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FAMILIES IN A CANADIAN SOCIETY OAC
MID-TERM EXAM REVIEW SHEET
THE CHANGE IN THE FAMILY THROUGHOUT HISTORY
There were four different periods through which the family over went changes. These periods were the Pre Industrial Period, the Industrial Revolution, the Great Depression, and the Sexual Revolution.
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1) The Pre Industrial Family
• pre 1th century
• family economies, (every member contributed to economy of family)
• economy based on agriculture, and was rural based
• family much larger, b/c more children had, the more likely the family was going to survive
• also, more children, meant that they could help on farm, and with elderly parents (support)
• children considered overall producers to economy
• work gender defined and the family consisted of many generations
• workplace and home one and the same
) The Industrial Family
• 1th century
• economy now industrial, not only agrarian
• the family now called “family wage economies”, due to the fact that members would eventually leave home to go to the workplace
• three stages
Manufactory stage handicraft production predominated. There was a trend towards specialization. Many craftsmen for one operation.
Proto-Industialization 1815-180. Traditional domestic work patterns combined with new forms of labor.
Industrial Economy new social order. New wealth was based on manufacturing and trade, not only land. Property less, urban wage earning laboring working class(referred by Marx Proletarianization)
• Great Reform Act, 18, gave more people the vote, and this made them feel that they were part of political system, , primarily political reforms
• Luddites
• Factory Acts, 18, discouraged women and children from being hired
• family consumer economies, since women and children no longer in the work force, they were viewed as consumers
• absentee father syndrome, was what it was called, because the fathers were always in the work place
) The Great Depression
• Triggered by Black Thursday, on Thursday October , 1.
• F.D.R. constructed “New Deal”, also known as the National Recovery Agency
• the welfare state
• created things such as welfare, unemployment insurance, pension plans, etc. in order to divert unemployed away from communism
• Bennett, Canadian P.M. copied F.D.R’s new deal
• with advent of pension plans, adult children no longer needed to care for elderly parents, who could now be financially independent of children
• nuclear family as the norm
• families smaller, max. of two generations under one roof
4) The Sexual Revolution
• occurred in the 160’s
• the divorce rate up
• more people in cohabiting families
• delay to get married and have children, sex before marriage
• 1 in 7 nuclear, 60 % are blended, extended, or dual income families
• most people living in cohabiting families
• surrogates
• birth control invented
• children were not seen for their economic value, but for their emotional value
THE CHANGE IN THE VIEW OF CHILDREN THROUGHOUT HISTORY
There are many different views of what children are, how they are born and what they are proof of. These vies have been showed over time, from the medieval times, all the way to the present, everyone views and viewed them differently from century to century. There have been things such as the “hurried child syndrome”, and the extended childhood. Aristotle believed that the child was born with a tabula rasa, or a blank slate, and that it was molded by society.
Medieval Views of Children
• this was the time of the infanticidal mode/stage, when the infant mortality rate was high
• children were viewed as miniature adults
• there was a spiritual bond to children, rather than an emotional bond “gods image and likeness”
Renaissance View of Children
• this was the time of the ambivalent mode/stage, where children were viewed as either living proof of little angels, or as living proof of the ultimate sin, which was intercourse
• swaddling occurred here, which was when the children were wrapped up in cloth and hung on hooks
• this was done so that the child could not be harmed
• there was the advent of the printing press in this stage
• there were three main attitudes, and that was that they were good and innocent, or that they were born out of sin, and therefore bad, and that the child was born with a tabula rasa
Enlightenment View of Children
• this was known as the intrusive mode/stage
• it was when the parents got involved in the upbringing of their children
• it was believed that you should save the child’s innocence
• the role of schools was introduced here
• this period questioned the child rearing techniques of the previous period
John Locke he questioned the theory that a child was born with a tabula rasa. He believed that knowledge is acquired through experience with the world, and that the child is pure and innocent, and that the social environment creates the child’s awareness
Rossau he believed that the child is born good and that it turns evil as a result of society. He gave four contributions. They were 1) that children are different from adults, ) that there is a natural order to their development,) that children learn by experience and not through memorization, and finally,4) that children learn when they are ready and mature
Mary Wollstonecraft she was one of the first feminists who believed that both sexes are equal, and that there should be an equal co-ed education. She thought that girls should be educated to achieve their full intellectual and moral potential, and to be financially and emotionally independent of men
Industrial Revolution View of Children
• this was known as the socialization mode/stage
• there was a large class distinction
• there were new conditions of child labor
• infant and child mortality was up
• the stage of youth was 7 to 0 years
• socialization mode emphasized the role of education in turning children into good moral citizens
• the conditions in the coal mines and factories were appalling
The Scientific Inquiry
• this was the scientific understanding of children
• Darwin (1877) suggested the idea that inherited characteristics were the explanation of various behaviors
• The idea of evolution (genetic determinism) was applied to humans as well as animals
• There are several theories about the socialization of children
1. Psychoanalytic theory Freud brought this up. He said that early childhood experiences lead up to adult emotional problems. He also said that the mind was broken up into three parts. The id, which was all biological and basic needs, the ego, which was concerned with rationality and emotions, and the super ego, which was concerned morals and beliefs. The ego acts as a modifier between the id and the superego.
. Learning Theory this was broken up into three parts;
Classical Conditioning (Pavlov) association
Operant Conditioning (Skinner) rewards and punishments
Social Learning Theory immitation
. Cognitive Development Piaget brought this up. It stated that children developed abstract thinking and adult rules. He believed that the structure of a child’s thinking changes in discreet stages until eventually, they use the adult rules for reality construction
4. Symbolic Interactoinism Mead brought this up. This emphasized the importance of social influence and of language. It stated that the individual and that society are two sides of the coin, and that one cannot exist without the other.
5. Sociobiological Theory this studied the genetic and biochemical foundations of animal social behavior. It said that behavior is adaptive and so it is therefore determined by genetic make-up.
6. Feminist Theories feminists believe sexism is privileges men and discriminates against women. Their aim is to eliminate this inequality. They want to recognize the diversity of household kinship and community networks that exist in other parts of the world. Rosalind Sydie believed in gender socialization, and Anne Peterson believed that early sexual maturity freed boys but lead to an increase in restrictions for girls.
THE THEORIES ON MATE SELECTION
There are many different theories on mate selection. These include the Social Homogamy Theory, the Theory of Complementary Needs, The Developmental Aspects of Relationships, the Ideal Mate Theory, the Propinquity Theory (proximity), and Hypergamy (marriage gradient).
Social Homagamy
• people tend to marry others like themselves having similar socio-economic backgrounds, levels of education, religion, race, or ethnic group.
• Endogamy when you marry within your culture.
• Exogamy when you marry outside your culture.
• They have more opportunity to meet and get to know each other, and are likely to share a similar “world view”
• Mutual families are of the same background
• Usually within three () to four (4) years of each other
Theory of Complimentary Needs
• According to this theory, the most rewarding relationships are those in which each couple member meets the psychological needs of the other members.
• These needs may be subconscious and attraction may be based more on an intuitive feeling of compatibility rather than any explicit recognition of needs.
• Needs may change throughout the relationship, thereby making couples less compatible over time.
Developmental Aspects of Relationships
• The development of courtship is predominated by neither social nor psychological variables
• Instead, it is the end product of a series of interactions characterized by advances and retreats, changing definitions of the situation, bargaining and the resolution of tensions.
• Families and friends make assumptions about the relationship and apply subtle and explicit social pressure for the couple to move in together or get married
• Circumstances may encourage an already committed couple to live together or break up suck as a job opportunity in another city
Ideal Mate Theory
• This suggests that we form impressions on ideal marital partner based on parental role models and past dating experiences
• This ideal may involve physical attributes, personality types, occupation, or interests
• Throughout adolescence or early adulthood, we continue to look for a mate with those characteristics and eventually choose the person who best approximates this ideal
Propinquity Theory
• People associate with others close to themwithin their proximity (school, Church, workplace, neighborhood, etc.)
• A mate is usually found among these associates
Hypergamy (marriage gradient)
• this is the tendency to for men to “marry down”
• to marry a woman who has less education, income, social status, and even women who are shorter than them
• known as the “marriage gradient”
• implies that poorly educated and low income men may experience difficulty in finding suitable partners, as do highly educated women earning above average incomes.
• In fact, women with graduate degrees and high
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