families in canada exam hints and clues

hunter gatherers

group that represents 99% of human history

Socialization of children 

• Teach children the skills, knowledge, values and attitudes of their society so that as adults the children are able to work and relate to others appropriatelY

  • Benefits to Canadian society:

    • Individuals will acquire the skills, knowledge, values, and attitudes consistent with employability and citizenship expectations

    • People will be educated, find careers, have their own families, earn money

• Institutions:

  • elementary, secondary and post-secondary schools and apprenticeships

  • peers, community groups like scouts, literature and popular media

Addition of new members through procreation or adoption 

• Families have children through birth, adoption and may also use the help of fertility clinics

  • Benefits to Canadian Society:

    • Increases population

    • Stronger economy (increased demad for goods and services)

  • Institutions:

    • Adoption agencies, fertility clinics, midwives, public health nurses, surrogates, family law

Physical maintenance and care of group members 

• Includes adults, children, and the elderly

• Hardship can result when families are unable to care for themselves

• Society should be organized to replace this family function.

  • Benefits to Canadian society:

    • Individuals within the population stay healthy

    • Members will be able to contribute to society

  • Institutions: 

    • Hospitals, clinics, grandparents, schools (breakfast club), public health nurses, children’s aid society

Social control of members 

• To maintain order within family and society and protects the reputation of that family group

  • Benefits to Canadian society:

    • Individuals will obey the laws of society and country

  • Institutions:

    • Truant officers, school administrators, teachers, Sunday school or temple, peer sanctions, police, courts

Production, consumption, distribution of goods and services

• We no longer produce all the goods and services we consume

• People now work for money and exchange it for family needs

  • Benefits to Canadian Society:

    • Parents provide for their families 

    • Families contribute to the economy

    • Families provide goods or services through skills and employment

    • Families purchase and consume goods and services

  • Institutions: 

    • Malls, grocery stores, social assistance (redistribution of money), job search supports, temp agencies

Love (Affective Nurturance)

• By meeting the emotion needs of the individual, we build a commitment to our family members

  • Benefits to Canadian Society:

    • Individuals will care for others in society

    • Individuals will develop strong relationships and raise their own families

  • Institutions:

    • Other people’s parents and families, Friends, Families of choice, boyfriend or girlfriend, foster homes, grandparents

consanguinity

• meaning by blood, or by informal relationships that today would be termed "marriage." 

Functionalism

• the sociological theory that looks at how society is organized to perform its required functions effectively

  • It assumes that “families are institutions that perform specific functions in society, and family members are expected to fill prescribed roles within the institution for the good of society as a whole

• Functionalists examine the status and roles of individuals within a family:

  • Status: a specific position within a social group 

  • Role: the set of behaviours that an individual is expected to demonstrate within a status

• Societies run more smoothly when each individual behaves according to his or her specific role.

Systems theory 

• This theory assumes that the family is a system of relationships in which what happens to one member affects all the others 

• Each family is a fairly closed unit in which members can only be added by birth, adoption, cohabitation or marriage and can only be reduced by death, so the dynamics of the system will stay fairly stable over a long period of time 

• There are ‘subsystems’ within each family, such as marital, parental, sibling Behaviour is controlled by feedback - refers to the way the members of the family inform each other of how to act 

• A change with one member of the system affects all others

Symbolic interactionism

• describes how people interact: 

  • assumes individuals interpret social organization and then interact with others based on that interpretation 

  • people modify or change their behaviour depending on how others react to them 

  • individuals communicate with each other but they may give difference meanings to actions and words

Social exchange theory

• This is derived from symbolic interactionism – individuals will interpret their experiences but this theory goes on to suggest that individuals will choose how to act/react to others based on the potential benefits they may receive and the costs involved 

• The benefits and costs are based on individual’s perceptions, not necessarily on facts

Life course approach (Family life cycle)

• This is a Developmental Theory 

• This approach looks at behaviour by individuals or families at various stages in their lives

• It examines biological, psychological, social, and cultural factors that influence development in an interdisciplinary approach

Conflict theory

• society is defined by who has the power, and inequalities in power create conflict in society 

• assumes that groups compete with one another to meet their needs, but that the needs of all groups cannot be met 

• does not explain societies but instead criticizes them

• This theory usually assumes that when capitalism is eliminated, new family forms will develop in which men and women will be equal

Feminist Theory

• Feminism is an important part of understanding our society and how we interact with each other. 

Liberal Feminist View on the Family 

• The most common type of feminism is liberal feminism, which focuses on achieving social and political equality between men and women. 

• This belief system emphasizes equal opportunities for both genders and views the traditional gender roles within a family as outdated and oppressive. 

• Liberal feminists believe that by removing these gender-based restrictions, everyone can benefit from greater freedom and more complete lives.

Marxist Feminist View on the Family 

• Marxist feminists take a different approach to understanding gender roles in the family unit. 

• They view women’s subordination as an effect of capitalism and argue that only by restructuring economic systems can real progress be made towards true equality between men and women. 

• This belief system also takes into account that all members of society are affected by social constructions such as race, class, sexuality, etc., so Marxist feminists strive to create solutions that will benefit all members of society regardless of identity or background.

Radical Feminist View on the Family 

• Radical feminists take an even stronger stance when it comes to dismantling gender roles in the family unit. 

• They view patriarchy as an oppressive force that needs to be destroyed in order to achieve true equality between men and women. 

• Radical feminists reject traditional gender norms altogether and instead emphasize self-determination for individual identity formation outside of traditional structures like marriage or motherhood.

Difference Feminist View on the Family 

• difference feminists view gender roles within the family differently than other feminist ideologies do. Instead of rejecting them altogether they focus on creating positive reinforcement for non-traditional roles within relationships such as mutual respect between partners or shared parenting responsibilities among parents. 

• Difference feminism encourages individuals to embrace their uniqueness rather than conform to one specific version of femininity or masculinity within the home environment.

Ecological perspective

• The Five Environmental Systems 

• The ecological systems theory holds that we encounter different environments throughout our lifespan that may influence our behavior in varying degrees. These systems include the micro system, the mesosystem, the exosystem, the macro system, and the chronosystem.

The Micro System 

• the direct environment we have in our lives. Your family, friends, classmates, teachers, neighbors and other people who have a direct contact with you are included in your micro system. The micro system is the setting in which we have direct social interactions with these social agents.

The Mesosystem 

•  involves the relationships between the microsystems in one's life. This means that your family experience may be related to your school experience. 

  • Ex. if a child is neglected by his parents, he may have a low chance of developing positive attitude towards his teachers. Also, this child may feel awkward in the presence of peers and may resort to withdrawal from a group of classmates.

The Exosystem

• the setting in which there is a link between the context where in the person does not have any active role, and the context where in is actively participating. 

  • Ex. Suppose a child is more attached to his father than his mother. If the father goes abroad to work for several months, there may be a conflict between the mother and the child's social relationship, or on the other hand, this event may result to a tighter bond between the mother and the child.

The Macrosystem 

•  the actual culture of an individual. The cultural contexts involve the socioeconomic status of the person and/or his family, his ethnicity or race and living in a still developing or a third world country. 

  • Ex. being born to a poor family makes a person work harder every day.

The Chronosystem 

• Includes the transitions and shifts in one's lifespan. This may also involve the socio-historical contexts that may influence a person. 

  • Ex. divorce, as a major life transition, may affect not only the couple's relationship but also their children's behavior. According to a majority of research, children are negatively affected on the first year after the divorce. The next years after it would reveal that the interaction within the family becomes more stable and agreeable.

Lone parent family

• Families with a single parent and one or more children

Nuclear family

• Families with 2 parents and 1 or more children, living together

Intact family

• Families with 2 parents and their original biological or adopted children, living together 

Same sex family

• Couple or parents in the family are the same sex (married or common law)

Common law family

• Couple or parents in the family living together but are not married (same or opposite sex)

Extended family

• Families composed of parents, children, aunts, uncles, grandparents and other blood relations living together

Modified Extended family

• relatives who do not share a residence, may try to live in the same neighbourhood, visit regularly, telephone daily, assist each other with child care provide economic and emotional support

Skip generation family

• Families where the grandparent(s) and child(ren) live together but the parent(s) are not present

Blended or step family

• Families with parents who have divorced their first spouse, remarries someone else and formed a new family that includes children from one or both first marriages, and/or from the remarriages

Simple step family

• Families where the child(ren) belong originally to one or each of the parents who now has a new partner, but no children biologically or adopted by them as a couple (as of yet)

Complex step family

• Families where there are both a child or children originally connected to one or each parent who now has a new partner, and this new couple have their own biological or adopted child(ren)

Social Science Inquiry model

1. Identify a problem

•  Inquiry begins with Identifying a Problem 

• An issue that a researcher wishes to study 

• During this stage a researcher; Determines what they already know OR THINKS they know States the problem in order to determine what they need to find out

2. Research question

• With the problem identified the researcher needs to clearly define and create a Research Question 

• It forms the basis for the investigation 

• A good question states exactly what you want to learn & suggests how you will conduct the research

3. Develop a hypothesis (if, then, because format)

• a possible answer to a question that requires further investigation 

• It indicates what needs to be tested and which research method to use

• W/out a GOOD HYPOTHESIS a researcher can waste a lot of time and energy collecting information that might NOT be relevant to the topic.

4. Gather data

• The researcher must determine how to gather data or information

• The METHOD used should be appropriate to the Question and hypothesis

5. Analyze data

• The researcher must ORGANIZE the raw data into meaningful forms;

  •  i.e. Graphs, charts, tables… 

• Data is generally useless unless it is ORGANIZED, INTERPRETED & ANALYZED

• Researchers look for trends b/w the data – this information can be used as evidence to help answer the question

6. Draw conclusions

• After the data has been analyzed the inquirer needs to determine if WHETHER THE HYPOTHESIS IS SUPPORTED OR NOT

• They can also determine if the hypothesis should be ACCEPTED, REJECTED, OR REVISED

• Results are COMMUNICATED in a written report (or orally) 

  • Existing theories can be used to help explain reasons for the conclusions OR a new theory may be developed

• Sometimes it will suggest an alternate conclusion

education inflation

• We need more education today to get a job that was needed in past, but more education still = more employment and more money

role strain

• Performing various roles that create conflict for you as you are transitioning to adulthood.

gender roles

• Expectations regarding proper behavior, attitudes, and activities of males and females 

hypothesis

• a possible answer to a question that requires further investigation 

Erik Erikson - Psychosocial Development

• Recognized Freud’s contributions 

• Believed Freud misjudged some important dimensions of human development 

• He disagreed with Freud regarding the centrality of psychosexual development

• Believed our primary motivation for behaviour is social 

• At each stage of development, social demands change and a unique developmental ‘crisis’ must be resolved

• 8 stages of psychosocial development

  • Trust vs. Mistrust 

    • First year

    • When the infant experiences consistent, warm care, he/she will learn to trust the caregiver 

    • Important foundation for later development

  • Autonomy  vs. Shame & Doubt 

    • Second year

    • Infants begin to discover that their behaviour is their own 

    • Begin to assert their independence 

    • More autonomy leads to increased confidence in the child

  • Initiative  vs. Guilt

    • Preschool years: ages 4 and 5

    • Active, purposeful behaviour is required in this new environment (preschool) 

    • If the child does not act responsibly, they may develop feelings of guilt

  • Industry  vs. Inferiority 

    • elementary school years to grade 6

    • Energy is directed toward knowledge & intellectual skills 

    • Children who do not master these skills may develop feelings of inferiority 

    • Teachers play a large role in this stage

  • Identity  vs. Identity 

    • Adolescence

    • Adolescents figuring out who they are 

    • Exploring new social roles & adult status 

    • May experience confusion about their roles

  • Confusion Intimacy  vs. Isolation 

    • Early adulthood

    • We feel a need to form intimate relationships with others 

    • Failure to find intimacy may result in feelings of isolation

  • Generativity  vs. Stagnation 

    • Middle adulthood

    • Adults feel an urge to assist the younger generation 

    • The feeling of having done nothing to help the next generation is stagnation

  • Integrity vs. Despair

    • Late adulthood

    • Reflecting back on life: 

      • A life well-lived leads to feelings of integrity 

      • Regrets or unresolved issues lead to feelings of doubt or gloom (despair)

Generativity  vs. Stagnation 

• Middle adulthood

• Adults feel an urge to assist the younger generation 

• The feeling of having done nothing to help the next generation is stagnation

Abraham Maslow - Hierarchy of Needs

• Developed a Hierarchy of Needs that helps to explain human motivation.

1.  Biological and physiological needs - air, food, drink, shelter, warmth, sex, sleep, etc. 

2. Safety needs - protection from elements, security, order, law, stability, freedom from fear. 

3.  Love and belongingness needs - friendship, intimacy, trust, and acceptance, receiving and giving affection and love. Affiliating, being part of a group (family, friends, work).

4. Esteem needs - which Maslow classified into two categories: (i) esteem for oneself (dignity, achievement, mastery, independence) and (ii) the need to be accepted and valued by others (e.g., status, prestige). 

5. Cognitive needs - knowledge and understanding, curiosity, exploration, need for meaning and predictability. 

6. Aesthetic needs - appreciation and search for beauty, balance, form, etc. 

7. Self-actualization needs - realizing personal potential, self-fulfillment, seeking personal growth and peak experiences. A desire “to become everything one is capable of becoming”(Maslow, 1987, p. 64). 

8. Transcendence needs - A person is motivated by values which transcend beyond the personal self (e.g., mystical experiences and certain experiences with nature, aesthetic experiences, sexual experiences, service to others, the pursuit of science, religious faith, etc.).

zone of proximal development

• the space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable peers.

scaffolding

• An instructional strategy in which a child is supported as he or she develops skills and knowledge. Gradually the scaffolds are removed as the child can complete particular tasks independently

Daniel Levinson - Seasons of Life

• According to Levinson, adults have an image of the future that motivates them. 

• This image is called “the dream”

• for the men interviewed, it was a dream of how their career paths would progress and where they would be at midlife

• Women held a “split dream”; an image of the future in both work and family life and a concern with the timing and coordination of the two.

• Levinson (1978) suggests that period of transition last about 5 years and periods of “settling down” last about 7 years. 

  • Early adult transition (17-22): Leaving home, leaving family; making first choices about career and education 

  • Entering the adult world (22-28): Committing to an occupation, defining goals, finding intimate relationships 

  • Age 30 transition (28-33): Reevaluating those choices and perhaps making modifications or changing one’s attitude toward love and work 

  • Settling down (33 to 40): Reinvesting in work and family commitments; becoming involved in the community 

  • Midlife transition (40-45): Reevaluating previous commitments; making dramatic changes if necessary; giving expression to previously ignored talents or aspirations; feeling more of a sense of urgency about life and its meaning 

  • Entering middle adulthood (45-50): Committing to new choices made and placing one’s energies into these commitments

sex

• refers to the physical and biological attributes of men and women 

  • includes the chromosomal, hormonal, and anatomical components of males and females

gender

• refers to the social, psychological and cultural attributes of masculinity and femininity, many of which are based on biological distinctions

  • includes people’s self image and expectations for behavior among other things 

  • describes societal attitudes and behaviors expected of and associated with the two sexes. 

  • Gender Identity refers to the degree to which an individual sees herself or himself as feminine or masculine based on society’s definitions of appropriate gender roles.