Chapter 14, 16 Flashcards

1
Q

Marriage and Family

A

Marriage and family are key structures in most societies. Sociologists are interested in the relationship between the institution of marriage and the institution of family because, historically, marriages are what create a family, and families are the most basic social unit upon which society is built.

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2
Q

Status roles

A

Both marriage and family create status roles that are sanctioned by society.

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3
Q

In a 2010 survey,

A

76% of adults surveyed stated that family is “most important” element of their life -just one percent said it was “not important”. It is also very important to society.

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4
Q

Marriage

A

a legally recognized contract between 2 or more people in a sexual relationship who have an expectation of permanence about their relationship.

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5
Q

What constitutes a family?

A

The question of what constitutes a family is a prime area of debate in family sociology, as well as in politics and religion. Social conservatives tend to define a family in terms of structure with each family member filling a certain role (like father, mother or child). Sociologists, on the other hand, tend to define family more in terms of the manner in which members relate to one another than on a strict configuration of status roles.

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6
Q

family

A

socially recognized groups of individuals who may be joined by blood, marriage, or adoption and who form an emotional connection and an economic unit of society.

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7
Q

a family of orientation

A

the family into which a person is born

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8
Q

a family of procreation

A

a family formed through marriage

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9
Q

People in the United States as a whole are somewhat divided when it comes to determining what does and what does not constitute a family

A

2010 survey:
99.8% a husband, wife and children constitute a family.
92% a husband and a wife without children
83% unmarried couples with children
39.6% unmarried couples without children
64% gay male couples with children
33% gay male couples without children

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10
Q

The study revealed that children tend to be the key indicator in establishing “family” status: the percentage of individuals who agreed that unmarried couples and gay couples constitute a family nearly doubled when children were added.

A

The study also revealed that 6 percent of US respondents agreed that if you consider yourself a family, you are a family. The government, however, is not so flexible in its definition of “family”. The US Census Bureau defines a family as “a group of two people or more (one of who is the householder) related by birth, marriage, or adoption and residing together”.

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11
Q

Homogamy

A

the conscious or unconscious tendency to select a mate with personal characteristics similar to one’s own.

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12
Q

Courtship and Mate Selection

A
  • we are limited to those who are available and with whom we have contact
  • we are heavily influenced by opinions of family, friends, religion, workplace
  • we are most attracted to people like ourselves
  • norm and values of the larger society influence courtship. The selection process is taking longer - concerns about financial security and personal independence. Median age for women = 27 and for men = 29.
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13
Q

endogamy

A

the restriction of mate selection to people within the same group.
ex. race, ethnicity, religion, intended to reinforce the cohesiveness of the group; marry someone “your own kind” (interracial marriages were outlawed in some states until 1967 when the Supreme Court overturned such laws)

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14
Q

exogamy

A

the requirement that people select a mate outside certain groups (incest taboo).

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15
Q

monogamy

A

the act of being married to only one person at a time.

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16
Q

serial monogamy

A

several spouses in one lifetimes, but only one at a time.

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17
Q

polygamy

A

the state of being committed or married to more than one person at a time.

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18
Q

Nuclear family

A

(2010=60% kids under 17)two parent family structure, two parents (traditionally a married husband and wife) and children living in the same household.

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19
Q

stepparents

A

(9% live with biological or adoptive parent and a stepparent. 70% live with their biological mother and a stepfather)

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20
Q

single parents

A

(2010-27%(23%mom, 3% Dad)

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21
Q

non-parent guardian

A

(4%), of this 4%….54% live with grandparents, 21 % live with other relatives, and 24% with nonrelatives

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22
Q

extended family

A

a household that includes at least one parent and child as well as other relatives like grandparents, aunts, uncles and cousins.

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23
Q

grandparents

A

(4% sole responsibility) often results from parental drug abuse, incarceration or abandonment.

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24
Q

Us Census indicate that children living

A

in homes with both parents grow up with more financial and educational advantages than children who are raised in single-parent homes.

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25
Q

Children living with a divorced parent

A

typically have more advantages than children living with a parent who never married; this is particularly true of children who live with divorced fathers. This correlates with the statistic that never-married parents are typically younger, have fewer years of schooling, and have lower incomes.

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26
Q

Six in ten children living with only their mother

A

live near or below poverty level. Of those being raised by single mothers, 69 percent live in or near poverty compared to 45 percent for divorced mothers (U.S. Census 1997). Though other factors such as age and education play a role in these differences, it can be inferred that marriage between parents is generally beneficial for children.

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27
Q

cohabitation

A

act of a couple sharing a residence while they are no married.

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28
Q

Cohabitation is practices by 7.5 percent of the population in 2011, an increase of 13 percent since 2009. This surge in cohabitation is likely due to the decrease in social stigma pertaining to the practice.

A

The vast majority of cohabitation relationships eventually result in marriage; only 15 percent of men and women cohabitate only and do not marry. Recent research has found that cohabitation has little effect on the success of a marriage. In fact, those who do not before marriage have slightly better rates of remaining married for more than ten years.

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29
Q

Same-Sex couples

A

2013-The Defense of Marriage Act, the law barring the federal government from recognizing same-sex marriages legalized by the states, was declared unconstitutional, by the Supreme Court of the US.

30
Q

In terms of demographics, same-sex couples are not very different from opposite-sex couples.

A

While there is some concern from socially conservative groups regarding the well-being of kids who grow up in same-sex households, research reports that same-sex parents are as effective as opposite-sex parents. In an analysis of 81 parenting studies, sociologists found no quantifiable data to support the notion that opposite-sex parenting is any better than same-sex parenting.

31
Q

Staying single

A

In 2010, never-married individuals in the 22-29 age bracket accounted for 62% of women and 48% of men, up from 11% and 19% respectively, 1970. In general, being single is not a rejection of marriage; rather, it is a lifestyle that does not necessarily include marriage. by age forty, according to census figures, 20% of women and 14% of men will have never married.

32
Q

Functionalism of Marriage and Family

A

What families do for society and their members
-reproduction - main source of population
-socialization - of the children
-protection - families protect who are born
regulation of sexual behavior- families teach how to control sexual behavior
affection and companionship- place for source of affection
provision of social status- families provide social status

33
Q

Conflict theory of marriage and family

A

how does families and marriage perpetuate inequality
Friedrich Engels- the family is the ultimate source of social inequality because of its role in the transfer of power, property, and privilege. Historically, the family has legitimized and perpetuated male dominance.

34
Q

patriachy

A

society in which men dominate in the family decision making,

35
Q

matriarchy

A

society in which women dominate in family decision making.

36
Q

Although US is viewed as land of opportunity, social mobility is restricted in important ways

A

children inherit the privilege or less-than-privileged social and economic status of parents.

37
Q

SES influences

A

nutrition, healthcare, housing, educational opportunities, life chances- in many ways the family helps to maintain inequality

38
Q

Mid 1800s-first wave of contemporary feminism-

A

substantial challenge to the historical status of wives and children as the legal property of husbands and fathers.

39
Q

Egalitarian family

A

authority pattern in which spouses are regarded as equal.

40
Q

symbolic interactionism

A

families are groups in which people come together to form a strong primary group connection and maintain emotional ties to one another over a long period of time. Families and the roles we play in them are free flowing and are up for interpretation and changes over time.

41
Q

divorce and remarriage

A
  • overall divorce rates began to increase in the late 1960s but then leveled off; since the late 1980s
  • of first marriages that ended in divorce, the median duration is 8 years. About 63% of all divorce people in the US have remarried-women are less likely than men to remarry.
42
Q

Factors associated with Divorce

A

-greater social acceptance (eg; no fault divorce laws), increase in family incomes (can afford to get divorced), greater opportunities for women (less dependent on their husbands financially and emotionally).

43
Q

Children of Divorce and remarriage

A

Divorce is often justified by the notion that children are better off in a divorced family than in a family with parents who do not get along. However, long-term studies determine that to be generally untrue. Research suggests that while marital conflict does not provide an ideal childrearing environment, going through a divorce can be damaging. Only in high conflict homes do children benefit from divorces and the subsequent decrease in conflict. The majority of divorces come out of lower-conflict homes, and children from these homes are more negatively impacted by the stress of the divorce than the stress of unhappiness in the marriage (Amato 2000).

44
Q

Domestic violence

A

is a significant social problem in the United States. It is estimated that 1 in 4 women has experiences some form of intimate partner violence (IPV) in her lifetime (compared to 1 in 7 men). perpetrators of IPV work to establish and maintain such emotional dependence in order to hold power and control over their victims, making them feel stupid, crazy, or ugly-in some ways worthless.

45
Q

child abuse

A

in 2010, there were more than 3.3 million reports of child abuse involving an estimated 5.9 million children (Child Help 2011). Risk factors: teen moms, drug & alcohol abuse, social isolation, depression, low parental education, and a history of being mistreated as a child. Approximately 30 percent of abused children will later abuse their own children.

46
Q

Education in Society

A

Historically, we counted on families to be significant agents of socialization - as societies became more diverse and division of labor increased, our educational needs expanded and we placed a greater emphasis on more formal socialization.

47
Q

We invest a lot

A

of money and time (resources) in education because we believe the individual and collective benefits are worth it. The commitment to education is built on a belief that our outcomes should not be determined by birth but by ability and effort.

48
Q

Education

A
  • a social institution through which a society’s children are taught basic academic knowledge, learning skills, and cultural norms.
  • the history of education inn the US is one of expansion and institutionalization.
49
Q

Expansion

A
  • people with a high school diploma increased from 25% in 1940 to more than 87% in 2012. The proportion with a college degree rose from 5% in 1940 to 31% in 2012. Education serves as a means of opportunity- initially, public schools were open only to White males- the hope was that by expanding to include everyone- it would provide the opportunity to develop skills and knowledge and allow people to get ahead in society.
50
Q

institutionalization

A

occurred as education became more formalized-educational organizations has become more professional and bureaucratic in their attempt to more efficiently provide services to the whole population. -public education provides individuals with essential knowledge and skills for development and advancement and it provides society with informed citizens who can serve as social, economic and political leaders.

51
Q

Manifest (primary) functions

A

openly stated functions with intended goals.

52
Q

(Functionalism) socialization

A

teach children how to get along with others and prepare them for adult economic roles.

53
Q

(functionalism) Transmission of culture

A

education transmits society’s norms, values, beliefs, ideas, and skills, (of the dominant culture) - ensuring that a critical mass of new members share common knowledge & beliefs secures society’s survival into the future.

54
Q

social control (functionalism)

A

schools teach students how to behave and teach various skills and values essential to their future positions in the labor force such as; punctuality, discipline, scheduling and responsible work habits, as well as how to negotiate the complexities of a bureaucratic organization. -in effect, then schools serve as a transitional agent of social control, bridging the gap between parents and employers in the life cycle of most individuals.

55
Q

social placement

A

college and graduate schools are viewed as vehicles for moving students closer to the careers that will give them the financial freedom and security they seek. As a result, college students are often more motivated to study areas that they believe will be advantageous on the social ladder.

56
Q

Cultural innovation

A

sex education, endorse affirmative action in admissions, Project Head Start, pursue research and publish articles- producing new technology, techniques, knowledge and practices

57
Q

Latent (secondary) functions

A

hidden, unstated functions with sometimes unintended consequences. Social networks, group work, creation of generation gap, political and social integration and courtship

58
Q

Conflict theorists do not believe that public schools reduce social inequality.

A

Rather, they believe that the education system reinforces & perpetuates social inequalities that arise from differences in class, gender, race, and ethnicity. Where functionalists see education as serving a beneficial role, conflict theorists view it more negatively. To them, educational systems preserve the status quo and push people of lower status into obedience.

59
Q

We rely on schools to provide

A

a fair chance of success for all, but researchers have found that the social positions students occupy when they start school are often reproduced when they finish. This challenges our faith that schools provide a fair chance for mobility regardless of position.

60
Q

Funding

A

there are significant inequalities in the educational opportunities available to different groups- for example, wide disparities exist in funding and facilities between urban and suburban schools. Wealthier districts have the money to offer programs and facilities that poor districts cannot- AP classes, high-tech labs, athletic facilities, elective courses in art, music and language, etc.

61
Q

Funding comes from three sources: state, local and federal.

A

Only 8% comes from the federal government. Amount of money spent per child varies from district to district - Chicago- poorer area- $13, 616 vs. wealthier area $20,393 and state to state - NY= about $17,000 (highest) and Utah about $5,800 (lowest).

62
Q

cultural capital

A

our cultural knowledge that serves (metaphorically) as currency that helps us navigate a culture, alters the experiences and opportunities available to students from different social classes. Members of the upper and middle classes have more cultural capital than do families of lower-class status. As a result, the educational system maintains a cycle in which the dominant culture’s values are rewarded. Instruction and tests cater to the dominant culture and leave others struggling to identify with values and competencies outside their social class.

63
Q

The hidden curriculum

A

the informal teaching done in schools that socializes children to societal norms.
It prepares students to submit to authority- including bosses and political leaders.

64
Q

Tracking

A

a formalizes sorting system that places students on “tracks” (advanced, low achievers) that perpetuate inequalities.

65
Q

Tracking

A

-begins very early, often in first grade reading groups. The practice can reinforce the disadvantages that children from less affluent families may face if they haven’t been exposed to reading materials, computers, and other forms of educational stimulation during their early-childhood years.

66
Q

Bowles and Gintis (1976)

A

argue that the educational inequalities produced by tracking are designed to meet the needs of modern capitalistic society. They claim that capitalism requires a skill, disciplined labor force and that educational system of the US is structures with that objective in mind.

67
Q

credentialism

A

the emphasis on certificates or degrees to show that a person has a certain skill, has attained a certain level of education, or has met certain job qualifications.

68
Q

One potential effect of credentialism

A

is to reinforce social inequality. Applicants from poor and minority backgrounds are especially likely to suffer from the escalation of qualification, since they lack the financial resources needed to get degree after degree. Upgrading of credentials benefits educational institutions (profit) and current job holders (increased status and demand for higher pay).

69
Q

Gender

A

20th century - sexism showed up in textbooks, pressures on females to do “women’s work” and unequal funding for women’s and men’s athletic programs and employment of teachers - university=higherpay/status=males and public=lower salaries=females ….eventually passed - Title IX (1972) - no discrimination in education on basis of sex

70
Q

First college- Harvard (1636) only accepted men, 200 years later

A

(1833) Oberlin College became the first institution of higher learning to accept women. In addition to attending class, female students washed men’s clothing, cared for their rooms and served them meals….Among men and women who graduated fromm college between 2006 and 2010 men out-earned women by an average of more than $5,000 each year.