EL CAMINO COLLEGE

El Camino College 102: The Family Behavioral and Social Sciences Division Fall 2014

Sec. Meeting Day Meeting Site Building Room Time 4293 Online Online Etudes N/A N/A

Course Syllabus Sociology 102: The Family (Internet Class) MISSION STATEMENT El Camino College offers quality, comprehensive educational programs and services to ensure the educational success of students from our diverse community.

INSTRUCTOR INFORMATION

Prof. Peter A. Aguilera, MA Sociology, California State University Dominguez Hills BA Psychology and Sociology, California State University Dominguez Hills AA Liberal Arts, Los Angeles Harbor College E-mail: [email protected] Assignments are not accepted through email. Phone/Text/Voicemail: (657) 215-0958 FAX: (310) 233-4686 Whenever you contact me, provide your name, campus, class, time, and any helpful details.

COURSE INFORMATION

Required Materials: Risman, Barbara J. 2009/2010. Families as They Really Are. New York, NY: W. W. Norton & Company, Inc. ISBN 978-0-393-93278-2 Students should purchase the book in the El Camino College bookstore or the online bookstore. Supplemental articles will be provided by the instructor.

Course Description: Sociology 102: The Family - This course will provide students with an overview of the sociological perspective on the institution of family. Both historical and contemporary aspects of singlehood, courtship, mate selection, love, cohabitation, marriage, and divorce will be examined. Components of family life including gender socialization, parenting styles, communication, and conflict resolution will be analyzed using various theoretical perspectives. Emphasis will be placed on examining diverse family structure and relationships as well as how family experiences are shaped by social class, race, ethnicity, gender, and sexual orientation.

Course Prerequisites: Recommended Preparation: Sociology 101; eligibility for English 1A.

Course Relevance: Students will reflect on real-life experiences of contemporary and diverse families. Students will think sociologically about families in both local and global contexts, which will promote critical thinking skills and social consciousness.

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Instructor Role & Responsibilities It is my duty to make sure you obtain the same information as if you took Sociology of the Family in- person with me. My teaching philosophy employs that of open communication. You are welcome to contact me about course material, majoring in sociology or psychology, future planning, or the university transfer process. I have twenty years of experience in the California Community Colleges, so I am happy to put that to use by helping you succeed.

Course Objectives: By the end of the semester, the student will be able to: 1. Define relevant concepts in marriage and family studies. 2. Evaluate how family structure and functions have changed over time and how they differ among various cultures. 3. Identify and describe the major sociological perspectives and research methods as they apply to the study of marriages and families. 4. Explain the historical changes experienced by the American family from the colonial period to present, with special emphasis on various racial, ethnic, and immigrant groups. 5. Compare and contrast traditional and contemporary gender roles. 6. Describe the interrelationship between friendship, love, and commitment. 7. Discuss effective communication techniques for resolving conflict. 8. Identify and describe developmental tasks and changes related to sexuality over the life course. 9. Compare and contrast various theoretical explanations of dating and mate selection. 10. Identify and describe developmental tasks and changes related to sexuality over the life course. 11. Describe the transition to parenthood for contemporary American families. 12. Compare and contrast major theoretical perspectives on parenting styles and childhood socialization. 13. Analyze the traditional stages of the family life cycle and the relevance of this model to contemporary American families. 14. Explain how changes in work and the economy impact the family. 15. Identify and describe the social and psychological factors associated with family violence and sexual abuse. 16. Assess the social forces thought to impact the rate of marital separation and divorce in the . 17. Evaluate the strengths and challenges of single parent, same-sex, remarriage, and blended families.

Student Learning Outcomes: Upon completion of the course, students should demonstrate the following skills: 1. Using secondary source research, students will objectively analyze the effects that agents of socialization have on gender socialization in a written assignment. 2. Given a family scenario, students will objectively analyze parenting styles and assess techniques for improving parenting strategies in a written assignment.

Assessment Activities: These learning outcomes will be demonstrated by: 1. Completing weekly assignments measuring mastery over course concepts. 2. Participating in interactive assignments, discussions, and activities designed to help the student master the key concepts and skills. 3. Successfully applying course concepts on examinations and essays.

Student Engagement Expectation: Students are expected to be engaged in the learning process. Engaged students are motivated, prepared for class, interact inside and outside of class with other students and faculty, and take responsibility for their own learning.

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GRADING INFORMATION Evaluation Criteria: Total Final Points The student will be evaluated on the basis of his/her performance on the following: Grading Scale 1 Discussion Introduction = 10 points 900– A 17 Discussion Questions = 170 points 1000 8 Quizzes = 320 points 800– B 1 Visual Sociology Photo Project = 100 points 899 2 Critical Analysis Application Papers (CAAPs)= 300 points 700– C Total = 1,000 points 799 Grading is based on total points accumulated out of a possible 1,000. 600– D 699 Evaluation Explanation: 0–599 F -1 Introduction at 10 points The first thing you should do is respond to the Discussion Introduction topic in the message board. It lets the instructor know you are “present” for the course. You must then respond to one classmate’s introduction. Answers will be posted in the DISCUSSION AND PRIVATE MESSAGES section in the Etudes online classroom. This must be done during the first week of class or you will be dropped, even if you have posted elsewhere in the class.

-17 Discussion Questions at 10 points each for a total of 170 points Most weeks, students will answer discussion questions in a THOUGHTFUL paragraph that clearly explains and supports their answers based on course content. Answers will be posted in the DISCUSSIONS section in the Etudes online classroom. During that same week, students must also respond to a classmate’s answer with feedback. Again, this must be done thoughtfully. Simply stating “I agree” or “I disagree” is not enough. Always explain your reasoning and be respectful of others. This also counts towards your attendance for the course. Always check the syllabus calendar for which discussion questions are due each week. Questions and responses to classmates must be answered by 11:59pm of the last day of the course week administered.

-5 Video Investigations at 20 points each for a total of 100 points Students will view short films online or on their own and provide a response paragraph applying terms and concepts and/or answering critical thinking questions. Links to films, instructions, and submissions are in the ASSIGNMENTS, TESTS AND SURVEYS section in the Etudes online classroom.

-8 Quizzes at 40 points each for a total of 320 points Quizzes are administered on the material from the prior weeks. Quizzes are timed and taken in the ASSIGNMENTS, TESTS AND SURVEYS section of the Etudes online classroom. Quizzes are multiple choice/true and false and are based on course readings and material presented in the MODULES section of the Etudes online classroom. Quizzes must be completed by 11:59pm of the last day of the course week administered. Quizzes may not be retaken if missed.

-1 Visual Sociology Photo Project at 100 points All session long, you are to take pictures that represent any ten terms and/or concepts we have discussed in class or in the readings. You may create a PowerPoint, Word, Publisher, or PDF file to showcase your photos. If you are a digital artist, you may use InDesign, Illustrator, or Photoshop, but speak to me first. PowerPoint is probably the easiest to use for this project. You will upload it to Etudes under ASSIGNMENTS, TESTS AND SURVEYS. As always, I will not accept files via email. You are not graded on your photography skills. You are graded on the simple fact of your image representing the term/concept you indicate. You may use your cell phone cameras for the assignment or

3 EL CAMINO COLLEGE any other camera you have access to. DO NOT USE Internet photos. We have software that can check if the pictures are from the web. YOU MUST BE IN AT LEAST TWO OF THE PICTURES.

-2 Critical Analysis Application Papers (CAAPs) at 150 points each for a total of 300 points Students will compose critical essays to prompts provided and posted in the ASSIGNMENTS, TESTS AND SURVEYS section in the Etudes online classroom. Specific guidelines will be provided and students will have several choices of topics. Students will type papers and upload them as WORD (DOC or DOCX) or PDF attachments in the ASSIGNMENTS, TESTS AND SURVEYS section in the Etudes online classroom.

COURSE POLICIES

ATTENDANCE POLICY

1. Attendance at first class Since this class is completely online, visibility on the class discussion boards counts as attendance. Students who enroll in class but do not post any discussion answers during the first week may be dropped from the roster. A student who registers for a class and never participates is still responsible for dropping the class.

2. Attendance without official enrollment Students will not be permitted to attend/view online classes in which they are not enrolled.

3. Attendance during semester A student may be dropped from class when the number of hours absent exceeds the number of units assigned to the course. If your absences and tardiness exceed the unit value of the course, you can be dropped. This rule also applies to excessive absences due to illness or medical treatment. In other words, each week you are responsible for posting answers to discussion questions to signify being an active participant in the online class.

Statement of Conduct: Students are expected to maintain a respectful attitude with one another and the instructor at all times. El Camino College is a diverse academic environment and therefore, disrespecting anyone will not be tolerated. Students should conduct themselves with thoughtfulness and tact.

CLASSROOM MISCONDUCT 1. Dishonesty, including but not limited to cheating, plagiarism or knowingly furnishing false information to the College. 2. Forgery, alteration, or misuse of college documents, records, or identification. 3. Violation of college policies or off -campus regulations, including but not limited to campus regulations concerning student organizations, the use of college facilities, or time, place, and manner of public expression. 4. Continued disruptive behavior, continued willful disobedience, profanity or vulgarity, or continued defiance of the authority of, or abuse of, college personnel or to anyone on campus. 5. Willful misconduct which results in injury or death to a student or college personnel. 6. Assault, battery, sex crimes including sexual assault or rape, or any threat of force or violence upon a student or college personnel. 7. Sexual harassment which includes unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature. 8. Obstruction or disruption of teaching, research, administration, disciplinary proceedings, or other authorized college activities including but not limited to its community service functions or to

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authorized activities held off campus. Obstruction or disruption includes but is not limited to the use of skateboards, bicycles, radios, and roller skates. 9. Unauthorized entry to or use of college facilities, equipment or supplies. 10. Theft or deliberate damage to property of a college staff member, a student, or a visitor to the college including but not limited to the Library, Bookstore, and Food Service areas. 11. Defacing or damaging any college real or personal property. 12. Failure to comply with the directions of a member of the college certificated personnel, college management or supervisor personnel, or campus police acting within the scope of his or her duties.

Late/Make-up Assignments: As this class meets completely online, class weeks will start each Saturday and end each Friday at midnight. The week’s discussion questions must be answered (as well as responses to your classmates) by the last day at 11:59pm. Assignments may not be submitted late. All assignment deadlines must be met. Quizzes may not be missed or retaken.

DISCIPLINARY ACTION Disciplinary action appropriate to the misconduct as defined above may be taken by an instructor the Dean of Student Services or his or her designee and the Board of Trustees. Misconduct should be brought to the immediate attention of the Campus Police, or local police department/security force for courses taught off campus.

Removal by Instructor — In addition to an instructor’s right to drop a student permanently from a class when the student is no longer participating i.e. lack of attendance in the course, an instructor may remove (suspend) a student from his or her class for the day of the incident and the next class meeting. During this period of removal, a conference should be held with the instructor and the student to attempt to resolve the situation that led to the student’s removal and the student shall not be returned to the class from which he or she was removed without the concurrence of the instructor of the class. 1. If a student is suspended for one class meeting, no additional formal disciplinary procedures are necessary. 2. If a student is suspended from class for the day of the incident and the next class meeting, the instructor shall send a written report of the action to his or her dean who shall forward this information to the Dean of Student Services, the Provost. If the student removed by an instructor is a minor, the President’s designee (Dean of Student Services) shall ask a parent or guardian of the student to attend a parent conference regarding the removal as soon as possible. If the instructor or the parent or guardian so requests, a college administrator shall attend the conference. 3. The instructor may recommend to his or her dean that a student be suspended for longer than two class meetings. If the dean, instructor and student cannot resolve the problem, the suspension will be referred to the President or the President’s designee. 4. During the period following the initial suspension from class for the day of the incident and the following class meeting, the student shall be allowed to return to the class until due process and the disciplinary procedures are completed unless the student is further suspended as a result of actions.

CHEATING OR PLAGIARISM POLICY

“Dishonesty, including but not limited to cheating, plagiarism or knowingly furnishing false information to the college.’’

EXAMPLES OF CHEATING OR PLAGIARISM 1. Representing the words, ideas or work of another as one’s own in any academic exercise (plagiarism), including the use of commercial term paper companies;

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2. Copying or allowing another student to copy from one’s paper or answer sheet during an examination; 3. Allowing another individual to assume one’s identity for the purpose of enhancing one’s grade in any of the following: testing, field trips or attendance; 4. Falsifying or attempting to falsify attendance records and/or grade rosters; 5. Changing answers on a previously scored test, assignment or experiment with the intent to defraud; 6. Inventing data for the purpose of completing a laboratory experiment or case study analysis with the intent to defraud; 7. Giving and/or taking information during an examination by any means such as sign language, hand signals or secret codes; 8. Obtaining copies of notes, exams or exam questions by any means other than distribution from the instructor. (This includes copying and removing exam questions from the classroom for any purpose.); 9. Using study aids such as calculators, tape recorders or notes that have been specifically prohibited by the instructor.

CONSEQUENCES FOR CHEATING OR PLAGIARISM Given alleged violation of the Standards of Conduct, any or all of the following actions may be imposed: 1. When there is evidence of cheating or plagiarism in classroom work, students may receive an F for that piece of work or may be suspended from all classes for that term and the following term if deemed appropriate. 2. The instructor may assign a failing grade to the examination or assignment in which the alleged cheating or plagiarism occurred. This action is based on information that the instructor had. 3. The instructor may dismiss the student from the class or activity for the present and/or following class session(s) 4. The instructor may recommend suspension or expulsion of the student from the college as stipulated in BP5138, Section IIB6 and 8. This recommendation must be in accordance with El Camino College’s Due Process and Disciplinary Procedures. 5. Complete the Academic Dishonesty Report Form and submit it to the Academic Affairs Office.

ADA Statement: El Camino College is committed to providing educational accommodations for students with disabilities upon the timely request by the student to the instructor. A student with a disability, who would like to request an academic accommodation, is responsible for identifying herself/himself to the instructor and to the Special Resource Center. To make arrangements for academic accommodations, contact the Special Resource Center at (310) 660-3295.

Disclaimer Statement: The schedule and procedures in this course are subject to change in the event of extreme circumstances. Students will be notified ahead of time when and if any changes are made to course requirements or policies.

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Semester Schedule of Topics and Assignments Assignments are always due by 11:59pm of the week’s ending date. Readings indicated under “Articles” are found in Etudes under the Modules. Readings indicated under “Text Reader” are found in the book. Week Date Learning Activities 1 Aug 23 - 29 Introduction Discussion Question Course Introduction, Purchase Text Module 1 The Sociological Imagination and The Sociological Perspective of Family Articles: C. Wright Mills, The Sociological Imagination Peter L. Berger, Invitation to Sociology Dorothy Smith, The Standard North American Family as an Ideological Code Paul Cantor, The Simpsons: Atomistic Politics and the Nuclear Family Anthony Giddens, The Global Family Revolution in Family and Personal Life , The State of Families, Class and Culture Discussion Question 1 & Respond to Classmate 2 Aug 30 – Module 2 Sociological Theories and the Family Sept 5 Articles: Charles Horton Cooley, Primary Groups Steve Macdonald, People Like You Discussion Question 2 & Respond to Classmate 3 Sept 6 - 12 Quiz 1 on Modules 1 & 2 Module 3 Research Methods and Family Text Reader: Andrew J. Cherlin, One Thousand and Forty-Nine Reasons Why It’s Hard to Know When a Fact is a Fact Philip A. Cowan, When Is a Relationship between Facts a Causal One? Linda Burton, Uncovering Hidden Facts That Matter in Interpreting Individuals’ Behaviors: An Ethnographic Lens In the News: Not Much Sense in Those Census Stories (Washington Post) 4 Sept 13 - 19 Module 4 History of the Family Text Reader: Stephanie Coontz, The Evolution of American Families Steven Mintz, American Childhood as a Social and Cultural Construct In the News: A “Golden Age” of Childhood? (Christian Science Monitor) In the News: How We Took the Child Out of Childhood (New York Times) Donna L. Franklin, African Americans and the Birth of the Modern Marriage Discussion Question 3 & Respond to Classmate Video Investigation 1 5 Sept 20 - 26 Module 5 Sex, Dating and Cohabitation Text Reader: Pepper Schwartz, Why Is Everyone Afraid of Sex? Pamela J. Smock and Wendy Manning, New Couples, New Families: The Cohabitation Revolution in the United States Elizabeth A. Armstrong, Paula England, and Alison C. K. Fogarty, Orgasm in College Hookups and Relationships Article: Jonathan Ned Katz, The Invention of Heterosexuality Discussion Question 4 & Respond to Classmate 6 Sept 27 – Quiz 2 on Modules 3 - 5 Oct 3 Module 6 Marriage Text Reader: Naomi Gerstel and Natalia Sarkisian, Briefing Paper: Marriage Reduces Social Ties In the News: The Greedy Marriage: Two Scholars Argue That Good Spouses Can Make Bad Neighbors ( Globe) Stephanie Coontz and Nancy Folbre, Briefing Paper: Marriage, Poverty, and Public Policy In the News: A Poor Excuse for Marriage (Washington Post) Articles: Harriet Martineau, Marriage

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Bron B. Ingoldsby, Mate Selection and Marriage around the World Discussion Question 5 & Respond to Classmate 7 Oct 4 - 10 Module 7 Parenting, Childhood, and Socialization Text Reader: Joshua Coleman, Parenting Adult Children in the 21st Century Philip A. Cowan and Carolyn P. Cowan, Beyond Family Structure: Family Process Studies Help to Reframe Debates about What’s Good for Children Barbara J. Risman and Elizabeth Seale, Betwixt and Be Tween: Gender Contradictions among Middle Schoolers Articles: Kingsley Davis, Final Note on a Case of Extreme Isolation , Sex and Temperament Elizabeth Cady Stanton, Motherhood Mary Romero, Life as the Maid’s Daughter Arlie Russell Hochschild, Love and Gold Robin W. Simon, The Joys of Parenthood, Reconsidered D. Terri Heath, Parents’ Socialization of Children in Global Perspective Discussion Question 6 & Respond to Classmate Video Investigation 2 Critical Analysis Application Paper #1 Due on October 10th 8 Oct 11 - 17 Quiz 3 on Modules 6 & 7 Module 8 Stratification and Life Chances Text Reader: Valerie Adrian, Opinion Piece: A Mother’s Day Gift That Makes a Real Difference Fact Sheet: Military Childcare: A Government Success Story Frank F. Furstenberg, Jr., Diverging Development: The Not-So-Invisible Hand of Social Class in the United States Annette Lareau, Briefing Paper: Unequal Childhoods: Inequalities in the Rhythms of Daily Life In the News: Both Sides of Inequality (New York Times) Kevin Roy and Natasha Cabrera, Not Just Provide and Reside: Engaged Fathers in Low-Income Families Paula England and Kathryn Edin, Briefing Paper: Unmarried Couples with Children: Why Don't They Marry? How Can Policy-Makers Promote More Stable Relationships? In the News: Marital Mythology: Why the New Crisis in Marriage Isn't (Reason Online) In the News: Book Examines Trend of Unmarried Parents (National Public Radio) In the News: It Takes a Wedding (New York Times) Andraé L. Brown, Melina Dimitriou, and Lisa Dressner, Rituals as Tools of Resistance—From Survival to Liberation Articles: Barbara Ehrenreich, Nickel and Dimed Elliot Liebow, Day by Day - The Lives of Homeless Women Barbara Bergmann and Suzanne Helburn, What’s Wrong with Child Care in America Kathryn Edin and Maria Kefalas, Unmarried with Children Discussion Question 7 & Respond to Classmate Discussion Question 8 & Respond to Classmate 9 Oct 18 - 24 Quiz 4 on Module 8 Module 9 Families Come in All Colors Text Reader: Kerry Ann Rockquemore and Loren Henderson, Interracial Families in Post-Civil Rights America Michael Rosenfeld, Briefing Paper: The Steady Rise of Nontraditional

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Romantic Unions: The Case of Interracial and Intercultural Marriage In the News: Interracial Marriage: A Cultural Taboo Fades (Chicago Tribune) Etiony Aldarondo and Edward Ameen, The Immigration Kaleidoscope: Knowing the Immigrant Family Next Door In the News: The Picture-Perfect American Family? These Days, It Doesn’t Exist (Washington Post) Articles: Carol Stack, Domestic Networks Celia James Falicov, Migration and Marginalization William Julius Wilson, The Fragmentation of the Poor Black Family: Culture vs. Structure Min Zhou, Conflict, Coping, and Reconciliation: Intergenerational Relations in Chinese Immigrant Families Jelani Mandara, Fatima Varner, and Scott Richman, Do African American Mothers Really “Love” Their Sons and “Raise” Their Daughters? Bron B. Ingoldsby, The Latin American Family: Familism vs. Machismo Discussion Question 9 & Respond to Classmate Discussion Question 10 & Respond to Classmate Video Investigation 3 10 Oct 25 - 31 Quiz 5 on Module 9 Module 10 Gender Stratification Text Reader: Kathleen Gerson, Falling Back on Plan B: The Children of the Gender Revolution Face Uncharted Territory Oriel Sullivan, Changing Men's Contribution to Family Work Oriel Sullivan and Scott Coltrane, Briefing Paper: Men's Changing Contribution to Housework and Child Care In the News: Chores for Two? Men Are Pitching in with Domestic Duties More Than Ever Before (Christian Science Monitor) Molly Monahan Lang and Barbara J. Risman, Briefing Paper: A “Stalled” Revolution or a Still Unfolding One? In the News: Signs of Détente in the Battle Between Venus and Mars (New York Times) Articles: , “His” and “Her” Marriage Jessie Bernard, The Good Provider Role Susan J. Douglas and Meredith W. Michaels, The Mommy Myth Anne Rankin Mahoney and Carmen Knudson-Martin, Gender Equality in Intimate Relationships Charlotte Perkins Gilman, Women and Economics Michael A. Messner, Power at Play: Sport and Gender Relations Discussion Question 11 & Respond to Classmate 11 Nov 1 - 7 Module 11 Family and Work Text Reader: David Cotter, Paula England, and Joan Hermsen, Briefing Paper: Moms and Jobs: Trends in Mothers’ Employment and Which Mothers Stay Home In the News: Working Moms More the Norm Than Exception (Palo Alto Online) Sanjiv Gupta, Briefing Paper: Women’s Money Matters: Earnings and Housework in Dual-Earner Families In the News: Wealthier Women Do Less Housework (Daily Collegian) Lynn Prince Cooke, Briefing Paper: “Traditional” Marriages Now Less Stable Than Ones Where Couples Share Work and Chores In the News: Matrimonial Bliss Lies in the Mop Bucket and Broom (Seattle P- I) Articles: Arlie Russell Hochschild, The Emotional Geography of Work and

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Family Life Arlie Russell Hochschild, The Managed Heart: Commercialization of Human Arlie Russell Hochschild, The Second Shift: Joey’s Problem Kathleen Gerson, Briefcase, Baby or Both? Discussion Question 12 & Respond to Classmate 12 Nov 8 - 14 Quiz 6 on Modules 10 & 11 Module 12 Gay and Lesbian Families Text Reader: Karen Struening, Families “In Law” and Families “In Practice”: Does the Law Recognize Families as They Really Are? M. V. Lee Badgett, Briefing Paper: Will Providing Marriage Rights to Same- Sex Couples Undermine Heterosexual Marriage? Evidence from Scandinavia In the News: Experts Question European Studies Cited in FMA Debate (Washington Blade) Robert-Jay Green, From Outlaws to In-Laws: Gay and Lesbian Couples in Contemporary Society Mignon R. Moore, Independent Women: Equality in African American Lesbian Relationships Fact Sheet: Myths and Realities about Same-Sex Families Articles: Nancy Naples, Reactions to Being a Lesbian Angela Bolte, Do Wedding Dresses Come in Lavender? The Prospects and Implications of Same-Sex Marriage Gary Gates, Diversity Among Same-Sex Couples and Their Children Judith Stacey, Gay and Lesbian Families: Queer Like Us Robin Kennedy, Lesbian and Gay Families: The Changing and Unsteady Legal and Social Environment Tommi Avicolli, He Defies You Still: The Memoirs of a Sissy Judith Stacey, Gay Parenthood and the End of Paternity as We Knew It Discussion Question 13 & Respond to Classmate Video Investigation 4 13 Nov 15 - 21 Module 13 Families and Aging Issues Articles: Peter Uhlenberg and Jenny de Jong Gierveld, Age-Segregation in Later Life Rona J. Karasik and Reann R. Hamon, Cultural Diversity and Aging Families Roseann Giarusso, Merril Silverstein, and Vern L. Bengston, How the Grandparent Role is Changing Discussion Question 14 & Respond to Classmate 14 Nov 22 - 28 Quiz 7 on Modules 12 & 13 Module 14 Divorce and Remarriage Text Reader: Virginia E. Rutter, The Case for Divorce In the News: How to Stay Married (Times of London) Allen Li, Briefing Paper: The Impact of Divorce on Children's Behavior Problems In the News: Divorce May Not Cause Kids’ Bad Behavior (USA Today) In the News: The Good, Bad, and Ugly of Divorce (Washington Times) Patrick Heuveline, Briefing Paper: How Do They Do That? Estimating the Proportion of Marriages That End in Divorce Articles: Jessie Bernard, Remarriage Discussion Question 15 & Respond to Classmate 15 Nov 29 – Module 15 Family Violence Dec 5 Text Reader: Rhea V. Almedia, Domestic Violence in Heterosexual Relationships Articles: Charlotte Perkins Gilman, The Man-Made Family

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Michael J. Martin, Child Sexual Abuse: Preventing Continued Victimization by the Criminal Justice System and Associated Agencies Discussion Question 16 & Respond to Classmate Module 16 Pets and the Family Articles: Andrew N. Rowan and Alan M. Beck, The Health Benefits of Human-Animal Interactions Rose M. Perrine and Hannah L. Osbourne, Personality Characteristics of Dog and Cat Persons Alexa Albert and Kris Bulcroft, Pets, Families, and the Life Course Gerald H. Gosse and Michael J. Barnes, Human Grief Resulting from the Death of a Pet Discussion Question 17 & Respond to Classmate Photo Project Due on Dec 5th 16 Dec 6 - 12 Video Investigation 5 Quiz 8 on Modules 14 - 16 Critical Analysis Application Paper #2 Due on Dec 12th Course weeks follow a Saturday through Friday format. Assignments are always due by 11:59pm of the week’s ending date.

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