Families & Society
SOCY 4086
Fall 2012
HLMS 241
11:00-12:15
Professor Amy Wilkins
Ketchum 205A
2-7681
amy.wilkins@colorado.edu
Office hours: TuTh 9:30-10:45 or by appointment
COURSE OBJECTIVES
In this course, you will study the changing relationship between U.S. families and social
structure, including the ways social structures creates inequalities between and within
families. We will examine variations in family organization and consider political, social,
ideological, demographic, and economic determinants of family formation.
By the end of the course, successful students are expected to:
1. Identify key trends in family patterns;
2. Identify and analyze the social institutions that shape and regulate the ways we
organize ourselves into social units called “families”;
3. Introduce historical origins of contemporary family formations in the U.S.;
4. Critically assess the roles men, women, and children play in families;
5. Identify the major problems facing contemporary families;
6. Use sociological evidence to think critically about public debates about families
and “family values”;
7. Develop evidence-based approaches to supporting contemporary families;
8. Make connections between course materials, current events, and your own
experiences.
This course is divided into four modules. In the first module, we will review historical
sociological material on the origins of contemporary U.S. families. Although this is not a
history class, this material is central to understanding the dilemmas of contemporary
families. Indeed, one of the concerns family sociologists have is that cultural and political
debates about family values are so a-historical, both ignoring how and why we have
arrived at contemporary patterns, and romanticizing earlier family arrangements that
disadvantaged large swathes of the population. In the second module, we will focus on
coupling—both processes of family formation and dynamics within couples. In the third
and longest module, we will examine the relationship between families (especially
mothers) and work. This is a topic about which sociologists are especially concerned, and
thus there is a significant amount of research in this area. Expectations for both mothers
and fathers have changed dramatically in the last few decades. While men are expected to
be more involved than their fathers were, expectations for mothers have seen the most
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dramatic rise. All families face work/family tensions, but the form of those tensions, and
the resources available to resolve them, vary by class. We will attend to the dilemmas of
both poor and affluent families, in large part, through the book Shadows Mothers, which
examines the relationships between mothers and nannies. We will then turn our focus to
fathers. Research on fathers is much scarcer than research on mothers—even sociologists
are subject to the bias that associates women but not men with families! I am pleased to
include a new book in this unit. It is one of the only extended sociological treatments of
fatherhood available. Finally, we will examine children in families, focusing on some of
the central debates about parenting and its effects on children.
Class will integrate lectures and discussion. Lectures are intended to introduce you to
research not covered in the readings. Lectures are rarely intended to explain the readings.
Discussions will more closely cover readings.
COURSE MATERIALS
There is two required books for this course. They are available at the CU Bookstore:
1. MacDonald, Cameron Lynne. 2010. Shadow Mothers: Nannies, Au Pairs, and the
Mircopolitics of Mothering. California: University of California Press.
2. Marsiglio, William and Kevin Roy. 2012. Nurturing Dads: Social Initiatives for
Contemporary Fatherhood. New York: Russell Sage Foundation.
All other readings are available through the class website on Desire2Learn.
(learn.colorado.edu). You will need your Identikey/password to access the website. You
are responsible for completing all readings before the class for which they are
assigned. Because of the discussion-based nature of this class, it is essential that you
complete the readings for each class. It is more important to me that you identify key
arguments than small details. I have attempted to choose readings that I think will be
engaging and fun to read, but each reading also contributes to the body of knowledge we
are developing in this course. As you read, think about how and what the material
contributes to your knowledge of new family forms.
COURSE REQUIREMENTS (totaling 100% of your final grade)
This course requires attendance in class. You will be evaluated on the basis of attendance
and completing readings, participation in whole-class discussions, and individual and
group work. You must do the assigned readings and keep up with your assigned work
from day to day.
1) Class participation (10%): You are expected to come to class having completed all
assigned readings and work, and prepared to discuss this material. Your participation in
whole-class and small-group discussions, and on any group work (“active learning”) will
also influence your participation grade. Active learning may include out of class
individual or group applied assignments. I will also occasionally assign worksheets as
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part of class participation. It is your responsibility to make sure that I am aware that you
have completed the assigned readings and thought about the course material. You can do
this through your comments in class. You are not required to agree with opinions
discussed in class but you must think critically about them and be respectful of others in
the class. In this course, you are expected to learn a body of sociological thinking about
families, regardless of your own perspectives on the topic. To that end, your
participation will be assessed on your engagement with, understanding of, and
synthesis of academic knowledge (frameworks, theories, and evidence used in
sociology) about families, not on your opinions, and on your ability to engage
respectfully with the members of the class. I will also ask you to bring in examples
from the news.
2) Reading “tweets” and discussion questions (10%): You will need to come to class
each Tuesday having typed a 450 CHARACTER summary of the readings assigned for
that week, as well as 1-2 discussion questions. The summary should convey the main
ideas of the readings, with thought to how they build on previous readings for the course.
Your synopsis should convey the contributions of all the readings for that day (not just
one). You may be asked to share these in groups or out loud. You will turn these in for
credit, and may skip two. You will get full credit as long as your “tweet” conveys that
you have read all of the material for that day and you have asked one or more
thoughtful questions. IF I FEEL STUDENTS ARE NOT DOING THE READING, I
WILL GIVE POP QUIZZES.
2) Midterm exam (20%): You will take an in-class midterm on November 1. The exam
will likely combine close-ended (multiple choice, T/F) questions with short answers, and
will directly test your understanding of (rather than application of) course materials.
3) Emerging research (10%): In this short 2-paragraph assignment, you will explore
emerging research on families on the website for the Council for Contemporary Families.
The website for the organization Council for Contemporary Families serves as a
clearinghouse for emerging family research in sociology and related disciplines. We will
read short pieces from CCF throughout the course. In this assignment, you will need to
go to their website and identify a piece of emerging research that is not already included
in the course syllabus. There are many to choose from—so pick something of interest to
you.
The website is www.contemporaryfamilies.org
It features a host of information and I encourage you to peruse it carefully. For this
assignment:
1. Identity one piece of research (be sure to give the name of both the research and
the researchers, as well as the date you retrieved it from the website).
2. Write a careful and detailed one-paragraph summary of the research: what
questions did it seek to address, what methods and data did it use, and what do the
findings suggest so far?
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3. Write another paragraph connecting it to the readings you have done so far. This
is your opportunity to show me that you have read and understand the unit’s
material, and that you know how it relates to other research. In this paragraph you
might address: how does this research build on, expand, or contradict what you
have read for this course? How does it further knowledge about sociology of the
family? What sociological questions does it raise or answer for you? Good
answers will think analytically about the research, and will engage a range of
course readings, not just one or two.
This assignment will give you practice for the bigger blog assignment below.
This paper is due in class on Oct. 11. I will not accept late papers.
4) Policy paper (group assignment) (20%): You will work in groups of 4-5 to develop a
4 page policy paper addressing either: coupling/marriage, or work/family/childcare. In
this paper, you will use course materials and outside academic (and possibly other)
materials to develop a set of (or single, if sufficiently developed) policy proposal to
address an issue facing contemporary families. Your paper should have an introduction –
discussing the issue and the policy proposal you have chosen. The main body of the
paper should consist of an argument with each point carefully developed. The paper
should be a persuasive document showing why this policy will address the problem(s)
facing contemporary families, and why it is more desirable than other solutions. You
should also address any limitations of the policy. The paper should clearly reference a
combination of class as well as external academic material. There should be a separate
page of references/works cited at the end of the paper in ASA style (see the ASA website
or the website for journals like the American Journal of Sociology for guidance). The
paper should be a full 4 pages long (no more, no less), double spaced and 12” font size
and must be stapled together. Please ensure that all group members’ names are on the
document.
An “A” policy paper will:
- Well written (spelling, punctuation, grammar, clearly argued points and formatted
according to the guidelines above)
- Provocative and engaging (evidence of independent thinking, challenging or
engaging with rather than merely regurgitating class readings/lectures)
- A well constructed argument (making an argument in a logical way as opposed to
just a series of thoughts and ideas. Good development of an idea).
- Show evidence of thorough and careful research using both class as well as
external academic and other materials.
Each 4 page paper will be worth 20% of the class grade. 10% of this grade will be based
on the overall quality of the paper as judged by the professor, and the remaining 10% will
be based on each group member’s assessment of the relative contribution of other group
members.
These papers are due in class November 15. I will not accept late papers.
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5) Blog Project (30%): You will be asked to write a blog-style sociological commentary
on a contemporary family issue that has been in the news (there are many, many to pick
public debate. The blog should be 4 pages long. It should then use sociological materials
(both theoretical perspectives and evidence) to analyze the issue. Your goal is to tell your
audience how sociological thinking changes (or expands) popular understanding of the
issue. This blog is in lieu of a final exam, and will assess how well you understand
the data and concepts presented in class.
The blog is due Friday, Dec. 14 by 4 pm in my office (Ketchum 205A) or in my
mailbox in Ketchum. I will not accept late papers.
GRADING STANDARDS
Below is the standard for the level of assessment of written assignments and overall
evaluation for course grades. These standards may be higher than you have encountered
previously in your education career. The distribution of final grades will meet the
standards for fair and rigorous evaluation.
Letter
A
A-
B+
B
BC+
C
CD+
D
DF
Percentage
93-100
90-92
88-89
83-87
80-82
78-79
73-77
70-72
68-69
63-67
60-62
59 and below
Description
Exceptional: Exceeds all required elements of the
assignment, and the quality of the work is considerably
greater than what is required. The quality of the work is
considerably above the class average and impressive to
the evaluator.
Good: Meets all required elements of the assignment,
and the quality of the work is better than what is
required.
Average: Meets all required elements of an assignment,
no more, no less. Quality of assignment is satisfactory
for college level work.
Below average: Does not meet all the required elements
of the assignment, and/or the quality of the assignment
is considerably lower than satisfactory.
Failing: Almost none of the requirements of the
assignment are met and/or the quality of the assignment
is well below basic standards of writing, comprehension,
and/or ability to follow instructions.
COURSE SCHEDULE
The reading load for this course is high. This is a senior-level course, and I have chosen
readings accordingly. That said, the readings vary in both length and difficulty. I have
chosen two books, a variety of research articles, and a number of shorter research
summaries and/or commentaries by sociologists of the family on contemporary issues. So
that you can anticipate your reading load for the week, I denote shorter readings with *.
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Readings are arranged by week. All readings for that week are due by the first day
of class for that week (typically Tuesday). Tweets (see above) are also due on
Tuesdays.
Week 1
August 28 and 30
orienting concepts: sociological perspectives on family change
Reading: *Cherlin, Andrew. “Why it’s Hard to Know When a Fact is a Fact.” Council on
Contemporary Families.
I: HISTORICAL CHANGE AND AMERICAN FAMILIES
Week 2
September 4 and 6
origins of U.S. families: from agrarian society to industrialization
Readings: Coontz, Stephanie. “The Evolution of American Families”
Rosenfeld, Michael. “Family Governance” in The Age of Independence
Week 3
September 11 and 13
the ‘golden’ decade and myths about families
Readings: *Coontz, Stephanie. “When We Hated Mom”
*Coontz, Stephanie. “Why ‘Mad Men’ is TV’s Most Feminist Show”
Brodkin Saks, Karen. “How Jews Became White”
II. COUPLES AND COUPLING
Week 4
September 18 and 20
transformations in intimate relationships among adults
Readings: *Coontz, Stephanie. “Five Myths about Marriage”
Cherlin, Andrew. Introduction to The Marriage Go Round
Gerstel, Naomi and Natalia Sarkisian. “Marriage: The Good, The Bad, and the
Greedy”
Miller, Amanda J., Sharon Sassler, and Dela Kusi-Appouh. “The Specter of Divorce:
Views from Working- and Middle-Class Cohabitors.” Family Relations
*Coontz, Stephanie. “Economic disparities take a toll on marriage”
*Gerstel, Naomi. “Fact Sheet on Unmarried and Single Americans” via Council on
Contemporary Families
Week 5
Yom Kippur
September 25 and 27
coupling and social class
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Readings: Trail, Thomas and Karney, Benjamin. “What’s (Not) Wrong with Low-Income
Marriages” in Journal of Marriage and Family
Weigt, Jill. “I Feel Like It’s a Heavier Burden: The Gendered Contours of
Heterosexual Partnering after Welfare Reform” in Gender & Society
Week 6
October 2 and 4
inside couples
Readings: *Cooke, Lynne Phillips. “Briefing Paper: ‘Traditional’ Marriages Now Less Stable”
via Council on Contemporary Families
Comfort, Megan. “We Share Everything We Can the Best Way We Can” in Doing
Time Together
Sassler, Sharon and Amanda Miller. “Waiting to Be Asked: Gender, Power, and
Relationship Progression Among Cohabiting Couples” in Journal of Family
Issues
*“Marriage drives women to drink, study says.” CNN
III. MOTHERS, WORK AND THE NEGOTIATION OF CHILDCARE
Week 7
October 9 and 11
postindustrialization, mothers, and work
Readings: Dodson, Lisa and Luttrell, Wendy. “Families Facing Untenable Choices” in Contexts
*Cotter, David, Paula England, and Joan Hermsen: “Briefing Paper: Moms and Jobs:
Trends in Mothers’ Employment and Which Mothers Stay Home” via Council on
Contemporary Families
*Wade, Lisa. “Class Privilege and Parental Leave” via Sociological Images
Week 8
October 16 and 18
Readings: *Risman, Barbara. “Phony Mommy Wars”
MacDonald, Cameron. Shadow Mothers, chapters 1-2
Week 9
October 23 and 25
Readings: MacDonald, Shadow Mothers, chapters 4-6
Week 10
October 30 and November 1
Readings: MacDonald, Shadow Mothers, chapters 7-8
Midterm: November 1
IV. FATHERS
Week 11
November 6 and 8
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Election Week: Vote!
Readings: Marsiglio and Roy, Nurturing Dads, chapters 1 and 2
Week 12
November 13 and 15
Readings: Marsiglio and Roy, Nurturing Dads, chapters 3-5
Thanksgiving Holiday: November 20 and 22
IV. PARENTING AND CHILDREN
Week 13
November 27 and 29
parenting styles
Readings: Lareau, Annette. “Concerted Cultivation and the Accomplishment of Natural Growth”
in Unequal Childhoods: Class, Race, and Family Life
*Lee, Jennifer. “Tiger Kids and the Success Frame” in The Society Pages
Clawson, Dan and Naomi Gerstel. “Caring for Our Young”
Week 14
December 4 and 6
family structure and children’s outcomes
Readings: *Li, Allen. “The Impact of Divorce on Children’s Problem Behaviors.” Council on
Contemporary Families
Regnerus, Mark. “How Different are the Adult Children of Parents Who have Same
-Sex Relationships? Findings from the New Family Structures Study” in Social
Science Research
Potter, Daniel. “Same-Sex Parent Families and Children’s Academic Achievement”
in Journal of Marriage and Family
Week 15
December 11 and 13
parents, children, and technology
Readings: Nelson, Margaret. “Part II, Parenting and Technology” in Parenting Out of Control:
Anxious Parenting in Uncertain Times
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