Unit 1 & 2 Test Review

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Families in Canada Unit 1 & 2 Test Review 1. Why is there no society without families? (Unit 1, activity 4 content Individual Roles are Relative to the Individual) Without families, there would be no society a. Society has various definitions, but most agree that society consists of a number of institutions, of which family is one b. It also includes: political institutions (government) and economic institutions (business, banks) 2. Define theoretical frameworks. (Unit 1, activity 4 content Individual Roles are Relative to the Individual) a. Theories in sociology are called THEORETICAL FRAMEWORKS since concepts in the social sciences are more loosely interrelated than in the natural science (i.e., biology) b. Definitions are used in social policy to determine who qualifies for benefits, who is responsible for children, etc. c. Individuals define family on the basis of their own personal experience and expectations of what family means to them. 3. What are the 4 reasons why we analyze different theories? (Unit 1, activity 4 content Individual Roles are Relative to the Individual) How families are affected by society Women’s movement – 1960’s huge impact on attitudes and expectations Equal opportunity and treatment in the 1990’s – now How society is affected by families Changes in family’s values and roles have required changes in society Increase in working mothers = more daycares Changes in divorce laws in 1968 and 1986 How families are affected by events in the lives of family members Each family member goes through stages in his/her development Each stage affects and changes the way family members interact How these same family members are affected by the family life cycle itself? Families have unique personalities that affect how they will cope with situations and problems Each stage of the family life cycle will create new situations and stresses for the family to cope with These will affect the ways in which they relate to each other 4. State and explain the 6 functions of a family. 1. Socialization o The process by which children learn to become human and adopt certain behaviour (manners, norms, sharing etc) o Children learn from what they see and experience in their developing years.

o Since children spend most of their early years only interacting with their family members, the family unit has the greatest impact on development. Socialization and Language: o The ability to speak a language is one way to prove the impact a family can have on socialization. o Children pick up the language of their parents by imitating the sounds of their parents. o If no language is developed at a young age, it is very difficult to establish communication skills later. 2. Controlling and Regulating the Behaviour of Members o These types of cases show that human interaction is required for children to acquire human behaviour. o The family teaches appropriate behaviour, what to expect, and how to interact in everyday life. (punishment, teaching right from wrong) Behaviour: o Charles Cooley argued that we learn emotions such as love, pity, pride, sympathy, generosity, guilt and a sense of right and wrong, are taught to us by our family. o One study showed that the emotional health of students was directly related to the relationship between parents. So even emotional health is taught to us. 3. Physical Care of Members o Studies also show that children that have been deprived of close family relationships which lead to emotional problems as adults. o Taking care of children/elderly (providing shelter/clothes etc) Evidence: Abuse cycle: o Families who have abusive relations are prone to more abusive behaviours. o Studies have shown that as children grow if they are taught to express violence when angry, they will continue this behaviour throughout their lives unless they are re-socialized by choice. o Children also learn how to deal with problems from the example of their parents o EX. Children with parents that smoke are also more likely to smoke. o Parents are role models for their children: both positive and negative. 4. Maintaining Morale of Members o Students from parents that have a loving relationship, and are supportive, have a more positive self image and were also more confident and providing encouragement Providing affection i.e. love, hugs, kisses etc. 5. Addition of New Members o In order for a society to continue to exist it must replace those people that die. o The family is responsible for raising children to become contributing members of society. o In many advanced countries, families are choosing to have less children. o Birth control has made choice possible since the 1970’s. o In Canada we have an aging population. This means less young people and more older people o We will need to increase immigration to fulfill jobs such as doctors, nurses etc.

o There will be greater demand for healthcare since most people will be older. o Younger people will have to pay more taxes to maintain standard of living. 6. Producing and Consuming Goods and Services o Families are the means whereby children are supplied with the necessities – food, shelter and clothing. o In the past, children were needed to work on farms and help provide for the family at an early age. o Today children are normally dependant on the family until after high school. 5. Know the changes in roles between men and women throughout history (from hunter-gatherer to the contemporary Canadian family). Hunter-Gatherers Although their roles were different, men and women shared many tasks. Women maintained a high status since they were responsible for gathering food, mainly fruits, nuts, grains, and herbs. They were responsible for nurturing their children and feeding the household. Men on the other hand were responsible for hunting therefore taking them away from the home for long periods of time. Men hunted for bigger prey to help feed the family and provide for the family financially as women gathered nuts, grains, and herbs but stayed close to home to care for the children. Agricultural Families Women were thought of as property rather than equals within the family and relationships, thus creating the patriarchal, male dominated society. This was a time when communities slowly began to develop, and families began to prosper. Larger households meant accumulation of property, inheritance, wealth, and ultimately power. Farming became a great source of wealth for families. As they developed their land, agricultural families accumulated more and more property placing them in a position of financial stability. Pre-Industrial Canadian Society Families began to share roles since men, women, and children all needed to work in order to protect their land. Married women enjoyed a high status and economic activities were based on gender. As men became more prominent and dominant in public life, women became the property of their husbands. As population growth began to increase, gender role expectations became more and more defined within society. Women were required to stay home while the husbands were prominent within the community and society. With little or no rights, women and children were at the mercy of their husbands. Urban Industrial Families Role expectations were clearly defined and executed with men as sole providers and women as the nurturers of the family. During World War II men were sent off to represent their country and women

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had to work in their positions in order to maintain economic expansion. As men returned from service, women were required to take up their place in the home as men returned to their initial workplace. Following the return of the soldiers from the war an increase in birth rates occurred thus creating the baby boom. The nuclear family was now the ideal family and the woman's role was to fulfill her greatest potential in life, which was to become a mother. Contemporary Canadian Family Women's status within society has now increased and continues to do so. Women are working outside the home therefore adding to a dual-income family. Divorce laws are established and women are beginning to take advantage of these laws since they now have more financial freedom. The introduction of contraception and pre-marital sexual activity is "accepted" within society, therefore providing a shift in values, roles, and expectations. Women's participation in the workforce has increased and creates the dual-income family. 6. Define Sociology, Anthropology and Psychology. (Unit 1 activity 5 Theoretical Perspectives in the Family and Society) a. Psychologist are interested in an individual’s thoughts, feelings, and actions. They believe that these are largely determined by an individual’s personality. b. Sociologists are interested in the ways in which people interact in groups and in how groups of people with common characteristics function. They study the evolution, structure, and functioning of human society. c. Anthropologists are interested in the customs and cultures of human beings. They study the social values, beliefs, and customs of specific cultures. 7. Explain the key concepts and how each of the following theories apply to families: functionalism; social exchange theory; conflict theory; systems theory; symbolic interactionism; feminist theories. Systems Theory The systems theory, developed in the 1970s, suggests that the organization of society is based on what works within society rather than the individual person. It is essential for the family to work as a group in order for the family to meet the needs that are expected both within society and the family. According to this theory, the family works as a unit; they are all interdependent since any changes or behaviours that occurs with one individual within the family will ultimately affect the behaviours of the other members of the family unit. For example, if a mother and father are continuously arguing, the child in the family is affected by the behaviour. This child may develop anger management issues and/or withdraw from everyone around him. Within the family, each individual must adapt to changes and together as a group they must change the behaviours. The way one changes his behaviour will affect the behaviours of all the members of that system. To maintain stability the family informs its members how to interact. The systems theory reveals that the family maintains stability by properly passing through the many stages in life, such as marriage, birth or adoption, and eventually death. Symbolic Interactionism Theory Symbolic interactionism is a study of the organization of the individual and small groups. Charles Cooley, a prominent theorist, initiated the "looking glass self" which reveals

the idea that our self-concept is shaped by how we think others see us. Individuals develop a sense of self by how others see them, how they want others to see them, and how they see themselves. For example, an anorexic girl may want others to see her as a thin, beautiful young lady, yet she believes herself to be quite overweight and ugly; moreover individuals see her as either perfect as she is or extremely ugly simply based on her lack of weight. By the way the anorexic girl thinks others see her, she will interpret their reactions and adjust her self-esteem accordingly. How children develop a sense of self comes from the socialization of the family system and the interaction between them. This theory views how individuals think, perceive, and interpret behaviours. In each interaction we find the ability to see ourselves through the eyes of others and in the end people seek to fulfill the expectations of others. Emile Durkheim maintains that in order for us to completely understand someone it is important to be empathetic by ourselves in the position of the other person. Social Exchange Theory The social exchange theory deals with the individual person rather than the group. It views family members as individuals interacting with each other. Although individuals are constrained by role expectations, they act within each role to maximize the benefits they will receive and to minimize the costs to themselves. Values and norms govern behaviour. Social behaviour is influenced by the anticipation of the reward such as social approval, better standard of living, or freedom from responsibility. All interpersonal relationships (dating, marriage, family relationships) involve a process of negotiation and bargaining. Relationships are stable when the benefits that each individual receives balance the cost of the relationship. For example, a man and a woman see the benefit of dating when it leads to love, marriage, and procreation. However, they see dating as a cost when future plans are put on hold because they are not financially stable enough to finance a wedding or buy a house.The focus of this theory is on the flow of benefits through social interaction. People seek others who will satisfy their needs and help them obtain goals. People often act in a way that produces benefits to them. Whether they are tangible or intangible (e.g. love, goods, money, information, and status) resources are exchanged. New relations are begun and old ones continue because they are rewarding. People will try to keep their costs equal to or less than their benefits. An important element in any social exchange is power. Conflict Theory (Political Economy) The conflict theory focuses on the organization of society. According to this theory, power and economics hold a society and family together. This theory examines family and society as a whole and fails to see the importance of the individual. It states that conflict exists between groups in society because of inequalities in power; the exploitation of individuals with lesser power by individuals with greater power. Karl Marx (The Father of Communism) argued that inequalities could and should be eliminated. Class division led to the Bourgeoisie, also known as the "haves", controlling the means of production. These people are privileged and control wealth without actually producing it themselves and are responsible for exploiting and holding back the workers. This is a small group with great power.

The Proletariat are the working class or sometimes known as the "have nots". They are a large, poor group, who work for the Bourgeoisie. They do not own the means of production, therefore they are forced to "sell" their labour to survive. These people are exploited and subordinated by wages. For example, factory workers who work long hours and make minimal wages are the Proletariat and the factory owner who profits from their work represents the Bourgeoisie. Fredrich Engels argues that the division between the sexes in marriage parallels the division between classes within society. The family wage is the salary paid to the man and that it should be sufficient for him to support his wife and children. This gives men of all classes' economic power within their household. Women have no choice but to marry, reproduce, and provide unpaid labour necessary to maintain the family. Values, beliefs, and roles are not commonly agreed upon norms but rather the view held by the dominant segment of society. The dominant groups are those who control the economy and therefore hold the power. Everything that happens in society is caused by an inequality of economic relationships. In this theory society is built upon accepted inequality. In the family the two classes are quite evident, for instance, in traditional families with two heterosexual parents: men/husbands dominate (money and power) over the wives; parents dominate children; male children dominate female children. It was only through revolution (i.e. 1960's and 1970's women's movement, sexual revolution) that this distinction dissolved. Feminist Theory The feminist theory examines society and the systems within it. This theory often focuses on human rights. The family is patriarchal where the male is the breadwinner and women are lower class since they are sought as the nurturers. The feminist theory was developed in the second half of the 20th century to explain the impact of sex and gender on behaviour. It focuses on women's experiences, gender roles, and socio-economic inequalities between men and women from women's perspectives. There are three types of feminism: Liberal Feminism which argues that discriminatory policies force women into an inferior social class that restricts their rights to participate fully in society according to their individual abilities. Social Feminism is based on the assumption that the status of women is a social inequality rooted in the sexual division of paid versus unpaid labour (challenges both capitalism and the patriarchal model of the family). Radical Feminism argues that the differences in power between men and women result in any male- female relationship as being exploitative. This theory is radical in that it suggests that only the development of a separate female culture could correct this exploitation between the sexes. Social change is required in order to meet the needs of all people. Women will continue to enter the work force in order to meet the same needs as men. Although androcentricity still continues today, change will prevail.

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Structural-Functional Perspective Structural-functionalism views society or a group as a system of integrated parts. Social systems tend to be relatively stable and persistent, and change is very gradual. A society or group cannot survive unless its members share at least some common beliefs, norms, and values. Social integration is produced by the consensus of most members of the society on some norms and values. What happens to one part in the system affects the other parts. The structural-functionalist view stresses order and stability in society. For example a university has needs or requirements if it is to survive. For instance, there must be adequate enrolment to meet their costs. If student membership declines, all parts of the systems (number of faculty, programs, standards, and budget) are affected. When all areas are running smoothly (adequate funds, adequate number of students, faculty, etc.) then a state of equilibrium is reached. When there is a rapid student enrolment the university system must adapt itself accordingly. The parts of a system can be functional, dysfunctional, or non-functional. A part is functional if it helps meet the needs of the system and contributes to the adjustment of the system. A part of a system is dysfunctional if it is harmful to the rest of the system. A part that is irrelevant to the system is non- functional. For example, job discrimination against women is dysfunctional for women, functional for men, and non-functional for the retired. When a system is seen as being in a state of equilibrium, or balance, and the needs are being met, then the system is viewed as functional. 8. What are the periods/stages of life one goes through ? the many stages in life, such as marriage, birth or adoption, and eventually death. 9. What is the age of majority? 18 10. In terms of legal matters, explain the difference between 12 and over, 16 and over and 18 and over. 12 year old cannot consent to anything, 16 can consent in most cases to sex, drive, and some legal matters, and 18 can fully consent, drive, be charged as an adult, smoke and sell tobacco and weed products etc. 11. Know the major points discussed in the ‘Leaving Home’ lesson and Generation Boomerang Documentary. Leaving Home: During the to adulthood there are many changes that take place. Leaving home for the first time is often a turning point or for many young adults in Canada to signify that their role from dependent child to independent adult has occurred. However, the process of leaving home and the reasons for leaving are different for many individuals. This is the discussion icon. Why Do People Leave Home? With your classmates, brainstorm some reasons why people might leave home for the first time. As you do this, try to think of all of the experiences a person could have while living at home. Your reasons why someone leaves home may be positive or negative. Costs and Benefits of Leaving Home:

In Canada, at 16 years of age an individual can legally leave home without the permission of a parent or guardian. As you have discussed, individuals have different reasons for leaving home. When someone leaves their family home for the first time, there are many considerations that must be made. Individuals must be prepared to face a number of adjustments when leaving home. Demographic Data on Leaving Home: We can learn a lot about who we are as a population in Canadian society by looking at demographic information. Demographic information tells us about the social statistics of groups of people, such as age, ethnicity, population growth, and other vital statistics, all of which inform us about the nature of human behaviour in society. Often statistics examine particular when studying groups of people over time.In this next section of the activity, you will determine the norms that may influence the behaviour of Canadians leaving home by examining various patterns and trends. For example, you might examine how leaving home has changed over time and how that differs by gender, ethnicity or educational attainment. 12. Explain parent-child, workplace, mentor and other relationships and each one’s significance. 13. Explain the difference between chronological, psychological and social age. Chronological: age of 18 is when you reach the age of majority and acquire the legal responsibilities and privileges of an adult; you can vote; get married Psychological: age is when the brain has acquired new mental processes and more mature ways of understanding the world Social: age is societies expectations concerning when certain events should occur in the lives of individuals (i.e., leaving home, marriage) – social norms that determine when events are “on time” or “off time” 14. State and explain the 3 rites of passage. Sociologists have identified three phases that constitute a proper rite of passage: separation, transition, and re-incorporation. a. Separation: During this phase an initiate is separated in some way from his former life. In the case of the Mandan tribe, the young man was isolated from the village in a hut for three days. In other tribes, boys’ heads were shaved and they were ritually bathed and/or tattooed. In a more modern example, when a man has just enlisted in the military, he is sent away to boot camp. His former possessions are put aside, his head is shaved, and he is given a uniform to wear. During the separation phase, part of the old self is extinguished as the initiate prepares to create a new identity. b. Transition: During this phase, the initiate is between worlds-no longer part of his old life but not yet fully inducted into his new one. He is taught the knowledge needed to become a full-fledged member of that group. And he is called upon to pass tests that show he is ready for the leap. In tribal societies, the elders would impart to the initiate what it meant to be a man and how the boy was to conduct himself once he had become one. The initiate would then participate in ritual ceremonies which often involved pain and endurance. In the case of the new soldier, he is yelled at, prodded, exercised, and disciplined to prepare him to receive a rank and title. c. Explain the main points behind each of the following major theorists: Erik Erikson; Jane Loevinger; Carter & McGoldrick; Daniel Levinson; Klaus Riegel and Leonard Pearlin.

15. State factors that will affect your career choices. 16. What are the roles of family, school and part-time work in forming an occupation? 17. What is occupational segregation? Occupational segregation occurs when one demographic group is overrepresented or underrepresented in a certain job category. 18. What are the 6 stages of the Family Life Cycle? Couple only, childbearing, developing stage, launching stage, mid years stage, aging/retirement stage

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