Welcome to the Home Page for

Welcome to the Home Page for

Introduction to Marriage and Families
Prof. Tanya Koropeckyj-Cox

SYG 2430, sections 3167, 3173, 3178, 3194, 3195, 8574

Fall 2009
Monday, Wednesday, Friday -- 10:40 - 11:30 a.m. (period 4)
Little Hall, Room 101

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Announcements

-- Last rev. 11/5/09 --

Updates and reminders will be posted here.

Students are responsible for reading and following this syllabus throughout the semester

and for checking this on-line syllabus at least once a week for changes or updates.

Note - Important Update: Class will NOT meet on Wednesday, Nov. 25
but you will have required reading for that day and a small group scenario
that will be due the following week.

Reminders:

Exam 2 is scheduled for Friday, November 6th.
A review outline covering chapters 5, 6, 7, 8, & 9 is
now available on E-Learning.

On-Line Resources:
The textbook publisher provides a very good web site for reviewing key vocabulary
and topics from the textbook. However, beware of potential glitches –

if you get incorrect answers in the answer key, be sure to review the material in the textbook

and feel free to contact Prof, Cox or Judith with any questions.
Click here: http://wps.prenhall.com/hss_benokraitis_marriages_6/

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News reaction essays for those with last names beginning with L - Z
(and anyone else who needs to turn it in)
are due in class on Wednesday, November 18.

Instructions:
News Reaction Essay: Find a relevant news story in a major newspaper (e.g., New York Times, Washington Post) or a major on-line news source (e.g., cnn.com; bbcnews.com). The story must be NO MORE THAN 8 WEEKS OLD (i.e., from no earlier than August 14, 2009). The news reaction essay is worth 10 points. Write a 2-3 page reaction essay with the following components:

(a) A brief summary of the news story (1-2 paragraphs).

(b) Discussion of how the news story is connected to course material, including specific citations and connections with the textbook or class discussion. To what extent does the article support/confirm or contradict the textbook material? (~2-3 paragraphs)

(c) Discussion of 3-4 questions that you have about the topic after reading the article. This concluding section should include your criticism of the data that were presented and of the perspectives that were included (or omitted).

Syllabus has been updated - see below.
Note that the a scenario has been dropped -- there will be only 2 scenario assignments
during the term. Scenario 2, due on December 4, will be worth 10 points.

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Suggested links and resources

UF Counseling Center (392-1575)

Peaceful Paths - in Gainesville
http://www.peacefulpaths.org/
352-377-8255 or 1-800-393-SAFE (7233)

National Domestic Violence Helpline
http://www.ndvh.org/

http://www.breakthecycle.org/

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Please be sure to check for updates at least once a week --

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Department of Sociology Teaching Assistant: Judith Bragger

Office: 3353 Turlington Hall Office: 3307-3309 Turlington Hall

Phone: 392-0265 ext. 251 Email: jbragger@ufl.edu

Email: tkcox@ufl.edu Office hours – Tuesday, 2:00 - 3:30 pm

Office hours: Monday & Wednesday,

11:45 am – 1:00 pm,

Or by appointment

This course is designed to introduce 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 provide you with a chance to learn about the historical and contemporary contexts that have shaped the meanings and importance of families in society.

This section of SYG 2430 fulfills General Education requirements (S, D), but is NOT a Gordon Rule section. As a general education course, this course provides an overview of social perspectives and processes, with an emphasis on the objectives listed below:

Objectives:

Review the history of family life as a context for understanding contemporary family issues and debates.
Develop an awareness of important contemporary aspects of relationships and families including the prevalence of different family experiences, the range of social norms concerning families and relationships, and the arguments and evidence used to support different interpretations and concerns about family life.
Learn and apply major sociological approaches to issues related to families and relationships, including approaches that focus on a) forms and functions; b) conflict; c) the processes of interaction and negotiation; and d) the importance of gender.
Develop an understanding of how families and relationships are studied by sociologists and how sociological evidence contributes to policy debates and decisions.
Be able to evaluate and discuss some of the critical implications of family change, especially as they related to social policy and legal issues.
Develop an awareness of the diversity among contemporary families in the United States as well as cross-cultural variations.

The course begins with a discussion of how we define "the 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 the "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.

Topics include:

Diversity and Inequality: social class, race-ethnicity, and gender
Love, Sexuality, 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 and policy discussions.

Required Text:

Marriages and Families: Changes, Choices, and Constraints, 6^th ed. Nijole V. Benokraitis

Course Requirements

Attendance and Readings: The course combines material from lectures, in-class discussion, and assigned readings as well as the internet. Class attendance is strongly encouraged as much of the in-class presentation and discussion will be different from the textbook and other readings.

Throughout the semester, we will have short, in-class writing assignments (~ 8 - 12) to help focus your thoughts, review key points, and stimulate discussion. These assignments will be collected the same day in class and will provide the basis for the Class Participation component of your grade (10 points total). You may miss up to 2 in-class assignments without penalty. Each in-class writing assignment is worth approximately 2-3 points. In-class assignments are worth 10 points out of the 200 course points (5%). Missing class sessions can therefore cost you substantial course points. Please keep this in mind over the semester. Missed points cannot be made up later.

There will be readings assigned for nearly every class. You are strongly encouraged to do the readings before coming to each class. Class sessions will include some lecture as well as small-group discussion, whole-class discussion, videos, and other materials.

You are also encouraged to read a major, national newspaper (e.g., New York Times or Washington Post, available free on-line) and to peruse on-line resources, including the internet resources recommended in the textbook. Pay attention to current issues and social policies, especially related to:

1) economics, social class, and jobs;

2) relationship issues, dating, marriage, cohabitation, and sexuality;

3) concerns about parenting and work-family conflict; and

4) physical and mental health issues, including the effects of illness on families, caregiving, and every day well-being.

Please feel free to email clippings (or links) and comments to the TA or Instructor and bring clippings to class -- we encourage your input in class.

Small-Group Scenario Project: In the second week of class, students will be assigned to "family" groups. These groups of 4-5 people will provide the basis for discussing specific events or circumstances and their impact on different family members and on the family as a whole. The scenario project consists of 2 components:

1. In-class writing and discussion: On two class days during the term, the class will break up into "family" groups and will be presented with a scenario related to the readings and class material. Each student will be expected to write an in-class, one-page reaction based on the scenario’s impact on his/her "family member." Group members will then discuss the scenario, with one member designated to briefly summarize the discussion in writing. Reactions will be collected at the end of the class. Scenario 1 has an in-class component that is worth 5 points and Scenario 2 will be completed outside of class and will be worth 10 points (15 points total).

2. Take-home follow-up reaction essay 1: Scenario #1 includes a take-home, follow-up assignment which requires students to complete a budget planner for their hypothetical family based on additional research and to write a 2-3 page essay (double-spaced, 12-point font, 1-inch margins). Instructions for the take-home follow-up essay will be posted on E-Learning. The budget planner and essay are worth 15 points and are due in class on September 30 (emailed work will not be accepted).

Scenarios will be posted on E-Learning for students who are absent. In order to get full credit, a written reaction and discussion (2 pages, double-spaced) must be received by the instructor by email (on E-Learning) three days after the original class session, by 5 pm. Exceptions will be made only in the event of a very serious reason with written documentation (i.e., serious illness or medical problem, or death in the family).

News Reaction Essay: Find a relevant news story in a major newspaper (e.g., New York Times, Washington Post) or a major on-line news source (e.g., cnn.com; bbcnews.com). The story must be NO MORE THAN 8 WEEKS OLD (i.e., from no earlier than August 14, 2009). The news reaction essay is worth 10 points. Write a 2-3 page reaction essay with the following components:

(a) A brief summary of the news story (1-2 paragraphs).

The due date for the news essay is based on the first letter of your last name:

A-K       WEDNESDAY, OCTOBER 14
L-Z      WEDNESDAY, NOVEMBER 18

Exams: There will be two in-class exams, a final exam (during the scheduled final exam period), and a short paper for the course. Three of these four items (3 exams and 1 paper) will be counted toward the course grade at 50 points each. You have the option of dropping your lowest grade (exam or paper) or opting out of one of the exams or the paper. If you complete the paper and all 3 exams, the lowest grade will be automatically dropped. Make-up exams will be arranged only if you have written documentation of a very serious reason (i.e., serious illness or medical problem, or death in the family). Requests for a make-up exam must be arranged at least 24 hours PRIOR to the exam, except in an emergency.

Optional Paper: An optional paper of 5-7 pages may be submitted as part of this course. This paper counts for 50 points (same as an exam). The specific details of the paper assignment will be distributed in class and will be posted on the course web pages. The paper is due in class on Friday, October 30. Late papers will not be accepted. You are strongly encouraged to consult with the instructor or teaching assistant, preferably early in the semester, if you have any questions about the paper.

All course work, including your paper and exams, must be your original and individual work. Any cheating or plagiarism, including copying of on-line materials without clear attribution, will result in a failing grade and disciplinary action. You are responsible for keeping a back-up copy of your paper. You may be asked to submit a copy of your paper electronically to the instructor.

** The schedule of exams and paper deadline will not change. Please plan accordingly. The schedule for readings and the small-group project may change – the syllabus and any updates or changes will be posted on-line. Students are responsible for checking the on-line syllabus regularly.

Beginning in Summer 2009, the university implemented a new grading system that includes minus grades. The grades in this course include both plus and minus grades. For more information on the new system and the potential implications of minus grades, go to: http://www.registrar.ufl.edu/catalog/policies/regulationgrades.html. See also: www.isis.ufl.edu/minusgrades.html

Grading Structure for SYG 2430:

Grade % Points Grade % Points

A 91-100 182-200 C 71-75.9 142-151.9

A- 89-90.9 178-181.9 C- 69-70.9 138-141.9

B+ 86-88.9 172-177.9 D+ 66-68.9 132-137.9

B 81-85.9 162-171.9 D 60-65.9 120-131.9

B- 79-80.9 158-161.9 D- 57-59.9 114-119.9

C+ 76-78.9 152-157.9 E below 57 < 114

Course Requirement	Points
Small Group Scenario Project Scenario 1 -- In-class response Follow-up assignment Scenario 2 – Group work, outside class (due Dec. 4)	5 points 15 points 10 points
In-class assignments (8-12)	10 points
News essay	10 points
Exams (3) – Oct. 5, Nov. 6, Dec. 14	150 points (50 each)
TOTAL	200 points
Paper (optional: can replace an exam grade) Due October 30	50 points

Some helpful hints to help you navigate through the course:

Don’t miss class, and be prompt. If you need to come in late or leave early, please inform the Instructor and do not disrupt the rest of the class.

If you need to miss any part or all of a class session, be sure to get the notes from another student. You are responsible for getting any missed notes, discussion content, and announcements (usually given at the beginning or end of class).

Don’t put off the readings – you should come prepared for each class, and keep up with the readings for each week.

Do ask questions! You will have opportunities in both the large and small sections to ask questions, and the Instructor and TA each have designated office hours when they are available in their offices. Please feel free to drop in with questions, to discuss class work or the optional paper, or to discuss issues more generally.

Do get to know the Instructor and TA, and get to know your classmates.

Don’t wait till the end of the semester to get notes you missed, clarify questions about grades, discuss an excused absence, or ask questions about course material.

Do keep up with current events in the newspaper, TV news, etc., and look for connections to course material.

Please be considerate in class – both lectures and small sections. Don’t wear earbuds in class, turn off your cell phone, and don’t read the paper (or do puzzles) in class. You may use a laptop computer in class to take notes – but not to do puzzles, IM or email, surf the web, etc.
“Don’t just come to class – be present.”
Do keep an open mind and listen to different viewpoints.

Accommodations for Students with Disabilities: "Students requesting classroom accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student who must then provide this documentation to the Instructor when requesting accommodation." (reprinted from http://www.ir.ufl.edu/fac_handbook/syllabi.htm).

*** This course does not fulfill Gordon Rule requirements. ***

Schedule and Assigned Readings

TOPIC READING

Week 1

Aug. 24 Introduce course, syllabus, requirements

Aug. 26 Defining "Family" ch. 1 (pp. 1-13)

Aug. 28 Assessing Myths and Family Changes ch. 1 (pp. 13-29)

Week 2 Studying Relationships and Families

Aug. 31 Defining families -- different perspectives

Sept. 2 Conceptual frameworks ch. 2 (pp. 30-43)

Sept. 4 Wrap up frameworks

*** Students assigned to "family" groups.

Week 3 Studying Families, Historical Perspectives, & Contemporary Trends

Sept. 7 HOLIDAY – NO CLASS

Sept. 9 Methods, Data, and Ethics ch. 2 (pp. 44-57)

Sept. 11 Wrap up Methods and Ethics

Week 4 Social Class, Economics, and Policy

Sept. 14 Historical Background ch. 3 (pp. 58-83)
** See review outline on E-Learning

Sept. 16 Social Class and Families Cherlin: ch. 4

** ON ARES Reserve system

*** Small-group Scenario #1

Sept. 18 Economics, Policy and Families ch. 13 (385-397), ch. 18 (551-554)

Week 5 Racial-Ethnic Diversity and Gender

Sept. 21 More on social class and economics

Sept. 23 Race and Class; Discussion of Optional Paper Assignment (see E-Learning)

Sept. 25 Racial and Ethnic Diversity ch. 4 (pp. 84-117)

Week 6

Sept. 28 Gender – Concepts, Roles ch. 5 (pp. 118-141)

Sept. 30 Wrap up social class, race-ethnicity, gender

*** Discussion of Scenario #1 -- Follow-up assignments due in class.

Oct. 2 Discussion and Review – bring review outlines + questions!

Week 7 Love and Sexuality

Oct. 5 EXAM 1 - IN CLASS

Oct. 7 Gender – Inequality and “Doing” Gender ch. 5 (pp. 141-153)

Oct. 9 Love: Meanings and Theories ch. 6 (pp. 154-183)

Week 8 Sexuality and Relationships

Oct. 12 Sexuality ch. 7 (pp. 184-204)

Recommended: Appendix A – E (pp. 560-577)

Oct. 14 Sexuality, continued

*** NEWS ESSAYS DUE -- LAST NAMES BEGINNING WITH A - K

Oct. 16 HOMECOMING – NO CLASS

Week 9 Sexuality and Relationships

Oct. 19 Sexual Expression throughout Life ch. 7 (pp. 205-222)

Oct 21 Sexuality -- History, and Research on sexuality

Oct 23 Research on Sexuality and Current Trends

Week 10 Dating, Singlehood, Cohabitation

Oct 26 Why and How We Date ch. 8 (pp. 222-248)

Oct. 28 Living Single ch. 9 (pp. 257-271)

Oct. 30 Cohabitation ch. 9 (pp. 271-280) + Appendix F

(pp. 578-580)

*** OPTIONAL PAPER IS DUE IN CLASS.

Week 11 Marriage

Nov. 2 Marriage as a Social Institution ch. 10 (pp. 286-300)
Contemporary Debates ch. 9 (pp. 280-285)

Nov. 4 Discussion and Review

Nov. 6 EXAM 2 - IN CLASS

Week 12 Relationships and Conflict

Nov. 9 Marriage as a Process ch. 10 (pp. 300-317)

Nov. 11 VETERANS DAY – NO CLAS

Nov. 13 Conflict, Power, and Violence in Relationships ch. 8 (pp. 248-255) +

ch. 14 (420-429; 440-444; 449-451)

Week 13 Parenthood

Nov. 16 Babies – Trends, Reasons, and Processes ch. 11 (pp. 319-335)

Nov. 18 Contemporary Debates & News discussion ch. 11 (pp. 336-349)
*** NEWS ESSAYS DUE -- LAST NAMES BEGINNING WITH L – Z

Nov. 20 Parenthood ch. 12 (pp. 350-383)

Week 14 Work, Family, and Caregiving

Nov. 23 Balancing Work and Family ch. 13 (pp. 398-419) +

ch. 18 (pp. 544-549)

Nov. 25 NO CLASS - be sure to do the assigned reading and start on the Small Group Scenario
Assigned reading: ch. 17 (pp. 513-524, 529-543) + ch. 18 (pp. 549-551)

*** Small-group Scenario -- Group work, out of class, Due Friday, Dec. 4

Nov. 27 HOLIDAY – NO CLASS

Week 15 Conflict and Divorce

Nov. 30 Aging, Health Issues and Caregiving; Maltreatment of Children or Dependents

ch. 14 (pp. 429-440; 444-449)

Dec. 2 Separation and Divorce ch. 15 (pp. 452-468)

Dec. 4 Divorce and Children ch. 15 (pp. 468-483)

Week 16 Remarriage and Family Futures

Dec. 7 Re-partnering and Constructing New Families ch. 16

Dec. 9 Conclusion and Synthesis -- LAST CLASS

Monday, December 14 5:30 p.m. – 7:30 p.m.

EXAM 3 (FINAL – non-comprehensive)

Little Hall, room 101 (usual classroom)

** This schedule is subject to change – any changes to the syllabus will be posted on-line. Students are responsible for checking the on-line syllabus weekly.