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| How we define family: traditional definition |
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| people related by blood, marriage, or adoption |
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| How do we define family: US census bureau |
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| two or more persons who share a household and are related by blood, marriage, or adoption |
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| How do we define family: Burgess and Locke (1945) |
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expanded definition to include social roles, and creating and maintaining a common culture -focuses on status (titles)and roles (behaviors) |
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| family comprised of adults and their children |
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| family comprised of parents, children, and other relatives such as grandparents |
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| nonrelatives whose bonds are strong and intimate |
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| the family you were born into |
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| the family you make through marriage,partnering, and/or parenthood |
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| social science definition of family |
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| relationship by blood, marriage, or affection, in which members may cooperate economically, may care for any children and may consider their identity to be intimately connected to the larger group |
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-regulation of sexual behavior -reproducing and socializing children -economic cooperation -social placement, status, and roles -care, warmth, protection, and intimacy |
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| a major sphere of social life with a set of beliefs and rules that is organized to meet basic human needs |
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| the major defining status or statuses that a person occupies |
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stable framework of social relationships that guides our interactions with other -prescriptive: what you should do -proscriptive: what you shouldn't do |
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| functionalists perspective on family |
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family plays many roles: -socialization for young -socioeconomic support -reproduction -regulated sexual activity -transmits social status -economics |
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-views individual and group as being in conflict -competition and struggle is natural and often desirable -conflict over power -conflict over resources |
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| symbolic interaction perspective |
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-focus on family interactions that determine behavior -three important mechanisms: 1. definition of the situation 2. self-image based on others interactions 3. predictability of behavior |
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| focuses on the individual and his/her interactions in specific settings |
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| focus on interconnections of marriage, families, and intimate relationships with the rest of society |
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| legally recognized contract between a woman and a man |
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| one person is married to another person of the opposite sex (traditional) |
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| one person is married to multiple husbands or wives |
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| women with more than 1 husband |
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| men with more than 1 wife |
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| form of social organization in which the norm or expectation is that men have a natural right to be in positions of authority over women |
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| form of social organization in which the norm or expectation is that the power and authority in society would be vested in women |
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| the expectation that power and authority are vested in both men and women, equally |
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| descent that can be traced through both male and female sides of the family |
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| descent pattern where lineage is traced exclusively through the man's family line |
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| descent pattern where lineage is traced exclusively or primarily within women's families |
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| the expectation that a newly married couple establishes a residence and lives there independently |
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| the expectation that a newly married couple will live with the husband's family |
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| the expectation that a newly married couple will live with the family of the wife. |
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-business -schools -churches -correctional institutions -health and social welfare institutions |
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| transformed economy from small family farms to one of large urban industries |
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| daunting hardships on families, increased unemployment, poverty, and homelessness |
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| ushered women into the labor force, deemed a "patriotic duty" |
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| women were encouraged to give up their wartime jobs to men returning from the battlefield, were fired if they failed to quit voluntarily |
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| rich made tremendous gains, middle and lower income classes have experienced stagnation |
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| approach that answers questions through a systematic collection and analysis of data |
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-describe some phenomena -examine the factors that predict or are associated with some phenomena -explain the cause-and-effect relationships or provide insight into why certain events do or do not occur |
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| research and theory work together |
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-neither research nor theory can stand alone -theories must be tested -findings must be explained with theory |
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| sample in which every "person of interest" has an equal chance of being selected into your research study |
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| research method that allows an interviewer to obtain detailed responses to questions |
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| controlled method for determining cause and effect |
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| small group interview of people who are brought together to discuss a particular topic |
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| research method that goes into the natural setting and observes people in action |
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| research method in which the data were collected for some other purpose but still are useful to the researcher |
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| theory that attempts to determine the structure, systems, functions, and equilibrium of social institutions |
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| theory that emphasizes issues surrounding social inequality, power, conflict, and social change |
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| theory that emphasizes the symbols we use in everyday interaction-words, gestures, appearances- and how these are interpreted |
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| theory that suggests families, and individual family members, go through distinct stages over time, with each stage having its own set of tasks, roles, and responsibilities |
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| marriage based on mutual affection, sexual attraction, compatibility, and personal happiness |
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| research that focuses on data that can be measured numerically |
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| theory in which gender is seen as the central concept for explaining family structure and family dynamics |
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| the ability of human beings to create viable lives even when they are constrained or limited by social forces |
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| narrative description with words rather than numbers to analyze patterns and their underlying meanings |
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| theory that draws upon a model of human behavior used by many economists. It assumes that individuals are rational beings, and their behavior reflects decisions evaluated on the basis of coasts-both direct and opportunity costs-and benefits |
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| the lifelong process by which we learn the cultural values, rules, expectations, and skills needed to function as human beings and participate in society |
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| the social position that a person occupies |
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| theory that proposes that a family system-the family members and the roles that they play- is larger than the sum of its individual members. |
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| a general framework, explanation, or tool used to understand and describe the real world. |
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| refers to the biological terms of male and female |
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| refers to learned behavior involving how we are expected to act as males and females in society |
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| teaching the cultural norms associated with being male or female |
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the primary groups responsible for gender socialization -parents -school -toys -peers -the media |
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| gender socialization which is taught informally in school |
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| category describing people who share real or perceived physical straits that society deems socially significant, such as skin color |
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| shared cultural characteristics, such as language, place of origin, dress, food religion, and other values |
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| a group of people who share specific cultural features |
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| category of people who have less power than the dominant group, and who are subject to unequal treatment |
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| social networking connections, which can be a valuable source of information, such as a resource for job leads |
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| a negative attitude about member of selected racial and ethnic groups |
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| oversimplified sets of beliefs about a group of people |
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| behaviors, actions, or practices based on racial or ethnic preferences that have harmful impacts |
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| individual discrimination |
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| one person exhibiting a negative behavior towards another person |
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| institutional discrimination |
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| social institutions such as the government, religion, and education create policies and practices that are systematically disadvantageous to certain groups |
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| a social position based primarily on income and wealth, but occupational prestige and educational level may be relevant as well |
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| socioeconomic status (SES) |
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| some combination of education, occupation, and income |
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-wealthiest -most powerful -3-5% of population -income: $1,000,000+ -"old money" |
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-15-20% of population -highly educated professionals -income: $100,000-$200,000 -have nice homes -play important roles in politics -value education, children go to college |
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-income: $40,000-$100,000 -40% of population -security at home and at work is very important -college is valued -jobs have been secure in the past |
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-income: $20,000-$40,000 -20% of population -factory jobs, semiskilled labor -must be careful to budget money to pay bills -cannot afford college |
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-15% of population -minimum wage jobs -hover slightly above poverty line -very vulnerable -live month-to-month |
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-3-5% of population -cannot work because of disability, mental problems, or age -lack education and job skills -receive assistance from the government |
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| movement from one social class to another |
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| guidelines established in 1964 as a way to measure the number of people living in poverty; based on thrifty food budget, multiplied by three |
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| a lack of available nourishing food on a regular basis |
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| the hierarchical ranking of categories of people within society |
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| the recognition that our personal experiences are, in large part, shaped by forces within the larger society |
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