ikerlee@pdx.edu
Office Hours: Tuesdays 11 – 1 (by appointment)
Course Description:
An exploration of family issues from diverse perspectives. Provides a foundation for study of
human development from varied academic disciplines, including history, sociology, psychology,
education and social work.
The class will explore a variety of family issues, emphasizing current social, cultural and
political forces affecting families. A foundation of theory and paradigm awareness will form a
basis for exploration of issues. Specific topics will include: marriage and intimacy; gender-roles;
parenting; divorce; diversity of family forms; work and family; mental health and development;
and the influence of ethnicity, culture and class on the family experience. A focus will be on the
multiple perspectives, challenges, strengths and adaptations of modern families.
This course is a Sophomore Inquiry (SINQ) course followed by courses in the Family Studies
cluster examining family groups and human development in the context of varied disciplines.
University Studies (UNST) courses focus on increasing skills in critical thinking and
communication. This course will provide opportunities to increase these skills and will explore
the diversity of human experience in the context of the family and community and promote
social responsibility through addressing contemporary issues and facilitating resilience in
families and communities.
Learning Objectives:
1) Demonstrate an understanding of the historical, social, cultural and economic context of
family groups through critical thinking and analysis.
2) Increase knowledge of theoretical perspectives on individual and family development, family
systems and diverse of family forms.
3) Develop an awareness of the diverse experience of family, personal family story, and socially
constructed views of family.
4) Demonstrate critical thinking in understanding topical family issues, an ability to apply a
variety of conceptual frameworks and communicate with others in a group environment.
5) Explore through group process, individual reflection and written analysis an understanding of
contemporary issues impacting families.
1
Required Readings, all readings from:
Risman, Barbara J. 2010. Families As They Really Are. New York, NY: W.W. Norton &
Company.
In addition, students will be required to read articles available online. It is required that students
print off all online reading materials and bring them to class.
Handouts will also be provided and are to be considered required reading.
General Course Information:
Students with disabilities will receive appropriate accommodations, please inform the instructor
immediately and contact the PSU Disability Resource Center for accommodations.
Assignments and Grading:
Class participation includes discussion, lecture, writing, research and other individual and group
activities. Completing reading assignments prior to class is an essential part of class
participation and must be done on time. There will be frequent discussion, writing and other
activities based on the readings during class and mentor sessions requiring active preparation and
participation.
All written assignments shall be submitted typed or word-processed in 12 pt font and one inch
margins. All papers are to be submitted in class on the due date, stapled, (with cover page and
reference list for mid-term and final).
Requirements for written work include: 1) expression of significant idea or theme supported by
the reading (2) a progression of ideas with skillfully constructed sentences using correct
grammar and consistent use of standard punctuation and spelling (3) evidence of critical
analysis, synthesis of ideas and conclusion and (4) references and citations in APA format.
Included below is an outline of assignments required for the course and a distribution of points
for each assignment. Assignments are due in class in hard copy. Grading is based on
completion of assignments as described above and final grades awarded based on the grading
system for undergraduates as described in the PSU Bulletin.
The learning objectives for this course are achieved through reading, research, personal
reflection and communication. Your instructor and mentor are available to facilitate your
learning process both in class and during scheduled or arranged office hours. If you are
uncomfortable speaking in class or mentor sessions, it is advised that you meet at least once with
the instructor during office hours. This will count toward your participation grade.
This course provides an opportunity for practicing and expanding skills in narrative and
academic writing. Personal reflections and narratives are the property of the student and will not
be shared without consent of the student.
Students are encouraged to share personal stories and opinions. The classroom should be a safe
and confidential space where all viewpoints are respected. Students must maintain the privacy of
classmates by not discussing personal issues of peers outside of this class.
2
WEEK DATE
1
2
3
4
THEME
READINGS DUE
None
1/5
Introductions
Review of Syllabus
What is Family?
1/10
Change in Family
1/12
Levels of influence,
Paradigms and
Freudian Theory
1/17
1/19
No class!
More Paradigms and
Theories
1/3
1/24
1/26
5
1/31
2/2
6
2/7
2/9
*Chapter 40
* Go here:
http://www.socqrl.niu.edu/F
orest/SOCI454/Goode1.pdf
* handout
* Chapter 5
* Chapter 8
* Go here:
http://allpsych.com/psycholo
gy101/sexual_development.
html
read chapters 4 thru 6 online
* Go here:
http://pt3.nl.edu/paquetterya
nwebquest.pdf
read section on
Bronfenbrenner (first 3
pages)
* handout
Family Systems
* bring in your own short
reading on Bowen Family
Systems or Family Systems
Theory
Genograms
* Bowen Family Systems
and catch-up
Theory (handout)
Marriage
* Chapter 19
* Chapter 38
* Plus pages 194 - 196
* Plus pages 313 - 320
Work and Family
* Chapter 33
* Chapter 34
* Chapter 36
Gender and Sexuality
* Chapter 12
* Chapter 31
* Go here:
http://www.meac.org/Resour
ces/ed_services/SG_WEB/S
eeingGender/PDFs/SocialCo
nstructionOfGender.pdf
Parenting
* Parenting handout
ASSIGNMENTS
DUE
Get Book!
Journal # 1
Journal # 2
*bring in reading
Journal # 3
Group work
Paper # 1 due
3
7
8
9
10
2/14
Children’s Mental
Health and
Child Welfare
2/16
Race/Culture
2/21
Gay Marriage
2/23
Divorce
2/28
Resilience & Why
Statistics are Wrong
3/2
Poverty
3/7
Open topic
Extra credit option
3/9
Wrap-up, review, last
class!
Paper # 2 due
* Chapter 26
* Plus pages 299 – 300
*Chapter 6
* Plus pages 59 - 62
* Chapter 10
* Chapter 22
* Chapter 25
* Page 446
* Go here:
http://www.case.edu/preside
nt/aaction/UnpackingTheKn
apsack.pdf
* Chapter 9
* Chapter 20
* Chapter 16
* Chapter 17
* Chapter 2
* Chapter 3
* Plus pages 24 - 27
* Go here:
http://www.nytimes.com/pack
ages/pdf/business/kaiser.pdf
Click on “quick view”
Group work
Journal # 4
Group work
All assignments are due IN CLASS on the date listed.
All papers must be submitted in person – no electronic submissions will be accepted.
Journals will be graded out of 10 possible points. Though they are personal and opinion-based,
they should also incorporate readings and class discussion.
Journal #1: Based upon your readings so far (which include the handout, the Theoretical
Importance of Family, and Chapters 5, 8, and 40) mention 3 points or areas of interest that you
either agree or disagree with. Explain how and why you either do or do not relate to what is
written in the textbook. This is an opportunity to argue with the authors, include personal
opinion, share your own experiences, and/or elaborate on what parts of the readings really
affected you. 1 – 2 typed pages, double-spaced.
Journal #2: Explain how and why a child might be at-risk or disadvantaged (use this case
example: a poor minority child living in low income housing in an inner-city environment has
multiple negative forces working against him. What might those forces be? Use your
imagination…remember to use at least one possible explanation from each level – micro, mezzo,
macro). 1 – 2 typed pages, double-spaced.
4
Journal #3: On the topic of marriage, based upon the readings (esp. chapter 19 compared to
chapter 38) discuss how unemployed, uneducated single women with children are deemed “less
marriageable” and will therefore remain unmarried while women who are educated, working and
married are identified as being responsible for increased divorce. How can both of these
perspectives be true? What does this mean for single, poor women and for married working
women? In your opinion, what should be done to strengthen marriage, keep people happy, and
prevent divorce? 2 – 3 pages, double-spaced.
Journal # 4: Discuss one topic that has been brought up in the readings, class or mentor sessions
that you thought about during non-academic time. Whatever the topic might be, explain why or
how it affected you. This might be an area you really enjoyed learning about, something you
found upsetting, previously uncharted territory, a point of contention. 1 – 2 pages, doublespaced.
Reading groups: You will participate in a reading group discussion at least three times
throughout the term. In your reading group, you will: (1) Summarize the main points of each
reading. Make sure to highlight areas of interest or confusion. (2) List three questions that your
group has about the reading. (3) Try to answer those questions using your knowledge and
educated opinions. Additional specific questions may be asked by the instructor for your group
to address.
Group leader: Make sure everyone participates.
Secretary: Write up the summary, questions and answers.
Monitor: Assign each member points (0 – 10, low to high) based upon level of preparedness,
participation and engagement.
Time keeper: You will have a limited amount of time to discuss the readings and write a response
to turn in at the end of class. Make sure your group budgets time and reports everything on
paper.
Media presentation: Each student will have the chance to summarize a recent news story related
to family or family dynamics. Students will take 5 minutes to present the issue (i.e.: review a
story from the newspaper) and analyze the position of the author (it is written from a conflict or
order paradigm? How can you tell?). Make sure to back up your position – if you say that the
writer is coming from a conflict perspective, explain why and give examples from the article.
Submit a copy of the article to the instructor with your name on it. Graded out of 10 possible
points.
GRADING:
Attendance in class and mentor session is mandatory. That being said, two total absences will be
allowed for each student (NOT two in class and two in mentor session – two total).
Every absence after the second will cost you 2.5 points (off your final grade). Skip wisely!
Three late-to-class arrivals count as one absence.
5
Participation is strongly encouraged and will count for part of your grade. Plus, you will learn
more if you contribute to the process and become an active member of the class.
Attendance: 15%
Participation: 15%
All journals (each journal is graded on a 10 point scale; total points will be summed): 15%
Pop-quizzes, spur-of-the-moment assignments, reading group participation: 15%
Media presentation and analysis: 10%
Paper #1: 15%
Paper #2: 15%
6