THE AMERICAN FAMILY

Sociology 110 (401)

Spring, 2001

 

Dr. Karen Conner

128 Howard Hall

271.2167

E-Mail: karen.conner@ drake.edu

FAX: 2271.2055

OfficeHours: Tuesday, 1:00 to 2:00 and 3:15 to 4:00

Wednesday, 3:00 to 4:45

Thursday, 1:00 to 2:00 and 3:15 to 4:30

At other times by appointment.

 

Reguired Texts:

Course Description:

This course examines the ongoing conversation among 19thh and 20thh century social theorists and practitioners about the condition of the American family. The social context for historical change in the American family is emphasized. Course content stresses the macrosociological approach to understanding the institution of family. Materials presented and discussed in class will be drawn from the work of sociologists, anthropologists, social philosophers, and social historians.

The condition of the American family is a topic being debated both inside and outside academia. Some argue that the family is merely changing while others stress that the family is in a state of serious decline. This debate will form one of the central questions for this course.

While the need to address this question might seem quite pressing, it is certainly not a new concern. In the 19th century, European philosophers such as Comte and Leplay viewed the family as the most basic social unit LePlay referred to the family as the "moral cell" of society and was greatly disturbed by the emergence of the European nuclear family; a form Leplay viewed as unstable and lacking in continuity. French theorist Alexis de Toqueville was also concerned about the condition of the 19th century family. on the occasion of his visit to the United States, Toqueville was among the first scholars to critique the American family when he worried that the family he found in America was even more "diminished" than the 19th century European family.

Among the 19th century social philosophers, however, were those who took a much more optimistic position. Social evolutionists such as Main, Morgan, and Spencer, argued that the family, like other social systems, would evolve in a direction of greater equality and complexity. They viewed change in the family system as generally positive and progressive.

The late 20th century focus on family has emerged as a debate over family breakdown versus family change. This debate was precipitated by the fact that significant alterations have occurred in the American family system since the 1960s. Among these alterations is a decline in the overall birthrate accompanied by a drarnatic decrease in the social stigma associated with childlessness. For those adult couples with children, the cultural prescription for a gender based division of labor resulting in a homemaker/mother and breadwinner/father has disappeared. Furthermore, divorce and remarriage rates have increased producing the new "blended family" form. While many choose to divorce and remarry, a growing proportion of Americans are retreating from the very idea of marriage. This is particularly pronounced among younger generations where out of wedlock births have increased from 5 percent in 1960 to 24 percent in 1990.

Some scholars interpret these demographic facts as signaling a serious decline in the American family and American society. They argue that many of America's most compelling social problems, such as crime, illiteracy, and poor health, are a direct result of family breakdown.

Another group of scholars contend that family decline is a myth and that the demographic facts mentioned above are merely signs of family change and evolution. In this context, America's social problems are viewed as a consequence of economic and political forces that are beyond the control of individual families.

one of our missions in this class is to examine the American family as a historical, social, and cultural phenomena recognizing that it is among the most important social institutions in any society. Furthermore, we will try to focus objectively on both sides of the current debate over family decline and change. We will explore the social conditions that have affected the family in the past and explore the social implications of change in the family system.

Course Requirements and Final Course Grade:

Your final course grade will be based on your performance on three short answer essay exams, a critical book review, and class attendance/parricipation.

Examinations: Three short answer essay style exams will be given on dates stated in your syllabus. The exams are designed to assess students' mastery of specific course content and will cover reading assignments, lectures, class discussions, and other course materials.

Short answer essay questions focus on specific course content and ask students to define, describe, explain, compare, analyze, or critically evaluate information. Sample questions include:

(1) Sociologists include the family as one of the most important social institutions in American social life. What is a social institution? What do social institutions do for society? What is it about "the family" that qualifies it as a social institution? (2) Research on the family runs along both macro and micro dimensions. How do these approaches to family differ? (3) The "nuclearization" of the family is seen by some theorists as a sign of serious decline in the structure of the family. What is meant by "nuclearization" and why is it viewed by some as a troubling 19th and early 20th century trend?

Important Note Regarding Exam Policy: Exams are given only at the scheduled time. In no case is an exam given early. In case of illness or personal emergency, a special make up examination may be written after all exams have been graded. You must notify the professor by telephone at 271.2167 if you are going to miss an exam. Make up exams must be taken during office hours. All students missing the scheduled exam must take the make up exam together as a group.

Critical Book Review:

Your critical book review will focus on one of the assigned texts. You may choose any one of the three books to use for your review.

Hochschild's book Time Bind looks at the relationship between work and family life in America. Hochschild argues that the American "home is being invaded by the time pressures and efficiencies of work while the workplace is being transformed into a strange kind of surrogate home."

May's book Homeward Bound chronicles life in the American family during a period that has been referred to as a golden age in American society. She explores the myths and realities of family life in post World War II America and provides an explanation for the baby boom that has transformed the age structure of this society.

Whitehead's Divorce Culture takes a very specific position on the current state and condition of the American family. Whitehead argues that a "divorce culture" has replaced a "marriage culture" in American society. The "divorce culture is creating a low commitment culture where the breaking of bonds becomes a defining fact and metaphor in our most vital human relations, and where the interests and needs of children are increasingly neglected".

You are asked to select one of these books and write a critical review The review is due on the date indicated on your syllabus. Your review should contain two parts. First, a brief (no more than one page) presentation of the major points made by the author as she develops the position presented in the book. Second, your critical assessment of the author's position should comprise the major section in your review. In this portion of the review you are to debate the author. Where do you agree? Where do you disagree? Why do you take your position? This section of your review is a "conversation" with the author. What would you say to the author about her work? What would you ask her? Where would you challenge her point of view?

Your review will be based on its substantive content and should reflect an understanding of course materials. Style, spelling, and grammar are important and will be considered.

Specific Guidelines That Must Be Followed:

1. Your review should be 4 to 5 pages long.

2. Your paper must be typed and double spaced.

3. Do not purchase a special folder for your paper. Simply attach a cover sheet to your paper that

contains your name and the tide of the course.

4. Your review is due at the beginning of class on the date specified in the syllabus.

Note: NO CREDIT is given for papers turned in after class on the date the paper is due.

There is no excepfion to this rule. You are encouraged to turn your review in early to avoid last minute problems that would have a negative effect on your grade.

 

Participation in class is an important part of the learning process. Since participation is important, attendance is required. A record of attendance will be kept. As a gnideline, remember that missing 2 classes is the equivalent of 1 week of class participation. An accumulation of more than 2 absences will result in the loss of all attendance points and a score of zero will be given for attendance. The only excused absences are those for athletes who are required to travel for team games or for students who are required to participate in a university sponsored event. Athletes must present a

written excuse from their coach and other students must present a written excuse from the professor sponsoring the event.

It is also important to be on time for class. Late arrivals will be noted and excessive tardiness will result in the loss of all attendance points.

In addition, in order to establish and maintain a high quality learning environment in the classroom students are responsible for meeting the following obligations:

1. Be on time for class. Class begins promptly at 2:00.

2. Have the assigned reading completed by the specified date.

3. Be prepared to contribute to class discussions in a meaningful way.

4. Attend class regularly.

Final Course Grade~ Each of the grade components described in the above paragraphs will comprise the following proportion of your final course grade.

Exam 1 25 percent 50 Points

Exam 2 25 percent 50 points

Exam 3 25 points 50 points

Critical Review 15 percent 30 Points

Attendance 10 percent 20 Points

100 percent 200 Points

TOPICS AND ASSIGNMENTS

January 16 Introduction and distribute syllabus

Topic 1: Defining the Family - Past. Present. Future

The first class meetings will be devoted to an attempt to define "family". What structural unit comprises "family"? What does the "family" do for individual members? What is the social purpose or function of "family"?

January 18 No Reading Assignment. We will consider the questions in the above paragraph as part of our class discussion. Please come to class prepared with some responses to these questions.

January 23 Read the "Course Description" section of the syllabus. In your opinion, is the 21st century American family in a state of decline or change? What is the basis for your position?

January 25 No Reading Assignment. We will examine the family as a social institution using the work of some contemporary social theorists.

Topic 2:100 years of Family Research - The Legacy of Robert and Helen Lynci

This section of the course explores 100 years of family research developing from the Lynd's famous Middletown series. The focus is on family life in Muncie, Indiana and the changes that have occurred in that community and in its families over a 100 year time span. Our discussion of the Lynd's work will bring us to the late 2Oth century family where we will see a new family form emerging linked to the changing relationship between work and family life.

January 30 No Reading Assignment

February 1: Critical Review of Hochschild's Time Bind is due.

Topic 3: The Work Place and the American Family

Class discussion will focus on Arlie Hochschild's book Time Bind: When Work Becomes Home and Home Becomes Work. One of the most significant social changes affecting American family life is the increase in the number and proportion of parents who work full time outside the home. Hochschild's book explores American preferences for balancing work and family life and she examines the account we give for our actual behavior.

February 6 Discussion of Time Bind February 8 Discussion of Time Bind

February 13 Exam 1

Topic 4: Change in the Structure and Purpose of the American Family

Edward Kain in The Myth of Family Dechne: Understanding Families in a World of Rapid Social

Change points out that the assumed "golden age" of family is largely a myth. In this section of the

course we will examine the content and source of this popular American mythology.

February 15 No Reading Assignment. We will take Edward Kain's "Quiz" and use this as a basis for our class discussions.

February 20 No Reading Assignment

February 22 NO CLASS

Topic 5: Creating the "American Family Form" - The 1940s and 1950s

The 1950s have been idealized as a time period when America's families were particularly strong. This is also the period of America's demographically significant "Baby Boom". What social conditions produced the Baby Boom? What accounts for America's "strong families"? What social forces produced this new "American family form"9

February 27: Critical Review of May's Homeward Bound is due.

March 1 Discussion of Homeward Bound

March 6 Discussion of Homeward Bound

March 8 An examination of cultural elements that reinforced American's vision of family life (i.e. advertisements, books, music, movies)

March 13 Continued discussion of the 1940s and 1950s family March 15 Continued discussion of the 1940s and 1950s family

March20 NO CLASS - SPRING BREAK March22 NO CLASS SPRING BREAK

March27 Exam 2

Topic 6: The Case for Family Decline

Some scholars view current change in American society as evidence of a serious decline in the American family. In fact, they think that many of America's most compelling social problems are a direct result of family breakdown. Discussion in this section of the course will consider that position.

March29 Critical Review of Whitehead's Divorce Culture is due

April 3 Discussion of Whitehead's Divorce Culture

April 5 Discussion of Whitehead's Divorce Culture

April 10 What is the evidence for family decline?

April 12 Are there other explanations?

Topic 7: The Case for Family Change

Some scholars contend that family decline is a myth and that the family is merely changing. This position states that the structure of the social unlt called "family" has been evolving over time along with the normative expectations for family life.

April 17 Discussion of Topic 7

April 19 Discussion of Topic 7

Topic 8: Challenges for the 21st Century Family

We will conclude the course by examining some of the new challenges facing the American family in the 21st century. Cur central question is "Will the American family continue to care for its members?".

April 24 Discussion of Topic 8

April 26 Discussion of Topic 8

May 1 Exam 3

May3 Evaluation

Final Exam Period:

During the final exam period we will hold a class discussion focused on the future of the American family. What is the "family vision" preferred by younger generations of Americans?