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Viewing: SOC 204/WGS 204 : Sociology of Family

Last approved: Fri, 28 Apr 2017 08:02:01 GMT

Last edit: Fri, 28 Apr 2017 08:02:01 GMT

Change Type
Major
SOC (Sociology)
204
019459
Dual-Level Course
Cross-listed Course
Yes
Course Prefix:
WGS
Sociology of Family
Sociology of Family
College of Humanities and Social Sciences
Sociology (16SOC)
Term Offering
Fall, Spring and Summer
Offered Every Year
Spring 2017
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)
Distance Education (DELTA)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Anna Manzoni
Assistant Professor of Sociology

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture8040-80YesNone.
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
LEC16080YesNone.

Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
16LJSSociolog Major Grp 794Elective
16IDSWGSIDS: WGS Concentration (Disciplinary Groupings)Elective
Contemporary American family structures and processes and their development. Focus on socialization, mate selection, marital adjustment and dissolution. Includes core sociological concepts, methods, theories.

Formal GEP social science and US diversity review.


No

Is this a GEP Course?
Yes
GEP Categories
Social Sciences
US Diversity
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 
Critically examine the family on both an individual level as well as on a larger social level.
Articulate key ways in which the family is situated in cultural, historical, and social contexts.
 
 
Weekly, required discussion board questions such as:

(1) In Chapter 1, Cherlin introduces the concept of public vs. private family in order to define what family is and what the function of family is. What do you think of these concepts? Do you agree or disagree with Cherlin's definition? Please explain why you feel this way with support from the book, outside sources that may support your stance, and/or with a specific example.

(2) What important changes have there been in marriage in the past 60 years? What are the changes in childbearing in the same time frame? How do you think these have impacted how the American family looks today?

(3) How have increases in divorce, remarriage, and related trends altered family life?

And exam questions such as: Describe the major changes which have occurred in American families in the past century. Make sure to clarify how trends for different groups have changed based on a variety of stratifying factors. Be sure to consider how not all groups changed in the same way at the same rate. Answer in about 300 words.
 
 
Demonstrate familiarity with social science research methods used in studying the family.
 
 
Measure - Exam Questions

Sample prompt: Pretend you are a sociologist interested in researching the family. Thinking about the family debates we've had in class and some of the studies you've read about in the textbook, select a research question and briefly describe the sociological theory and methods you would use to answer your research question. Make sure you defend your selection of a theory and methodology.
 
 
Analyze challenges that arise due to changing family structures and responsibilities using sociological theories.
 
 
Measure - Exam Questions

Sample Prompt: Explain differences in changes in the involvement of men in childcare and housework compared to changes in women’s participation in the labor market. Keep in mind what you know of sociological explanations. Provide reasons why men have been far more reluctant to help with childcare and/or housework than women have been to enter the workforce.
Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 
Describe how identities such as race, gender, and sexual orientation are socially constructed and are shaped by societal views, norms, and laws.
 
 
Measure - Discussion Board Question

Sample Prompt: Gay marriage is a big topic of debate today. What conceptions of marriage underlie the arguments of people for and against gay marriage? How have these conceptions or gay people, in general, changed overtime? Relate these arguments to a current event (such as NC's decision to lift the ban on gay marriage).
 
 
Identify and describe processes such as occupational segregation that have led to income gaps between different groups with varying levels of privilege and power (e.g., less pay for women and racial minorities).
 
 
Measures - Exam Questions and Partner Assignment

Sample Exam Question Prompt: What factors may contribute to gender wage gap? Consider alternative theoretical explanations and argue about whether each of them may be adequate to (partly) explain observed gender differences in wages across occupations?"

Sample Partner Assignment: Students complete a Gender Wage Gap activity in pairs. Each student selects an occupation that best represents their intended line of work and analyzes how gender shapes opportunities to enter into that vocation, as well as economic returns, using information from the Bureau of Labor Statistics Standard Occupation Classification system (SOC). They complete a worksheet by determining the number and percent of jobs occupied by each sex, and determine how much a woman earns for every $1 that a man earns in the same job. The students then answer the following questions:
1. Describe any observed disparities in earnings in each of your intended careers. Did you expect the differences, and the sizes of these differences, to exist in the manner evidenced in the data? Why or why not?

2. Compare the two occupations that each of you chose. Are they similar or different in their gender composition and wage gaps? What do you think causes these similarities or differences?

3. Of the three explanations we talked about, what do you think explains the observed differences in wages you identified in each of your intended occupations? Why?
 
 

 
 

 
 

 
 

Requisites and Scheduling
100%
 
a. If seats are restricted, describe the restrictions being applied.
 
None.
 
b. Is this restriction listed in the course catalog description for the course?
 
n/a
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
None.
 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 
None.
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 
"Public and Private Families: An Introduction" by Andrew J. Cherlin, 7th Edition (ISBN 10: 0078026679)
 
Major topics to be covered and required readings including laboratory and studio topics.
 
What is a Family? - Chapter 1
Sociological Theories and the Family - Chapter 1
The History of the Family - Chapter 2
Stratification Factors and History
Gender - Chapter 3
Gender and Family - Family Debate #1
Social Class - Chapter 4
Social Class-Inequality - Family Debate #2
Race and Ethnicity - Chapter 5
Race and Family - Family Debate #3
Sexualities - Chapter 6
Same-sex Marriage - Family Debate #4
Cohabitation and Marriage - Chapter 7
Work-Family - Chapter 8
Opt-out Revolution - Family Debate #5
Children and Parents - Chapter 9
The Elderly - Chapter 10
Spanking - Family Debate #6
Domestic Violence - Chapter 11
Divorce - Chapter 12
Remarriages - Chapter 12
 
List any required field trips, out of class activities, and/or guest speakers.
 

Currently being taught by instructor. Formal GEP review only.

This course is an overview of the family and an introduction to the discipline of sociology. You will be introduced to the concepts, major theoretical approaches, and research methods used by sociologists to study families. In particular, this course is designed to help students develop a sociological perspective on families. Information regarding basic sociological principles as they apply to the study of families, marriages, and society will be provided. We will begin by looking at the family cross-culturally and historically. We will then focus on the modern Western family in its many forms. Topics will include marriage, divorce, dating and choosing partners, cohabitation, childbearing and childrearing, family violence, and work-family balance. We will also discuss issues such as race, social class, work, sexuality, and gender as they relate to the family. We will also explore the processes of family interaction and how they are influenced by social, historical, and structural factors.


Particular emphasis will be placed on the issues relevant to understanding the family within a sociological context: this means that we will come to see families as they relate to broader social forces across space and time and we will examine how families influence societies and how societies influence our ideas about family.


We will look at the family in the private sense, as intimate relationships intended to fill personal needs, but also in the public sense, as an evolving yet enduring social institution that is influenced by social processes and fulfills meaningful social functions. We will also use the family as a lens to explore some basic sociological concepts, theories, and research methods.


Student Learning Outcomes

Students will be able to:



  • Describe key sociological concepts, theories, and research methods used in the field of sociology, and in family sociology in particular

  • Demonstrate skills in analytical thinking and writing, including synthesis, critique, and argument development

  • Critically examine the family on both an individual level as well as on a larger social level

  • Describe variations in families and develop new ways of conceptualizing the family and the roles of individuals within families

  • Relate the study of families to larger sociological issues

  • Articulate key ways in which the family is situated in cultural, historical, and social contexts

  • Make thoughtful, reasoned evaluations and judgments grounded in the scientific study of families 


Evaluation MethodWeighting/Points for EachDetails
Midterm25%Midterm exam includes multiple choice, short answer, and essay questions and will incorporate material from lectures, readings, and class discussions and activities. Exams are administered via Moodle.
Final Exam25%The final exam includes multiple choice, short answer, and essay questions and will incorporate material from lectures, readings, and class discussions and activities. The final exam is administered via Moodle and per university schedule.
Quizzes5%One quiz is administered via Moodle in the first third of the semester to familiarize the students with online test-taking. The quiz is comprised of multiple choice and true/false questions.
Forum_post10%A total of 12 discussion questions are posed throughout the semester on Moodle. Students are expected to complete at least 10 in order to earn a possible full 10% on the discussion boards. Topics are specific to the topic of the week or previous week and prompt students to summarize the ideas behind the question, reflect on their own experiences and opinions, and/or respond to another student's post. Students are to add to the discussion within their assigned group instead of simply repeating the same information in an effort to enhance classroom discussions. Proper ASA-style citations are expected.
Written Assignment10%For the Media Assignment, students are to Identify two articles published in a popular national press outlet and write a reaction to the articles based on your scholarly knowledge of the family literature. Students are given questions to assist them in critically analyzing the articles and the information within them. Proper ASA-style citations are expected.
Participation10%Students are expected to attend all classes, but are given two passes throughout the semester. Students are expected to not only attend, but participate in class by answer questions, participating in discussions, and engaging, in general. Frequent absences, chronic tardiness, and ‘unengaged silence’ negatively affect course grades.
Written Assignment15%As part of the class activities (included in the participation grade), students participate in six "Family Debates" in small groups throughout the semester. These debates examine different topics related to the family. Near the end of the semester, students are expected to complete a 2-3 page "Debate Reaction Paper" in which they summarize and evaluate the class discussion of a specific debate topic. Students are provided with a rubric to guide their assessment.
TopicTime Devoted to Each TopicActivity
N/A - See syllabus

Key: 4876