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FAMILY COMMUNICATION
COMM 3510-002
Spring 2014
Instructor: Andrew B. Long, M. A.
Office: Hellems 14
E-mail. Andrew.b.long@colorado.edu
Class Location: CLAR 209
Class Time: T TH 2:00-3:15 p.m.
Office Hours: T TH 12:45-1:45 p.m. or by appt.
Course Overview
We are born into a family, we are socialized and enculturated within a family, we mature from a family using
information and behaviors learned in a family, and, when we die, we diminish a family. Families surround us,
shape us, contribute to our destiny. ~Goldberg
This course examines a range of theoretical perspectives that have been developed to understand family
communication, including systems theory, dialectical approaches, and narrative views. This course is designed to
help you learn to analyze communication within family relationships from a theoretical perspective and to provide
insight about how family relationships impact our experience of self and our understanding of others. It will also
provide an opportunity for you to examine how our cultural expectations about family shape the way we enact and
experience family life in the United States.
Course Objectives
1. Recognize and define key terms and major theories used in the study of family communication.
2. Articulate key issues and methods found in family communication.
3. Identify and analyze common communication patterns observable in family interaction.
4. Be able to explain how systems of relationships are developed and managed over time.
5. Be able to articulate how the nature of family life influences our experience of self.
6. Be able to explain how the demands of family life differ for families in different social circumstances.
Required Text & Readings
Required Textbook: Turner, L. H., & West, R. (2012). Perspectives on family communication (4th ed.). New
York, NY: McGraw-Hill.
Required Book: Lareau, A. (2011). Unequal childhoods: Class, race, and family life (2nd ed.). Berkeley, CA:
University of California Press.
Additional Readings: We will also read selected research articles and book chapters on course issues. The full
references for these readings are listed on the course schedule, and these readings will be made available online
through D2L. These are required readings.
(in alphabetical order):
Afifi, T. D., & Keith, S. (2004). A risk and resiliency model of ambiguous loss in postdivorce families. Journal of
Family Communication, 4, 65-98.
Braithwaite, D., Schrodt, P., & Baxter, L. A. (2006). Understudied and misunderstood: Communication in
stepfamily relationships. In K. Floyd & M. T. Morman (Eds.), Widening the family circle: New research
in family communication (pp. 135-150). Thousand Oaks, CA: Sage.
Coontz, S. (2000). The way we never were: American families and the nostalgia trap (pp. 5-22). New York, NY:
Basic Books.
Hays, S. (2005). The mommy wars: Ambivalence, ideological work, and the cultural contradictions of motherhood.
In A. Skolnick & J. Skolnick (Eds.), Families in transition (pp. 49-65). Boston, MA: Pearson.
Kremer-Sadlik, T. (2013). Time for family. In E. Ochs & T. Kremer-Sadlik (Eds.), Fast-forward family: Home,
work, and relationships in middle-class America (pp. 217-231). Berkeley, CA: University of California
Press.
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Townsend, N. (2005). The four facets of fatherhood. In A. Skolnick & J. Skolnick (Eds.), Families in transition
(pp. 290-298). Boston, MA: Pearson.
Wolin, S. J., & Bennett, L. A. (1984). Family rituals. Family Process, 23, 401-420.
Course Assignments
Exams (2 x 100 points each): We will have two exams—a midterm and a final exam. They include both
objective and essay items but will emphasize essay responses which involve integration and analysis of concepts.
Reflection Paper Assignments (3 x 10 points each): These short papers are designed to help you reflect on and
apply concepts we have been reading about and discussing in class (typically 2 pages in length). Further
information about these will be provided in class.
Book Discussion & Summary/Analyses (2 x 35 points each): We will be reading Unequal Childhoods and will
be discussing it in class and in discussion groups. This book is an interesting ethnographic study that provides rich
description of different families’ lives. You will be asked to provide two written analyses of the book (each
reflecting about half of the material in the book), each about 3-4 pages long; these analyses will help me assess your
understanding of the book and your reactions to it. Further instructions about analyses will be provided in class.
Please note that analyses MUST be submitted on the due date or you will not be allowed to participate in the
discussion group, which is also a portion of your grade. Discussions groups will be assigned by the instructor and
will meet twice on designated dates (see schedule). Further information will be provided in class about
expectations for discussion groups.
Semester Project (100 points total):—There are two options for the semester project. Further information will be
provided in class. I will ask you to work with a partner on the semester project, and each pair of students will
submit one paper (for which they will both earn the same grade). If you have a specific reason that you need to
work alone, please let me know.
Project Options:
1. Thematic Analysis of Online Discourse about Family: For this assignment, students will conduct a thematic
analysis of the views of a family process that are reflected in an internet forum. The goal of this project is to use
internet discourse to develop insight into people’s experiences of family and to reveal the cultural views and values
we ascribe to family processes. You will select a family process you are interested in that is the focus of discussion
on the internet. A variety of family processes are openly discussed on the internet in forums/discussion boards that
are open. These include parenting, step-parenting, divorce, and adoption. You will first identify a process you want
to learn about and then we will identify a discussion forum for you to examine. You will develop your knowledge
of this family process by reading research literature that develops your conceptual understanding of the process.
Then you will examine the discourse in the forum you’ve selected to see what themes emerge around this process.
You will develop a mini-research paper (of approximately 12 pages) that provides a summary of the research
literature on the process you selected, a discussion of the discourse you examined, and an analysis of the themes
evident in the discourse.
2. Multigenerational Family Interviews: For this assignment, each student will interview at least three people from
different generations in their family (for a total of six interviews per student pair). The goal of this project is to
better understand a specific aspect of family experience across generations. To meet the expectation of three
generations, you would need to be able to interview a grandparent, parent or stepparent, and sibling or cousin. In
order to make this project meaningful, you need to identify an aspect of family life/experience that might have
changed across the generations. One aspect that works well for this project is religion or religiosity. Another topic
that could work well is marriage and expectations for gender roles and work. If there is another topic that you think
would work well with your family, please talk with me about it. You will first examine research that provides
insight into your selected aspect of family life. Then, you will use resources I provide to create interview guides for
each of the interviews. Then, you will conduct and record interviews with each family member. Your final paper
will be about 12 pages and will report on the literature you read about this topic as well as provide an analysis of
the interviews you conducted and their connection to the literature your read.
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Participation & In-Class Assignments (50 points): It is important that you come to class prepared to discuss the
reading and ideas we are exploring. A grade will be assigned based on the contributions you make to class
discussion and the completion of short assignments given in class.
Course Grading
All work is graded using a point system. It is advisable to track your own grade progress throughout the semester.
Each assignment has its own grading criteria, so review the evaluation sheets before you begin your preparation.
Here’s the grading philosophy I will follow in this course:
“A” is an extremely good grade. It means you have demonstrated excellent mastery of the material; your work and
performance were consistently better than nearly everyone else in the class.
“B” is a very good grade. It means you did all of the required work and performed in class at a level that is
noticeably and demonstrably superior to many of your classmates.
“C” is a good grade. It means that you met all of the expectations for students noted in the syllabus, and you did all
of the required work at a level that was competent.
Anything below “C,” means you did not master the material adequately. A grade below C should prompt you to
assess your study/classroom habits and visit office hours so you can diagnose what you need to do differently in
your studying, assignment preparation, etc.
Keep in mind that for grades to be meaningful (to you, me, or anyone else) they have to reflect differences in
mastery. If an “A” means that you merely did what you were asked to do, it is no different than a “C,” and it
therefore means nothing at all. I cannot make grading changes simply to help students avoid academic
consequences such as delayed graduation, academic probation, etc.
Possible Points
Midterm Exam
Final Exam
Reflection Papers
Book Analyses & Discussion Group
Participation & Short Assignments
Semester Project
Total Possible Points =
100
100
30
70
50
100
450
Final grade assignment will be determined as follows: 93% and above=A; 90%-92%=A-; 87-89%=B+; 83-86%=B;
80-82%=B- 77-79%=C+; 73-76%=C; 70-72%=C-; 67-69%=D+; 63-66%=D; 60-62%=D-; 59% or below=F
Family COMM Course Policies
Here is perhaps the MOST important information in the syllabus: Learning is an active process. There is
considerable and convincing research that we learn best by reading, writing, and talking about information. I expect
you to complete the assigned reading (on schedule) and to be ready to discuss it. I also expect you to work
diligently on writing assignments and to be sure that they reflect your best thinking and writing. Finally, I expect
your comments in class to contribute to our understanding of the material and to show that you have been thinking
about the issues before you arrive in class.
Classroom Rules: Technology should only be used for note taking and assigned classroom activities; violations of
this rule will be sanctioned. There is very little evidence that note taking on a laptop/pad improves learning; in fact,
there is evidence technology use may even decrease retention of information. Moreover, recent research shows
students who are not using technology experience lower learning when others around them are multitasking during
class (Sana, Weston, & Cepeda, 2013). Please keep this in mind when you are using technology in this classroom.
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You are expected to arrive to class on time and leave at the end of class; please do not leave class and return for
things like restroom, water, etc. during class. If you have a special reason to leave class early, please sit near the
door that day and let me know about your early departure before class.
Discussion in Class: Everyone has some expertise about family by virtue of living. But knowing one’s own lived
experience of family is just one step toward understanding family communication. In a course such as this, it is
important that you focus on trying to expand and discipline your understanding of family. This is particularly
important during class discussion. Please remember that while sharing experiences or applying the course concepts
to your own experience can be useful, we want to be careful not to let the discussion shift to simply personal
reflection or disclosure. Additionally, while participation is important, you are not required to share anything
personal about your own family experience in class discussion to receive a high participation grade. The value of a
course like this is to gain perspective on complex relational issues and analyze what occurs in relationships. This
gives us insight into relationships in general and helps us understand important social processes such as
cooperation, continuity, and conflict.
Use of Email: I will use email to contact you about class. I will expect you to utilize your CU email address, and
I expect you to check email regularly.
Writing Quality & Integrity: Writing is one of the primary ways that we learn. Good writing takes time and
typically involves more than one draft. All papers submitted for this course must be typed and double-spaced; they
should be free from errors in spelling, grammar, and punctuation. Citation of sources should follow APA style; see
owl.english.purdue.edu website for a quick review of APA style. Please note that I will NOT review papers for
proof-reading or editing purposes. I will review them for content if they are submitted in time for me to provide
appropriate feedback. In addition, I strongly encourage you to utilize The Writing Center for help with your
semester project if you need it (www.colorado.edu/pwr). Remember that you are expected to adhere to the
university honor code (see below). All work you submit must be the result of your efforts and learning for this
course.
Late Work: Written assignments will be due at the beginning of class the day they are due. Late work will be
accepted but will receive a penalty of 10% for each calendar day it is late. Late work will not be accepted more
than three calendar days after the due date. In the case of serious illness or emergency, I may grant an extension.
I will expect you to provide documentation regarding your situation.
Missed Exams: If you miss an exam due to extenuating circumstances, you will be expected to complete a make-up
exam (which will be different from the original exam) at a time determined by me. You will be expected to provide
adequate documentation for your absence.
Grading: Your goal in this course should be to take advantage of a learning opportunity. I want you to learn things
about family communication that will help you in your own relationships and will teach you to better analyze
complex relational systems that emerge in other contexts (like work). Remember that a grade of “A” reflects
excellence and shows outstanding mastery of the material and unique insight into the issues of the course. Earning a
high grade in this course is a good thing, but be honest with yourself and with me about your efforts here. If you
have many other demands on your time or are highly focused on other coursework, earning a high grade may be
difficult. Also, remember the College of Arts and Sciences endorsed a statement that identifies 3 hours of work for
each hour in class as the appropriate standard for work requirements. This means that for this course you should
expect to spend up to 9 hours per week on the course (excluding class time).
University Policies Regarding Courses
Classroom Behavior Policy: Students and faculty each have responsibility for maintaining an
appropriate learning environment. Students who fail to adhere to such behavioral standard may be subject to
discipline. Faculty has the professional responsibility to treat all students with
understanding, dignity and respect, to guide classroom discussion and to set reasonable limits on
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the manner in which they and their students express opinions. Professional courtesy and sensitivity are especially
important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual
orientation, gender variance, and nationalities. See polices at
http://www.colorado.edu/policies/classbehavior.html and at
http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code.
Disabilities: If you qualify for accommodations because of a disability, please submit to me a letter from Disability
Services in a timely manner so that your needs may be addressed. Disability Services determines accommodations
based on documented disabilities (303-492-8671, Willard 322, http://www.colorado.edu/disabilityservices).
Honor Code: All students of the University of Colorado at Boulder are responsible for knowing and adhering to the
academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of
academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct
shall be reported to the Honor Code Council (honor@colorado.edu; 303-725-2273). Students who are found to be
in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member
and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Other
information on the Honor Code can be found at http://www.colorado.edu/policies/honor.html and at
http://www.colorado.edu/academics/honorcode/
Observance of Religious Holidays and Absences from Classes or Examinations: Campus policy regarding religious
observances requires that faculty make every effort to reasonably and fairly deal with all students who, because of
religious obligations, have conflicts with scheduled examinations, assignments, or required attendance. In this class,
I will make every effort to accommodate all students who have such conflicts with scheduled examinations,
assignments, or attending class, provided students notify me well in advance of the scheduled conflict.
Sexual Harassment: The University of Colorado Policy on Sexual Harassment applies to all students, staff, and
faculty. Sexual harassment is unwelcome sexual attention. It can involve intimidation, threats, coercion, or
promises to create an environment that is hostile or offensive. Harassment may occur between members of the same
or opposite gender and between any combinations of members in the campus community: students, faculty, staff,
and administrators. Harassment can occur anywhere on campus, including the classroom, the workplace, or a
residence hall. Any student, staff, or faculty member who believes s/he has been sexually harassed should contact
the Office of Sexual Harassment (OSH) at 303-492-2127 or the Office of Judicial Affairs at 303-4925550. Information about the OSH and the campus resources available to assist individuals who believe they have
been sexually harassed can be obtained at: http://www.colorado.edu/sexualharassment
Course Schedule—necessary changes to the schedule will be made in D2L
Reading/Assignments:
Text = Perspectives on Family
Communication;
UC = Unequal Childhoods;
Class
*Author Name = Reading on D2L
Dates
Topic & Assignments
Week 1
Course Introductions
Text Chap. 1
1/14 & 1/16
Defining Family
*Coontz
Week 2
1/21 & 1/23
Week 3
1/28 & 1/30
Week 4
2/4 & 2/6
Theoretical Perspectives on Family
Reflection Paper 1 Due 1/23: Ideal Family
Communicating Roles & Rules
Communicating Roles & Rules
Text Chap. 2
Text Chap. 3
*Hays;
*Townsend
*UC Chap. 1-2
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Week 5
2/11 & 2/13
Reflection Paper 2 Due 2/6: Gender Roles
in Family
Communicating Intimacy
Text Chap. 5
*Should be reading UC Chap. 3-5 over
the next two weeks
Week 6
2/18 & 2/20
Telling Stories & Making Meaning in
Family
Text Chap. 6
*Wolin & Bennett
Week 7
2/25 & 2/27
Stories & Meaning
Submit commitment for Semester Project
Topic
Week 8
3/4 & 3/6
Week 9
3/11 & 3/13
Week 10
3/18 & 3/20
First Discussion Groups for Unequal
Childhoods on 2/27 (covers Chap. 1-5)
UC Analysis 1 Due
Catch-Up; Review for Midterm
Midterm Exam 3/6
Conflict, Power, and Violence
Communicating under Stress
Text Chap. 7
*Should be reading selected chapters
from UC Chap. 6-12 over the next few
weeks (Note: we will not read Chap. 9)
Text Chap. 8
*Read UC Chap. 6-7
Semester Project Literature Review Outline
Due 3/20
Week 11
3/25 & 3/27
Spring Break
Be Safe!
Week 12
4/1 & 4/3
Communicating under Stress
*Braithwaite, Schrodt & Baxter
*Read UC Chap. 8
(Note: We are not reading
Chap. 9 of UC)
Interview Guide Due 4/3
Week 13
4/8 & 4/10
Week 14
4/15 & 4/17
Communicating under Stress
* Read UC Chap. 10-12
Online Data Submission Due 4/10
Societal Influences on Family
Second Discussion Groups for Unequal
Childhoods 4/15 (covers Chap. 6-8 & 1012)
UC Analysis 2 Due
Week 15
4/22 & 4/24
Week 16
4/29 & 5/1
Societal Influences on Families
*Kremer-Sadlik
Reflection Paper 3 Due 4/24: Societal
Influences on Family
The Future of the Family
Text Chap. 10
Semester Project Due 5/1
Final Exam: Saturday, May 3, 1:30-4:00 p.m.