SYG2430, sections 452A & 0314 (25093 & 19319) | 3 credit hours
Spring 2020 (online)
Instructor: Tanya Koropeckyj-Cox, Ph.D.
University of Florida, Department of Sociology and Criminology & Law
3227 Turlington Hall tkcox@ufl.edu
Office Hours: Tuesdays 1:00 – 2:30 pm (office & online)
Thursday 7:00 -8:30 pm (online); or by appointment
Teaching Assistant: Giyeon Seo, M.A. (giyeonseo@ufl.edu)
Julya McCoy (julyamccoy@ufl.edu)
3349 Turlington Hall
Office Hours: GS: Mondays 4:00 – 6:00 pm
JM: TBA
Course Website: http://elearning.ufl.edu (Canvas)
Course Description
Welcome to Marriage and Families! This course introduces students to major issues related to families and relationships, with a focus on sociological perspectives and policy implications. Families and primary relationships are a fundamental part of our life experiences. This course is designed to introduce you to the historical and contemporary contexts that have shaped the meanings and importance of families in society. You will also have opportunities to explore your own areas of interest through written assignments throughout the semester.
Course Objectives
This section of SYG 2430 fulfills General Education requirements (S, D), but does NOT fulfill the Writing Requirement. There are no pre-requisites for the course. As a general education course, this course provides an overview of sociological perspectives and an introduction to Diversity, with an emphasis on the following objectives:
– Review the history of family life as a context for understanding contemporary family issues and debates.
– Examine important contemporary aspects of relationships and families including the prevalence of different family experiences, the range of popular images and social norms concerning families and relationships, and the arguments and evidence used to support different interpretations and concerns about family life.
– Define and apply major sociological approaches to issues related to families and relationships, including approaches that focus on a) forms and functions; b) conflict and inequalities; c) the processes of interaction and negotiation; d) exchange processes and decision-making; and e) the importance of gender.
– Examine how sociologists study families and relationships, critically evaluate examples of published research, and assess how sociological evidence contributes to policy debates and decisions.
– Evaluate and discuss some of the critical implications of family change and diversity, especially as they relate to social policy and legal issues.
– Develop an awareness and understanding of diversity among contemporary families in the United States as well as cross-cultural variations.
The course begins with a discussion of how we define “family” and the diversity of meanings and family forms. 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 “private” and “public” aspects of families as they relate to the privacy of intimate relationships and public concerns about the roles of families in society.
General Education Objectives:
Social and Behavioral Sciences (S) Social and behavioral science courses provide instruction in the history, key themes, principles, terminology, and underlying theory or methodologies used in the social and behavioral sciences. Students will learn to identify, describe and explain social institutions, structures or processes. These courses emphasize the effective application of accepted problem-solving techniques. Students will apply formal and informal qualitative or quantitative analysis to examine the processes and means by which individuals make personal and group decisions, as well as the evaluation of opinions, outcomes or human behavior. Students are expected to assess and analyze ethical perspectives in individual and societal decisions.
Diversity (D) Diversity courses provide instruction in the values, attitudes and norms that create cultural differences within the United States. These courses encourage students to recognize how social roles and status affect different groups in the United States. Students are expected to analyze and evaluate their own cultural norms and values in relation to those of other cultures, and to distinguish opportunities and constraints faced by other persons and groups.
As a General Education Course, SYG2430 is designed to address each of the following General Education Student Learning Outcomes with regard to Content, Communication, and Critical Thinking.
Content is knowledge of the concepts, principles, terminology and methodologies used within the discipline. Students demonstrate competence in the terminology, concepts, methodologies and theories used within the discipline. The Content SLO is assessed through quizzes, assignments, and discussion board.
Communication is the development and expression of ideas in written and oral forms. Students communicate knowledge, ideas, and reasoning clearly and effectively in written or oral forms appropriate to the discipline. The Communication SLO is assessed through the assignments and discussion board.
Critical Thinking is characterized by the comprehensive analysis of issues, ideas, and evidence before accepting or formulating an opinion or conclusion. Students analyze information carefully and logically from multiple perspectives, using discipline specific methods, and develop reasoned solutions to problems. The Critical Thinking SLO is assessed through specific questions on the quizzes as well assignments and discussion board.
Topics include:
– Diversity and Inequality: social class, race-ethnicity, gender and sexuality
– Love, Sex, Partnership, and Marriage
– Parents and children
– Conflicts and Crises: Economic strains, family violence, and divorce
– Changes and Transitions: Remarriage, step-families, and aging
Our discussions will analyze the different sides of contemporary debates about social change and public policy, drawing on current media and press coverage, political discourse, and policy discussions.
Required Materials for the Course
Textbook: The Family: Diversity, Inequality, and Social Change, 2nd edition. (2018). Philip N. Cohen. Norton.
I do not recommend buying the earlier edition – the material has changed, and all quizzes, reading assignments, and coursework will use the current edition.
NOTE — This textbook was selected in part because it is an affordable option. You may buy or rent, access a new or used copy, and choose between hard copy or digital version. You are encouraged to compare the options and choose the one that works best for you, but be sure that you get access to the book as early as possible to keep up with course material. You do not need to purchase access to the publisher’s online resources.
Canvas will be used extensively for all aspects of this online course. The modules provide free access to additional class materials, including readings and videos. Unless otherwise notes, these are required for the course. You will also use Canvas to watch weekly lectures, take quizzes, submit assignments, view your grades, and receive course announcements. A computer with a reliable internet connection is required for this course. If you experience issues with Canvas, please contact the UF Computing Help Desk by phone (352)392-HELP, or visit their physical location in the HUB (http://helpdesk.ufl.edu/).
Communication in this Course
Email – The best and quickest way to reach us is by email, preferably through the Canvas system. If we do not respond to your email within 48 hours, please resend it, as it might not have gotten to us. If you email us directly, please include “SYG2430” in the subject line and your full name. All email and other communication in the course should be respectful, civil, and professional — see Netiquette Guidelines.
Online office hours will be held each week. During our scheduled online office hours, Giyeon, Julya, or I will be available via email or “Chat” for any questions, and will respond during the allotted office hour time window (as immediately as possible). We will use “Zoom Conference” for face-to-face meetings during office hours or by appointment (email to schedule). As campus access is now restricted, there will be no in person office hours beginning March 16. (rev. 3/25/2020)
Canvas – Course announcements will be sent out through Canvas. Please check your Canvas email regularly, and make sure to adjust your settings in Canvas to make sure that you get notifications of announcements and emails to your UF email address. This is particularly important if you are emailing us using the Canvas system.
Grading Scale
Grades will not be rounded. They are based on the total points you earn over the course of the semester. An outline of point scores for each assignment is provided below.
Because of pandemic-related adjustments, the total score for the course is 730 instead of 820. (rev. 3/25/2020)
| Grade | Percentage | Points |
| A | 93 – 100 | 679 – 730 |
| A- | 90 – 92 | 657 – 678 |
| B+ | 87 – 89 | 635 – 656 |
| B | 83 – 86 | 606 – 634 |
| B- | 80 – 82 | 584 – 605 |
| C+ | 77 – 79 | 562 – 583 |
| C | 73 – 76 | 533 – 561 |
| C- | 70 – 72 | 511 – 532 |
| D+ | 67 – 69 | 489 – 510 |
| D | 64 – 66 | 467 – 488 |
| D- | 60 – 63 | 437 – 466 |
| E | Below 60 | 436 and below |
A grade of C or above is required to receive Gen Ed credit for this course.
Required Assignments
Work for Each Module: The course combines material from lecture, discussion, and assigned readings as well as online readings and videos. The modules must be completed within the assigned time frame. Each module includes a To-Do List — for most modules, you should complete the work in the order in which it is listed. Each module will open at 12:00 am on Saturdays (except for the first week, which begins on a Monday).
- Syllabus Quiz & Small Polls– At the beginning of the course, there is a quiz on this syllabus, to ensure we all start the course with the same understanding and expectations. The quiz will be available on Canvas under the “Quizzes” tab. You will also complete 3 small polls/quizzes throughout the semester. (worth 35 points total)
Syllabus Quiz – 20 points
Student Questionnaire – 5 points
Poll: Is it a Family? – 5 points
Sexuality Knowledge Quiz – 5 points
- Discussion Board Posts & Responses– There will be 5 Discussion Board assignments on Canvas, and the highest 4 scores will count toward your final grade (lowest score will be dropped). (rev. 3/25/2020) Specific prompts and instructions (including length of your post) will be described for each Discussion Board. For each discussion, you are required to submit an initial post as well as responses to two other posts. Your initial posts are worth 25 points each and are due by Thursday 11:59 pm of that week (this is to allow enough time for responses). Responses to another student (x2) are worth 5 points apiece and are due by Sunday 11:59 pm of that week. The discussion board will open at the beginning of the prior module to give you time to review the module instructions and complete any assigned work as part of the module. (worth 35 points each; 140 points total — not 175 pts, rev. 3/25/2020)
- Quizzes– There are 7 quizzes (every other week) on assigned materials. Quizzes will cover the previous and current week’s readings, lectures, and any other module materials. Foundational material from early chapters (especially theory and methods) may appear in later quizzes throughout the term. Quizzes can be found on Canvas under the “Quizzes” tab. Quizzes will usually open on Saturday or Sunday at the beginning of the module and will be due the following Sunday 11:59pm). You will have 35 minutes to complete each quiz. Your 2 lowest quiz grades will be dropped at the end of the semester. (worth 55 points each; 275 points total – not 330 pts, rev. 3/25/2020)
- Assignments– There are 3 required written assignments spread out over the semester. These assignments are designed to allow you to explore sociological research, media, and current events in your area of interest in relation to our course. Assignment requirements and point values differ. Each assignment’s page (under the “Assignments” tab on Canvas) will include specific instructions as well as a detailed grading rubric. These assignments generally require some time and work, and the instructions will be made available several weeks before their respective due dates — please plan accordingly. (worth 280 points total)
Assignment 1 – Exploring Sociological Research – 100 points
Assignment 2 – Media Analysis – 120 points
Assignment 3 – Family News – 60 points
*** Extra credit – An extra credit option, worth 50 points, has now been added. This assignment is similar to the Discussion Board and asks you to find and comment on a news story related to a particular family challenge and then respond to 2 classmate’s posts. See Canvas for details and deadline. (rev. 3/25/2020)
*** Extra credit – The online course evaluation process at the end of the term is important and valuable for communicating feedback to your instructors. You should engage in this process seriously as the evaluations are used to inform larger evaluation processes at the university. In order to encourage you to complete the online course evaluations at the end of the semester, I am offering a collective incentive. If 75% of students complete the evaluation, then everyone receives 7 points (1%) extra credit. If 85% or more complete the evaluation, then everyone receives 14 points (2%). Note that instructors can only see how many students completed the evaluations – we cannot see who completed them or how individual students responded. Also, instructors cannot see the responses until after final grades have been submitted. (rev. 3/25/2020)
Important: A full class schedule, including assigned material and due dates for all assignments can be found below. This schedule is designed to assist you with tracking your progress in the course. Each Module will open on Saturday at 12:00am, and close on the following Sunday at 11:59pm (8 days later). To receive credit, everything due each week should be submitted before the Module closes on Sunday at 11:59pm.
Summary of Course Requirements and Points
| Course Requirement | Points (rev. 3/25/2020) |
| Syllabus quiz | 20 points |
| Small polls (3 x 5 pts.) | 15 points |
| Discussion Board (5 x 35; drop lowest)
Initial post (25 pts.) + 2 Responses to others (2 x 5 pts) |
140 points |
| Quizzes (7 x 55 pts; drop 2 lowest) | 275 points (55 each) |
| 3 Assignments (100 pts + 120 pts + 60 pts) | 280 points |
| TOTAL | 730 points |
Course Policies
Communication – As our class is being held online, attendance will not be graded, but consistent and sound work is expected throughout the semester. It is your responsibility to maintain communication with me or the TAs as needed. Please feel free to reach out to us throughout the semester.
Make Up Work – Discussion boards, quizzes, and small polls will be open for the duration of the Module they cover. Larger assignments are made available over several weeks, with advance notice of due dates. In response to the challenges of the pandemic, the late and makeup policies will be adjusted as needed to accommodate circumstances – please contact Dr. Koropeckyj-Cox by email with any questions or concerns.
– Discussion boards require engagement within your group; therefore, late Discussion posts and responses will not be accepted.
– Late quizzes (within one week of the posted deadline only) will count for no more than half credit (up to 28 points).
– Written assignments submitted late will have points deducted (10% per day, up to 5 days or 50%) unless you have made specific prior arrangements with the instructor. Any assignments submitted more than 5 days late will not count for credit.
– Small polls are used to inform discussion boards, and therefore late responses will not be accepted.
If you experience an “absence” or anticipate a disruption or challenge that is University excused, it is your responsibility to contact me about making up work and any needed accommodations. Be sure to review the UF policy regarding excused absences: https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx
Respect – Disrespectful behavior will not be tolerated in our class. Our virtual classroom will serve as a place where everyone has a chance to speak and learn. As we communicate throughout the semester online, I expect each of us to listen and hear other students’ experiences, and respect our differences. Be sure to review the guide to online “Netiquette” —https://ufl.instructure.com/courses/386237/pages/netiquette.
Academic Honesty – You are expected to comply with the University of Florida Honor Code, which states:
We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity. On all work submitted for credit by students at the University of Florida, the following pledge is either required or implied: “On my honor, I have neither given nor received unauthorized aid in doing this assignment.”
Plagiarism and cheating will not be tolerated in this course. UF’s full Honor Code can be found here: https://sccr.dso.ufl.edu/policies/student-honor-code-student-conduct-code/
All assignments submitted through Canvas in this course are run through the plagiarism checker, Turnitin.
Disability Accommodations – Students requiring accommodations must first register with the Disability Resource Center (DRC). The DRC will provide you with a Letter of Accommodations, which should be submitted to me as soon as possible in the course. The DRC is located in Reid Hall and can be found online here: https://www.dso.ufl.edu/drc/students/accommodations
Counseling Resources – The Counseling and Wellness Center (CWC) is available to assist any students who are in need of counseling or help, during or after the semester. Information about the CWC and how to make an appointment can be found here: http://www.counseling.ufl.edu/cwc/
Other Supports – The University of Florida Division of Student Affairs has created “U Matter We Care” to provide supports for students who are dealing with challenges or stressors. Information on available resources and supports is available here: https://umatter.ufl.edu/
Course Evaluation – 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/.
This syllabus should be treated as a contract between you, as the class, and myself, as the instructor. As a draft, I reserve the right to make any changes to this syllabus as the course progresses. However, no unnecessary changes will be made, and advance notice will be provided if changes are made.
SYG2430 Course Schedule & Outline
This schedule will help you in planning your semester. I suggest referring to it regularly throughout the term, as it is meant to help you keep yourself on track. Listed below are the assigned readings and links for each week. All material is required unless otherwise noted. Canvas is designed to include a module for each week. To access these modules, click on the “Home” tab on Canvas. We strongly recommend that you complete all readings, videos, lectures, etc. in the order they appear on the Module page on Canvas.
These dates are subject to change. If any changes occur, I will inform you as soon as possible, to the best of my ability. You will always have enough time in the case of schedule changes.
Please check the module page for each week on Canvas for the most up-to-date and complete information on weekly activities, readings, assignments, and quizzes.
| Week & Dates | Module & Topic | To Do (complete in the order listed on the Canvas module page) | Due this Week | Due Date 11:59pm | |
| 1:
Mon., Jan. 6 – Sun., Jan. 12 |
M1:
Introduction and Defining Family |
– Watch Prof. Koropeckyj-Cox’s intro video
– Read syllabus and course info on Canvas – Complete Syllabus quiz (1/14) – Complete poll – “Is it a Family?” (1/14) – Complete Student Questionnaire (1/14) – Read Cohen Chapter 1 (pp. 2-16) – Watch Module 1 lectures – Watch videos on Module page |
– Syllabus quiz
– Defining Families poll -Student Questionnaire
|
Check module for specific dates | |
| 2:
Sat., Jan. 11 – Sun., Jan. 19 |
M2: Theories,
Methods, & Ethics |
– Watch TED Talk: Single Story
– Read Pew Research Center article – Read Benokraitis Chapter 2 (p. 27-41) and (p. 41-54) – available online as pdf file – Read Cohen Chapter 1 (pp. 16-31) – Watch Module 2 lectures – Complete review tables for methods and theories (optional – for your benefit) – Read Discussion Board 1 instructions – Complete Quiz 1 – Read Assignment 1 instructions and begin to consider article topics |
-Quiz 1 | 1/19 | |
| 3:
Sat., Jan. 18 – Sun., Jan. 26 |
M3: History of Families | – Watch intro video
– Watch video: History Brief: Daily Life in the 1930s – Read Cohen Chapter 2 (p. 34-74) – Watch Module 3 lectures – Read Pew Research Ctr article – Watch video: Cult of Domesticity – Complete review table for history (optional – for your benefit – Complete Discussion Board 1 (initial post + 2 responses) – Work on Assignment 1 |
– Discussion board 1 | initial post 1/23
responses 1/26 |
|
| 4:
Sat., Jan. 25 – Sun., Feb. 2 |
M4: Social Class & Economics | – Read Cohen chapter 4 (pp. 118-155)
– Watch Module 4 lectures – Read articles on income inequality, poverty rates, what is middle class, and middle class is stable but losing ground – Watch videos: Having children in poverty and Unequal childhoods – Click on and work through the “Spent” exercise or read the article about the exercise – Complete Quiz 2 – Finish & submit Assignment 1 |
– Assignment 1
– Quiz 2 |
2/2 | |
| 5:
Sat., Feb. 1 – Sun., Feb. 9 |
M5: Racial &
Ethnic Diversity |
– Watch follow up video on Defining Families
– Read Cohen chapter 3 (pp. 76-116) – Watch Module 5 lectures – Watch videos – DNA tests, TED Talk – Read: Coates – Listen to NPR stories & read Forbes article on immigrants – Complete Discussion Board 2 (initial posts + 2 responses) – Read Assignment 2 instructions and begin to consider |
– Discussion
Board 2 |
initial post 2/6
responses 2/9 |
|
| 6:
Sat., Feb. 8 – Sun., Feb. 16 |
M6: Gender &
Families |
– Read Cohen Chapter 5 (pp. 156-194)
– Watch Module 6 lectures – Read and watch videos about images of gender in popular culture – Review GLAAD Media Guide glossary – Read Cohen Chapter 11 (pp. 398-416) – NPR audio clip – Complete Quiz 3 – Work on Assignment 2 |
– Quiz 3 | 2/16 | |
| 7:
Sat., Feb. 15 – Sun., Feb. 23 |
M7: Love,
Relationships, & Dating |
– Read Cohen Chapter 7 (pp. 236-270)
– Watch Module 7 lecture (Love) – Watch Module 7 lecture (Dating) – Watch video: OKCupid – Watch video: mail order brides – Complete Discussion Board 3 – Work on Assignment 2 |
– Discussion
Board 3 |
initial post
2/20 responses 2/23 |
|
| 8:
Sat., Feb. 24 – Sun., Mar. 1 |
M8: Sexuality &
Sexual Expression Throughout Life |
– Complete Sexuality Knowledge Quiz
– Read Cohen Chapter 6 (pp. 196-235) – Watch Module 8 lectures – Watch video: Human Sexuality is Complicated… – Read GLAAD Media Reference Guide – Complete Quiz 4 – Finish & submit Assignment 2 |
– Sexuality
Knowledge Quiz – Quiz 4 – Assignment 2 |
3/1 | |
|
9: Mar. 1 – 8 |
SPRING BREAK |
RELAX
|
—- |
—-
|
|
| 10:
Sat., Mar. 7 – Sun., Mar. 15 |
M9: Singlehood & Cohabitation | – Read Cohen Chapter 8 (pp. 296-315)
– Watch Module 9 lectures – Watch Video: Andrew Cherlin – Watch Video: Leftover Women in China – Read CNN Article – Complete Discussion Board 4 – Read Assignment 3 instructions and begin to consider |
– Discussion
Board 4
|
initial post
3/12 responses 3/15
|
|
| 11:
Sat., Mar. 14 – Sun., Mar. 22 Start of UF & state of Florida pandemic response |
M10: Marriage as an Institution & Interpersonal
Relationship |
– Take Pew Research Center Poll
– Read Cohen Chapter 8 (pp. 272-296; p. 316) – Read New York Times article – View and read timeline of same-sex marriage – Watch Module 10 lectures – Watch video: Coontz – Complete Quiz 5 – Work on Assignment 3 |
– Quiz 5 | 3/22 | |
| 12:
Sat., Mar. 21 – Sun., Mar. 29 |
M11: To Be or
Not to Be a Parent |
– Read Cohen Chapter 9 (pp. 318-335;
p. 356, p. 358) – Watch Module 11 lectures – Read Forbes article – Watch video: “Why have kids?” – Read: 2 articles – Complete Discussion Board 5 – Work on Assignment 3 |
– Discussion
Board 5 |
initial post
3/26 responses 3/29 |
|
| 13:
Sat., Mar. 28 – Sun., Apr. 5 |
M12:
Parenthood & Work-Family Concerns |
– Read Cohen Chapter 9 (pp. 336-356;
p. 357) – Read Cohen Chapter 11 (pp. 416- 433) – Watch Module 12 lectures – Read article: A Toxic Work World – Read article: Childcare and Working Parents – Complete Quiz 6 – Finish & submit Assignment 3 |
– Quiz 6
– Assignment 3 |
4/7 | |
| 14:
Sat., Apr. 4 – Sun., Apr. 12 |
M13: Domestic
Violence, Conflict Separation, & Divorce |
– Read Cohen chapter 10 (pp. 360-385)
– Watch video: Differences in divorce rates help uncover the causes – Read Cohen chapter 12 (pp. 436-474) – Watch Module 13 lectures |
4/12 | ||
| 15:
Sat., Apr. 11 – Tues., Apr. 21 |
M14:
Remarriage, Stepfamilies Aging, & Caregiving |
– Read Cohen chapter 10 (pp. 385-396)
– Read Cohen chapter 13 (pp. 477-506) – Watch Module 14 lectures – Read Senior Care article – Complete Quiz 7 |
– Quiz 7
|
4/21 | |
| 16:
Mon., Apr. 20 – Fri., Apr. 24 |
– Complete course evaluation
– Confirm grades are correct on Canvas, resolve any questions or errors |
4/25 |