FAD 2230 Exam 1 Study Guide PDF

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FAD2230 Exam 1 Study Guide Exam 1 will include 30 Multiple Choice Questions. The exam is based on content from PowerPoints, recorded lectures, textbook chapters, and any supplemental videos posted online. As a rule of thumb, I take about 80% of the exam questions from the lecture/PowerPoints and 20% from the textbook materials. You have to study both to do well on the exam! This is a GUIDE to help you study the important concepts and materials covered in the textbook. All lecture/PowerPoint materials are “fair game” for the exam but are not outlined on this study guide. Study tips: To make sure that you understand important concepts and can answer application based questions, I recommend that students come up with their own examples of the concepts. The test will include application-based questions. For example: Jim values college, works in a white collar job, and has an income of $42,000. Jim is in which social class? a. b. c. d.

Upper middle Middle class Working Class Underclass

Making Family Choices in a Changing Society 

Defining “Family” (modern and traditional definitions) Modern: a group of people residing together who care for one another and cooperate finically or with daily life tasks. Traditional: blood, marriage, or adoption

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Family functions: Raising children responsibly, providing economic and other practical support for dependents, offering emotional support for all family members

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Family structure: The form a family takes such as nuclear family, extended family, single-parents family, stepfamily, and the like.

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Extended family: family including relatives besides parents and children, such as aunts or uncles.

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Nuclear family: a family group comprising only a wife, husband, and their children.

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Postmodern family: term used to describe the situation in which (1) families today exhibit multiple forms, and (2) new or altered family forms continue to emerge or develop. (ex. Stay at home dads, single-parent families, gay married families, not married but cohabitating family)

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Family decline perspective: View that late twentieth- century developments had put the family into decline through such changes as increases in the age at first marriage, divorce, cohabitation, and nonmarital birth and the decline in fertility.

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Family change perspective: characterization by some family scholars and policy makers that the family can continue to play a strong role in society by adapting to such recent changes as increased age at first marriage, divorce, cohabitation, and nonmarital births and the declines in fertility.

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Race: a group or category thought of as representing a distinct biological heritage. “racial” categories are social constructs, the so-called races do not differ significantly in terms of basic biological makeup. “racial” designations nevertheless have social and economic effects and cultural meanings.

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Ethnicity: a group’s identity based on a sense of a common culture and language

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Minority Group: group that is distinguishable in some way disadvantaged within a society regardless of its size.

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Colonial America: families were the businesses, schools, churches, and correctional, health and welfare institutions -when you needed help family is the one that would provide that help for you -when you were sick, your family would nurse you back to health -euro. vs African America

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Industrialized and Urbanized America: Separate work and home life emerged; waves of immigration create more racial/ ethnic diversity. Emergence of poor, working class, middle, and upper class -begin to distinguish between work and home life

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Post-Modern America: many different institutions that serve the family; no “typical” family. Emphasis on work/life balance, flexible work to accommodate family. -lots of institutions that serve the family -prisons, jails, law enforcement -some work is coming back in the home. Technology, zoom, lecture videos

-being at home and trying to make work more flexible. Reduce the amount of stress from being away from the family because of work 

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The Changing Family: what we expect and “idealize” for families have changed over time. What we respect and honor for families have changed over time. (Aka. The media is a big factor in changing the perspective on how society views families. “art imitates life” Family of Orientation: your biological family (you cannot choose this family) Family of Procreation: the family that you create (spouse, children, friends, family of choice) Fictive Kin: “unlce rob” “aunt Kelly” “crazy aunt lisa” mom’s best friend Friends Pets/ animals

Exploring Relationships and Families  

Theoretical perspectives: a way of viewing reality and explain why reality happens the way it does. Understand the following theories and the related concepts: 

Structure-Functional: theoretical perspective that looks to the functions that institutions perform for society and the structural form of the institutions.

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Family Ecology: Explores how a family influences and is influenced by the environments that surround it. (E for Environment)

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Exchange Theory: Theoretical perspective that sees relationships as determined by the exchange of resources and the reward-cost balance of that exchange. This theory predicts that people tend to marry others whose social class, education, physical attractiveness, and even self-esteem are similar to their own. (What am I getting in return or “exchange by being with this specific person)

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Family Life Course Development: perspective that follows families through fairy typical stages in the life course, such as marriage, childbirth, stages of raising children, adult children’s leaving home, retirements, and possible widowhood. (Review family life course stages) (compromised of all three below) Individual life span theory: individual development and the factors that affect it

Family development theory: Systemic and patterned changes families experience over time, emphasizing the interaction of time and change. (change and time) Life course theory: How earlier life events influence later life outcomes in individuals (different things happen and those things affects how we due in the long term) Basic Assumptions: -all families change and develop -things like social norms and expectations like race, class, gender, religion, etc. will all affect how families change over time -families change over time to meet the needs of the individual and the family as both grow and develop (like when a baby is born) Family life course stages: 1) married couples (no children) 2) child-bearing families (oldest childbirth to 30 months) 3) Fam w/ pre-school (2-6 y/o) 4) school age children (6-13 y/o) 5) teenagers (13-20 y/o) 6) Launching center ( 1st child gone to last child leaving home) 7) middle age parents (empty nesting) 8) aging family members (retirement until death) 

Systems Theory: a set of elements in interaction w each other so that what affects one element affects all other elements.

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Interaction-Constructionist: perspective that focuses on internal family dynamics; the ongoing action among and response to on another of family members. (daily conversations, gestures, and other behaviors that go on in families) (shared view of themselves)

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Feminist theory: Conflict theory. The primary focus is male dominance in families and society as oppressive to women. The mission of this perspective is to end this oppression of women by developing knowledge and actions that confront this disparity.

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Biosocial Perspective: theoretical perspective based on concepts linking psychosocial factors to anatomy, physiology, genetics, or hormones as shaped by

evolution (this perspective argues that all the above factors conclude why individuals have certain behaviors)

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Attachment theory: A psychological theory that holds that, during infancy and childhood, a young person develops a general style of attaching to others; once an individual’s attachment style is established, she or he unconsciously applies that style to later, adult relationships. The three basic styles are secure, insecure/anxious, and avoidant.

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Position: What you ARE in your family. (father, sister, wife, uncle)

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Role: What you DO in your family. (nurturer, protector, breadwinner, disciplinarian)

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Norms: what is considered socially acceptable at the time. Socially constructed rules that govern group and individual behavior

Events: Significant occurrences that carry meaning beyond just a date in time. Family stage: A time period when the structure and interaction of family are noticeably and qualitatively distinct from other time periods

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Boundaries: A border that regulates the flow of information between a system and its environment. - Boundaries can be physical, psychological, emotional. - Boundaries can be open, closed, random.

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Subsystems: Smaller components systems within a larger system that have their own rules, boundaries, and characteristics. - Spousal, sibling, parent-child  

System levels: An ordering/prioritizing of system goals or rules.  Higher order goals define the priorities of lower level goals. Equilibrium/Homeostasis: The balancing of the system through controlling inputs (what comes in) and outputs (what goes out).  Positive feedback (deviation amplifying)= creating/allowing change  Negative feedback (deviation dampening) = preventing/decreasing change

Gender Identities & Families 

Gender: attitudes and behavior associated with an expected of the two sexes. The term sex denotes biology, while gender refers to social role. What it means to be “masculine” or “feminine” with our culture and place in time even in euro.

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Sex: biological male or female anatomy and physiology- determined at birth (xx-boy, xygirl)

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Gender identity: The degree to which an individual sees her- or himself as feminine or masculine

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Gender expectations: set of societal norms that prescribe what is and is not acceptable behavior for individuals, according to their gender. Gender expectations, taken together, constitute a gender role

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Gender socialization: the process through which children learn about the social expectations, attitudes, and behaviors typically associated with boys and girls

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Gender differentiation: cultural expectation about how men and women should behave.

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Gender structure: ways in which gender roles are influenced by a society’s sociocultural environment

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Gender variance: expansive concept that includes people dressing and behaving more like the “other” gender

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Expressive character traits: relationship- oriented characteristics of warmth, sensitivity, the ability to express tender feelings, and placing concern about others’ welfare above self-interest

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Intersex: a person whose genitalia, secondary sex characteristics, hormones, or other physiological features are not unambigusly male or female.

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Transgender: individuals who has a gender identity different from conventional ideas about what is female or male or different from the gender assigned at birth (did not feel gender identity matched biological sex)

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Transsexual: individual who switches physical sex through surgery, hormone therapy, electrolysis (hair removal) and other treatments.

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Bifurcated consciousness: divided perception in which someone is aware of and often troubled by two conflicting messages. (ex. Women having a divided perception of first, that caregiving is most important for her; second, that caregiving is not as highly valued across society as is career success

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Intersectionality: “intersections” among race, class, and gender “all in one”

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Masculine dominance: view that masculine males exercise authority over females and people they perceive as not masculine enough, usually involves wielding greater power in a heterosexual relationship as well as greater control and influence over society’s institutions and benefits.

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Gender Role: the expectations about appropriate masculine and feminine attitudes and behaviors defined by society; does not necessarily correspond with one’s sex.

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Gender Identity: how we label ourselves as masculine or feminine

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Agentic/ Instrumental Role: traditionally masculine characteristics (gender role)

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Communal/ Expressive Role: traditionally female characteristics (gender role)

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Androgyny: an “in- between role” have both traditionally “masculine” and traditionally “feminine characteristics. (gender roles)

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Traditional Gender Stereotypes: Feminine would be not aggressive, dependent, easily influences, submissive, passive, home-oriented, easily hurt emotionally… Masculine would be aggressive, independent, not easily influenced, dominant, active, worldly, not easily hurt emotionally…

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Theories of Gender Socialization: how we get to know what gender we are and what gender behaviors we express - Social learning theory: children learn gender roles from parents, siblings, school, and the media who serve as models for masculine and feminine behaviors. Children imitated models and are rewarded for “sex-appropriate” behaviors (parents often reward for “sex-appropriate” behavior and punish for not “s.a” behaviors) - Self-identification theory: Child becomes aware of being either male or female around age 3. Children categorize themselves by identifying behaviors that are

appropriate to their sex. Children socialize themselves from available cultural material (toys, things on tv, pink toys, blue toys children pick up on these cues even before they fully understand gender)...