American Families
Prof. Tanya Koropeckyj-Cox
SYO 4102, section 22651 – Fall 2019
Monday, Wednesday, Friday — 1:55 p.m. – 2:45 p.m. (period 7)
FAB 105
| Department of Sociology and Criminology & Law
Office: 3227 Turlington Hall Office hours: Tuesdays 1:00 pm – 2:30 pm Wednesdays 3:00 pm – 4:00 pm or by appointment Phone: 352-294-7177 Email:tkcox@ufl.edu * best way to reach me |
Teaching Assistant:
Keelyn Ann Taylor Office: 3349 Turlington Hall Office hours: Wednesdays, 9:00 am – 11:00 am Email: keelyntaylor@ufl.edu
|
*** Syllabus has been updated (as of 11/4) – note changes in the quiz schedule and deadlines.***
See below.
Students are responsible for reading the full version of the syllabus and checking the on-line syllabus regularly for updates, announcements, and most current schedule. E-Learning will be used for posting grades and for online quizzes. You are responsible for familiarizing yourself with the system and checking your email (ufl.edu) and grades regularly.
Families and primary relationships are a fundamental part of our life experiences. Sociologically, the “organization” or “institution” that we think of as family has a long history and pervasive place in public policies, politics, and society. This course is designed to explore major issues related to families and relationships, with an emphasis on sociological perspectives and policy concerns.
The course will examine the historical contexts and contemporary social changes that have shaped the meanings and importance of families in society. The main emphasis is on the United States and other highly industrialized societies, though we will also draw insights from cross-cultural and historical comparisons.
Pre-Requisites: SYG2000 (or permission of instructor); SYG2430 preferred but not required
Objectives:
- Review the history of family life and marriage as a context for understanding contemporary family issues and debates.
- Examine important current aspects of relationships and families including the prevalence of different family experiences, the diversity of contemporary families, and the range of social norms concerning families and relationships.
- Recognize and apply major sociological approaches to issues related to families and relationships, including approaches that focus on a) forms and functions; b) conflict; c) the processes of interaction and negotiation; and d) the importance of gender.
- Examine and critique how families and relationships are studied by sociologists and how evidence is used or misused in the news and in political and policy debates.
- Identify the societal and policy implications of family change, especially as they relate to social policy and legal issues.
The course begins by exploring how we define “the family” and the range of diverse meanings and family forms in American society today. We will review historical background for understanding families and relationships as well as important sociological frameworks for studying relationship and family issues. We will distinguish between “public” and “private” definitions of families to frame our discussion of the privacy of intimate relationships and the public concerns about the roles of families in society.
Our discussions will analyze the different sides of contemporary debates about social change and public policy, drawing on current media and press coverage and policy discussions.
Required Texts:
- Families as They Really Are, 2nd ed. Barbara J. Risman and Virginia E. Ritter (ed.). W.W. Norton. 2015.
- Families in America. Susan L. Brown. University of California Press. 2017.
- Online readings – will be available on Canvas or online
Recommended (especially if you have not taken SYG 2430 or feel your knowledge of Marriage and Families is rusty)
Public and Private Families: An Introduction, 5th or 6th edition. Andrew J. Cherlin. (will be available on Reserve in Library West).
Course Requirements
Attendance: The course combines material from lectures, in-class discussion, and assigned readings. Class attendance is required. Attendance will be recorded at the beginning of each class, starting in the 2nd week of the term (August 28). If you arrive more than 5 minutes late or leave early, you may receive no more than half of the credit for that day’s attendance. You may miss up to 4 classes without penalty. Attendance is worth 24 points (~2/3 point for each class). Attendance on the presentation days at the end of the term will be worth double points (1.33 pts each).
Excused absences will be allowed only in the case of a very serious, documented reason or a university-approved absence. Requirements for class attendance and make-up exams, assignments, and other work in this course are consistent with university policies that can be found at (https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx). Examples of acceptable reasons are medical illness, religious holidays, military obligation, and participation in university-sponsored activities. It is the student’s responsibility to notify the instructor of an excused absence and to provide documentation of an acceptable reason. Otherwise, the absence will be considered unexcused and will result in an attendance grade of zero. Whenever possible, the instructor should be notified prior to the absence or within one week of the absence (e.g., if due to unexpected emergency or illness).
Readings: Readings are assigned for nearly every class. You are expected to read the assigned readings before each class. You are also encouraged to read a major, national newspaper and peruse online resources, especially with regard to families, relationships, children, and policy. Feel free to post links and comments on Canvas, or email to the instructor.
Online Quizzes: There are 6 required online quizzes (note – decreased from 7 quizzes to 6). The quizzes covering readings and course material. Completed quizzes are due by class time (1:55 pm) on the due date. Each quiz is worth 10 points; the lowest score will be dropped (50 points total). Online quizzes are timed. Late quizzes taken within one week of the deadline will count for no more than 5 points; after one week, a missed quiz will count as zero unless arrangements have been made with the instructor because of a serious, documented reason.
Key Concepts Review Sheet: A review outline with important terms, methods, and theoretical information will be posted on Canvas. This should be filled in based on the readings of the first weeks and turned in electronically on Sakai by class time (12:50 p.m.), Monday, September 9. DETAILED INSTRUCTIONS AND OUTLINE WILL BE POSTED ON E-LEARNING. (18 points)
New Research on Families Assignment: SEE INSTRUCTIONS ON E-LEARNING (4-6 pages; 32 pts.) Review essay (summary-critique) of a recently published article in a scholarly peer-reviewed journal — specific details will be provided on E-Learning. Due Monday, October 30. *** note revised deadline ***
Exam: There will be one in-class exam, worth 50 points. Make-up exams will be arranged only if you have written documentation of a very serious reason (i.e., serious illness or medical problem, or death in the family). Requests for a make-up must be arranged at least 24 hours PRIOR to the exam, except in emergency. There is no final exam for the course.
Group Presentation/Discussion of Reading: In the second week, students will sign up for topics/readings on the class schedule. Students will work in groups of ~3 to prepare a presentation and lead discussion on a specific day during the semester (~15 minutes; worth 28 points). See starred readings in schedule.
Group Project: Students will work in groups of 4-5 students on a term project that explores in-depth some aspect of family life — its significance, what we know about it from news articles, a review of relevant research, existing policies or programs that address the issue, and a proposed policy or program that might help families. These components will be developed over the course of the semester, culminating in a group presentation in the last few weeks of the course and written portfolio submitted at the end of the semester.
A list of topics will be developed early in the term based on student interests. Some possible examples include more in-depth exploration of class topics (e.g., work and family issues, LGBTQ family issues, incarceration, poverty, social class and parenting) as well as additional topics such as the transition to parenthood, adoption, foster care and transitions out of foster care, infertility treatment, family caregiving, military and veteran family issues, immigration and deportation, opioid epidemic, etc.
All group members are expected to contribute substantially to the project throughout the semester, and an assessment of group coordination will be part of the project grade. You are encouraged to contact the instructor with any questions or concerns as you work on your group projects. The project components will develop along the following timeline:
Aug. 26 Topic brainstorm exercise (online)
Sept. 23 1. Identify topic and briefly describe its significance (12 pts)
- 2. Discussion of news articles on the topic
Oct. 7 — Individual essay (12 pts)
Oct. 11 — Group essay (12 pts)
- 3. Literature Review of Related Research
Oct. 30 — Individual essay (8 pts)
Nov. 6 — Group essay — 4-5 existing research articles on the topic (16 pts)
Nov. 15 4. Review of existing policies or programs and proposed policy or program that might help families (24 pts)
No. 18-Dec. 4 5. Group presentation (42 pts)
Dec. 4 6. Final portfolio with all components (42 pts)
| Course Requirement | Points |
| Attendance and participation | 24 points |
| Key Concepts Review Sheet | 18 points |
| New Research on Families Essay | 32 points |
| Online Quizzes — 6 during the term, drop lowest score | 50 points (10 pts. each) |
| Exam | 50 points |
| Reading presentation & lead discussion | 28 points |
| Group project
1. Identify topic and briefly describe its significance 2. Discussion of news articles on the topic [individual essay = 12 pts; group essay = 12 pts] 3. Review of 4-5 existing research articles on the topic [individual essay = 8 pts; group essay = 16 pts]4. Review of existing policies or programs and proposed policy or program that might help families 5. Group presentation 6. Final portfolio with all components |
168 points
12 pts 24 pts 24 pts 24 pts 42 pts 42 pts |
| TOTAL | 370 points |
All course work, including written assignments and exams, must be your original and individual work. Any cheating or plagiarism, including copying of on-line materials without clear attribution, will result in a failing grade and disciplinary action. You are responsible for keeping a back-up copy of written work that you turn in. Written assignments submitted electronically on E-Learning are checked using Turnitin.
The schedule for readings may change — the syllabus and any updates or changes will be posted on-line. Students are responsible for checking the on-line syllabus regularly.
The grades in this course include both plus and minus grades. For more information, including potential implications of minus grades, go to www.isis.ufl.edu/minusgrades.html.
Grading Structure for SYO 4102:
Grade Percent Points Grade Percent Points
A 92-100 340-370 C 70-75.9 259-280.9
A- 89-91.9 329-339.9 C- 68-69.9 251-2589
B+ 86-88.9 318-328.9 D+ 66-67.9 244-250.9
B 82-85.9 303-317.9 D 60-65.9 222-243.9
B- 79-80.9 292-302.9 D- 57-59.9 211-221.9
C+ 76-78.9 281-291.9 E below 57 <211
Other Course Policies and Information
Academic Honesty
All students registered at the University of Florida have agreed to comply with the following statement: “I understand that the University of Florida expects its students to be honest in all their academic work. I agree to adhere to this commitment to academic honesty and understand that my failure to comply with this commitment may result in disciplinary action up to and including expulsion from the University.”
In addition, on all work submitted for credit the following pledge is either required or implied: “On my honor I have neither given nor received unauthorized aid in doing this assignment.”
All course work, including written assignments and exams, must be your original and individual work. Any cheating or plagiarism, including copying of on-line materials without clear attribution, will result in a failing grade and disciplinary action. You are responsible for keeping a back-up copy of your paper. All written assignments must be submitted electronically on E-Learning (and are checked using Turnitin).
Accommodations for Students with Disabilities
Students with disabilities requesting accommodations should first register with the Disability Resource Center (352-392-8565, http://www.dso.ufl.edu/drc/) by providing appropriate documentation. Once registered, students will receive an accommodation letter which must be presented to the instructor when requesting accommodation. Students with disabilities should follow this procedure as early as possible in the semester. Contact the Disability Resources Center for information about available resources for students with disabilities. The Dean of Students Office also provides information and resources for students who have concerns or challenges during the semester.
Counseling and Mental Health Resources
Students facing difficulties completing the course or who are in need of counseling or urgent help should call the on-campus Counseling and Wellness Center (352-392-1575; http://www.counseling.ufl.edu/cwc/). Additional information on counseling, support, and advocacy organizations will be posted in Canvas.
Course Evaluations
Students are expected to provide professional and respectful feedback on the quality of instruction in this course by completing course evaluations online via GatorEvals. Guidance on how to give feedback in a professional and respectful manner is available at https://gatorevals.aa.ufl.edu/students/. Students will be notified when the evaluation period opens, and can complete evaluations through the email they receive from GatorEvals, in their Canvas course menu under GatorEvals, or via https://ufl.bluera.com/ufl/. Summaries of course evaluation results are available to students at https://gatorevals.aa.ufl.edu/public-results/.
Tentative Schedule of Topics and Readings
Week 1 Syllabus, Getting Started
Aug. 21 Introduce syllabus
Aug. 23 Public and Private Families – background
Cherlin textbook, chapter 1 pp. 4-17 (on Canvas)
Week 2 Defining Families
Aug. 26 NO CLASS — work on Key Concepts Review Sheet
*** Submit project brainstorm list (on Canvas)
Aug. 28 Definitions and Images of Family
*** Group project – break into groups, initial meeting
Aug. 30 Public and private families; why definitions matter
Week 3 Perspectives on Family
Sept. 2 HOLIDAY — NO CLASS
Sept. 4 NO CLASS – STORM (keep working on Key Concepts Review Sheet)
Sept. 6 Perspectives on Families
Cherlin textbook, chapter 1 pp. 22-33 (on Canvas)
Week 4 Research Methods and Data Sources
Sept. 9 How we know what we know
Cherlin textbook, ch. 1 pp. 18-21, plus surveys inset box on pp. 22-23 (on Canvas)
Risman reader — Cherlin, pp. 12-16; Cowan pp. 17-21; Burton pp. 22-25; Mancini & Bananno pp. 26-30
Sept. 11 Discussion of Key Concepts Review Sheet, Methods
*** QUIZ 1 due
*** Key Concepts Review Sheet Due
Sept. 13 Research methods
Week 5
Sept. 16 When numbers mislead (and How do we spot fake news)
Coontz pp. 31-33; Read these short blog posts and come prepared to critically discuss them:
[optional – peruse other posts on this blog, https://familyinequality.wordpress.com/]
WNYC On the Media — Breaking News Consumer’s Handbook: Fake News Edition http://www.wnyc.org/story/breaking-news-consumer-handbook-fake-news-edition/
Sept. 18 Historical perspectives
Brown — pp. 1-35
Recommended (not required): Risman reader — Coontz, pp. 36-55
Sept. 20 Evaluating sources, begin History of Marriage
*** QUIZ 2 due
Week 6
Sept. 23 Changing Families – Changes in Law, Changes in Attitudes
Risman reader — Struening, pp. 116-136; Powell et al., pp. 84-95; Burns, pp. 96-97
*** Identify topic & discuss significance for group project (1 page)
Sept. 25 Pathways to family formation
Brown — pp. 36-77
Sept. 27 Adult and child well-being on families *** Come prepared to discuss the Brown book
Brown — pp. 108-150
Week 7
Sept. 30 Gender Socialization and Construction
Risman reader — Risman & Seale, pp. 340-361; Garcia, pp. 411-425
Oct. 2 Gender and Relationships
Risman reader — Franklin, pp. 72-83; Gerson, pp. 593-608
*** QUIZ 3 due
Oct. 4 HOLIDAY — NO CLASS
Week 8
Oct. 7 Sexuality
Risman reader — Brainer, pp. 164-181; Green, pp. 214-231;
*** Group Project – News articles – individual essay due (~1 page)
Oct. 9 Transition to Adulthood
* Furstenberg (online – JSTOR): On a New Schedule: Transitions to Adulthood and Family Change. https://www.jstor.org/stable/27795060
Risman — Coleman, pp. 390-401; San Jose Mercury News, pp. 402-404
Oct. 11 Group project discussion
*** Group Project – News articles – Group essay due (~2-3 page) – due at 11:59 pm
Week 9
Oct. 14 Sexuality – discussion
Risman reader — Schwartz, pp. 252-263; Armstrong et al., pp. 280-296
[will also discuss: Risman reader — Brainer, pp. 164-181; Green, pp. 214-231]
Oct. 16 Cohabitation and Relationships
Risman reader — * Smock & Manning, pp. 149-158; Kuperberg pp. 159-163
Oct. 18 Interracial Marriage, Multiracial Families
Risman reader — * Rockquemore & Henderson, pp. 98-112; Fong, pp. 113-114
*** QUIZ 4 due – suggested exam questions
Week 10
Oct. 21 Review and Discussion
Oct. 23 EXAM — IN CLASS
Oct. 25 Family Policy Issues
Brown — pp. 141-177
Week 11
Oct. 28 Marriage, Poverty, & Policy
Risman reader — * Avishai et al., pp. 304-320
[Skim: Risman reader – Coontz, pp. 321-323; Williams, pp. 324-326; Covert, pp. 327-328]
Oct. 30 Work & Families
Risman reader — * Davis & Owen, pp. 198-213
Risman reader – * Dozier, pp. 458-474
*** New Research on Families Essay due
*** Group Project – Research article – individual essay due (~1 page)
Nov. 1 Gender, Work and Families
Risman reader — * Sullivan, pp. 617-628
Risman reader — * Moore, pp. 236-250;
Week 12
Nov. 4 Group work — discuss presentations
Nov. 6 Low-Income Families and Families over the Life Course
Risman reader — Roy & Cabrera, pp. 542-549; * Myers & Demantas, pp. 632-647
Risman reader — Sykes & Pettit, pp. 551-566; 567-568
*** Review of 4-5 research articles related to group project – group essay/review due (3-5 pages)
Nov. 8 Immigration & Families
Risman reader — * Aldarondo & Ameen, pp. 480-494
Risman reader — * Banerjee, pp. 500-515; Banerjee, pp. 516-517
Week 13
Nov. 11 HOLIDAY — NO CLASS
*** QUIZ 5 due — 11:59 pm on Tuesday, November 12
Nov. 13 Conflict & Divorce
Brown — pp. 78-100
Risman reader — * Rutter, pp. 329-340
Risman reader — * Cowan & Cowan, pp. 358-379
Nov. 15 Step- & Blended Families
Brown — pp. 100-107
Risman reader — * Coleman & Ganong, pp. 343-357
*** Group Project – Discuss existing policies/programs and propose your own (3-4 pages)
Week 14
Nov. 18 Group presentations — 1-3 — attendance points count as double
Nov. 20 Group project work & discussion
Nov. 22 NO CLASS — work on presentations
*** QUIZ 6 due
Week 15
Nov. 25 Group presentations — 4-6 — attendance points count as double
Nov. 27-30 HOLIDAY — THANKSGIVING
Week 16
Dec. 2 Group presentations — 7-9 — attendance points count as double
Dec. 4 Group presentations — 10-12 — attendance points count as double
*** Final Portfolios Due
[NO FINAL EXAM]
** Topics may shift according to the pace of the class. Deadlines and exam dates will not change. Students are responsible for checking the on-line syllabus weekly for updates, changes, or announcements.