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124 Cards in this Set
- Front
- Back
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Why study Families? |
• Families are a central social institution
• The family system has exchanges withall other systems /spheres of life • The relationships within and betweenfamilies help us define our positionswithin society (e.g., father; wife) • Much of life is organized around ourfamilies |
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Social Institution |
– sphere of public life with a set ofbeliefs and rules organized meet human needs
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US Census Bureau defining family |
Family = 2 or more people livingtogether related by:
• Birth • Marriage • Adoption |
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Social Science Defining Family |
• Family: A relationship by blood, marriage, oraffection…
In which members may: • Cooperate economically • Care for children • Consider identity to be connected |
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Fictive Kin |
Nonrelatives whose bonds are strong andintimate
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Types of Families |
-Family of Orientation/Origina
• Family of Procreation (married into) • Fictive Kin |
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Socialization |
• Teaching children the rules and expectations of society
• Modeling the rules and expectations of society |
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Social Structure |
Patterns of social organizationthat guide our interactions with others.
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Micro Level Factor |
Focused on theindividual and his/herinteractions
• Personal choices • Behaviors • Feelings • Communication • Decisions • Constraints • Values • Interactions |
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Macro Level Factor |
Focused on how marriage,families, and close relationshipsare interconnected withSOCIETY and SOCIALSTRUCTURE
• Culture • History • Power & inequality • Social institutions • Social status • Social movements |
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Human Agency |
weare not passive recipients of macro-level forces
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Jessica is nervous about her blind date. She wonders if the guy she ismeeting will have the same religious beliefs she does. Similar beliefsand values are important to her as she is searching for a husband. Thisrepresents a _________ factor influencing dating.
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Micro-Level Factor |
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In 1970, California was the 1st state to enact “no fault divorce laws”meaning that the dissolution of a marriage does not require a showing ofwrongdoing by either party. Between 1970 and 1985, divorces ratessignificantly increased. This type of law is a _____ factor influencingdivorce
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Macro-Level Factor |
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Family Patterns Across Cultures |
• Marriage patterns:
Monogamy-Marriage between one man and one woman Polygamy -A system that allows for more than one spouse at a time Polygyny -Marriage pattern in which husbands can have more thanone wife Polyandry - A system that allows for women to have more than onespouse at a time |
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Continued |
Patterns of Authority:
Patriarchy -Norms or expectations that men have a natural right to bein positions of authority over women Matriarchy -Norms or expectations are that the power and authorityin society would be vested in women Egalitarian-The expectation that power and authority are equallyvested in both men and women |
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Which pattern of authority describes the U.S? |
• Egalitarian (for the most part)- We are closer to egalitarian now; however there arepatriarchal ideals still engrained within society thatare slowly fading
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Family Patterns across cultures |
Patterns of Decent: Patrilineal-A descent pattern where lineage is traced exclusively orprimarily through the man’s family line Matrilineal-A descent pattern where lineage is traced exclusively orprimarily through within women’s families |
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Cont. |
Patterns of Residence: Neolocal-The expectation that a newly married couple establishes aresidence and lives there independently Patrilocal-The expectation that a newly married couple will live withthe husband’s family Matrilocal-The expectation that a newly married couple will live withthe family of the wife |
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Types of Research |
Quantitative research:• Responses = Quantifiable/numeric; choose from apre-determined group of possible answers• “Check the appropriate response…”
Qualitative research:• Responses = Open-ended / not restricted to a predeterminedgroup of possible answers• “Tell me about your experience with…” |
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Methods of research |
1. Survey
2. In-depth Interview 3. Experiment 4. Focus Group 5. Secondary Analysis 6. Observational Study |
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Research Process |
Research Question,Theory,Hypothesis, and Research Methodology Theory:– A general framework, explanation, or tool used tounderstand and describe the real world (Smith &Hamon, 2012) |
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Social Stratisfaction |
Hierarchal ranking ofcategories of peoplewithin society.
All groups are NOTtreated equally. More, less, or differentopportunities. |
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Sociological Imagination |
◦ personal experiences are shaped byforces within our society
◦ and that society can EMPOWER orCONSTRAIN us |
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So what is the difference between theterms sex and gender?
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Sex -Biological differences
Gender-Culturally and socially constructeddifferences Androgyny- Having both masculine and feminine traits |
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Difference between men and women biologically and cognitively |
◦ biological differences:
Men are stronger and more aggressive; face higher andrange of health conditions Women are more likely to development emotional orpsychological illnesses; longer life expectancy ◦ cognitive differences: Men are more likely to excel at reasoning assessments Women are more likely to excel at recall tests |
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Gender Similarities Hypothesis |
suggests that males and females are similaron most, but not all, psychological variables(Hyde, 2005).
78% of “gender differences” were smallor close to zero |
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Differences between men and women exist in two areas: |
◦ Motor performance
◦ Measures of sexuality |
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Gender Socialization |
Taught the culturalnorms associated with being male/female
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Agents of Socialization |
Parents-Differential treatment becomes aself-fulfilling prophecy
Schools-Hidden curriculum encouragessex-typed behavior and teachesgirls to fear academic success Toys-Books show boys as leading characters and girlsin stereotypical roles; toys are sex-typed Peers-Same-sex play reinforces different interactionstyles (more in Chapter 10) that carry over intoadulthood The Media-Television, music videos, and computer gamestend to focus on boys and present girls instereotypical ways |
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What is the most influential agent of socialization? |
Family members and parents aregenerally the most impactful agents ofsocialization/the agents of socializationwe experience first in life
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Race |
Real or perceivedphysical traits deemedimportant by society
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Ethnicity |
Shared culturalcharacteristics
is the more useful term and cangive us insight into a group’s language, placeof origin, dress, food, religion, customs, etc. |
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Minority Groups |
A category of people who have lesspower than the dominant group, and whoare subject to unequal treatment
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Social Capital |
Social networking connections, whichcan be a valuable resource
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Prejudice ( attitude) |
Stereotypes
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Discrimination (behavior) |
◦Individual Discrimination
◦Institutional Discrimination |
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White Privilege |
White privilege is like an invisible weightlessknapsack of special provisions, maps,passports, codebooks, visas, clothes, toolsand blank checks.
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Racial Ethnic Family Groups |
Cultural equivalent -Emphasizes similarities to mainstream whitefamilies
Cultural deviant -Views distinguishing qualities of minority groupsas negative or pathological Cultural variant-Emphasizes cultural & contextual factors whenunderstanding minority family groups |
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Equal Employment Opportunity Commission(EEOC)
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An organization responsible for enforcing federal lawsagainst illegal discrimination for those within protectedclasses: race, color, religion, sex, national origin, age,disability or genetic information
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Socioeconomic Status |
Occupational Prestige, Education, and Income |
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6 Social Classes in the U.S. |
Upper class (3%)
Upper middle class (20%) Middle Class (40%) Working Class (20%) Working Poor (15%) Underclass (3%) |
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1 in 6 americans live in poverty |
46.2 million people live in poverty |
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Influence of Poverty on Kids |
Poor health/nutrition
“Lower-quality” home environment Parental stress & mental health problems Child behavior problems & mental health Fewer resources for learning Housing problems Poor quality neighborhoods |
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Utilitarianism |
– Philosophical perspectivethat suggests that individuals rationally weigh the rewardsand costs associated with behavioral choices
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Exchange Theory |
• Examines motivation (e.g., what propels a person to act?) • Evaluating the rewards andcosts of a situation and decidingbased on which choice you willget more out of. In other words,which choice will maximize thebenefits or will cost the least toyou? You can apply this theory when asking the questions like,why would you… …ask someone on a date? … you get divorced? … you go out to the bar? … go to your family reunion? |
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What does the exchange theory tell us about family? |
Prediction and understanding come about byunderstanding the individual actor’s motivation • Thus, families and having kids must in some waybe rewarding. • Just one way to look at families! |
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Symbolic Interactionism |
• Symbols can be anything that carry shared meaning
• Pay attention to how events and things are interpreted • A given symbol only has meaning in so far as people share thatmeaning 1. Human behavior must be understood by the meaningof the actor.• We can only understand behavior by understanding what itgiven action means to an individual (e.g., we wouldn’tunderstand why someone would sit in a plastic chair and bepoked in the mouth with sharp tools voluntarily unless weunderstand that going to the dentist is necessary to havehealthy teeth). 2. Actors define the meaning of context and situation.• Context can be both physical and symbolic. What a humandefines as real has real consequences.• This builds off of the first assumption. To understand abehavior, we must also understand the way the actor definestheir context.ASSUMPTIONS 3. Individuals have minds that perceive, reason, sense, andimagine.• We are able to take in information and reflect in order to changebehavior• Individuals are able to independently think and make decisions 4. Society precedes the individual.• Individuals learn about meaning behind symbols from our society• But, the way that society will impact the individual is dependenton that individuals mental processes |
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Cont. |
The self is made up of the “I” (how I see myself) and“me” (how others might see me).
• Looking Glass Self – the notion that the individual is capableof perceiving how their behaviors are viewed and that thisinformation informs the self • Symbolic interaction viewsindividuals as able to processinformation and then use thatinformation • A feedback loop can helpus to visualize thisconcept • Identity is formed upon the multiple roles anindividual plays. • Includes past and current roles • Society defines your identity based on the meaning placed onroles. • Individuals organize roles into a hierarchy in each situation. • Ex. When you go home your role as a daughter may takeprecedence over the role of student • These roles can vary person to person and those who mayshare the same role may be more or less likely to engage in acertain role in a given situation |
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According to Symbolic Interactionism the “self” isdefined by _________.
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The "I" Subject and the "Me" Object, both of these pieces are important todefining our “self.” It is not just our perception of ourselves but ourperceptions of other’s perceptions of us. |
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Individual Life Span Theory |
• Theory looking at how an individual developswithin their own environment (what factors affectthat individual)
• One of these factors canbe our family environment.We can use this theory toexplore the affects of familyon individual development. |
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Family Development Theory |
• There are systematic and patterned changesthat families experience over the course of theirdevelopment as a family.
• Each individual is recognized, but looking at thefamily as a whole and the way they interactand develop together is the focus of this theory • More dynamic than other theories; looks at howfamily rules and roles can change over time |
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Life Course Theory |
• Looks at events and how these earlier lifeevents may influence later outcomes in families.• This theory uses the family as the unit ofanalysis; the individuals are parts of a wholefamily that go through stages together
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Cont. |
1. Developmental processes are inevitable andimportant in understanding families• Developmental processes (changing roles andexpectations during different stages) will occur• It is imperative to understand the nature of this changeto see how it will impact a family during their currentstage and in future stages
2. The family group is affected by all the levels ofanalysis• Within the family: Individual level and subgrouprelationship levels (siblings, parents, etc.)• Outside the family there are clusters of families that areaffected by social location• Even further, there’s a higher level of institutional normsset by the larger social system that impacts each familygroup Family changes and development • Individuals, families, and relationships grow and change inpredictable, normative, and unique ways • This is NOT about a specific timing of events such as with Piaget’sstages of development • Families develop and change together, as awhole, over time |
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Cont. |
Positions, norms, and roles
• Position is based on gender, marriage, blood,or generational relations (father, wife, uncle, etc.) • Your experience in a kinship network will not necessarily be thesame as others in the same position (e.g. Tyrion’s experience is notthe same as his “perfect” brother and sister)• Norms are socially constructed and determine the role of aperson in a family and the expected behavior for that role • Norms can be stage-graded (related to a particular stage) • You would expect different role behaviors fromyour toddler than you would from your teenager |
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Which of the following could we describe as a familyrole?
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A. Norms attached to a kinship position
B. The place that an individual takes within a family C. Mother D. Nurturer • They all are correct. Whereas A & B help us to makesense of the concept, C can be reflective of a particularposition that you hold (i.e., Mother) or D the norms thatare attached to a particular role (i.e., for a mother thismay take the form of being a Nurturer). |
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Family Stage |
Time period where the structure and interactions of afamily are different from other time periods
All periods have 3 elements: • Beginning- noted by a transitional event (e.g., birth) • Ending- concluding the transitional event (e.g., sending your childto kindergarten) • Duration- the period of time between the beginning and end |
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Transitions |
• Transitions-
Shifts from one stage to another • The family will have different“roads” (transitions) to takedepending on each event thatoccurs in that family’s life • On or off time- Is the event occurring when itnormally would or is it followingan unexpected pattern oftransition (e.g., giving birthprior to completing high school)? |
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Family Life Course |
• Originally referred to as a cycle because the past affectsthe current stage and the current stage will affect thefuture
• It is easier to think about this in terms of the stagesbuilding off of each other and it is a continuous processthat never comes full circle • A family’s entire life course is builtaround all the events and stages thathave occurred over the entire span ofthat specific family |
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Family Life Course Stages |
• Married couples (without children)
• Child Bearing Families (oldest child birth to 30 months) • Families with Preschool Children (oldest child 30 months to 6years) • Families with School age Children (oldest child 6 to 13years) • Families with Teenagers (oldest child 13 to 20 years) • Families with Launching Centers (first child gone to last childleaving home) • Middle-aged parents (empty nest to retirement) • Aging Family Members (retirement to death) |
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General Systems Theory |
is rooted inthe fields of robotics, biology, and math as a wayto understand exchanges between complexsystems.
• Robotics: looks at how machines work & transfer informationto perform an action • Biology: looking at how nerve endings relay information tothe brain • Math: applying principles to understand dynamic systems(ex. Understanding that rounding a number can causevarying results when you have a complex system ofnumbers) |
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Family systems Theory |
• Our application of this framework takes the form offamily systems theory
• The whole is greater than the sum of its parts • Members influence the family system • The individual’s own actions andbehaviors will impact the entirefamily. Views change as afunction of the systems of familyinteraction. |
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Boundaries |
• Boundaries – Two types
• System and environment • Between members of the systemDegree of Permeability: how open or closed theboundaries are (is a lot of information let in or let out?) • Boundaries can be physical, psychological, and emotional |
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Rules of transformation |
• Rules on how information is transferred within a system
• Formal or Informal • Formal: Specific rule that children have to check in every 2hours while out on a Saturday night • Informal: unspoken rule; when the husband yells at the wife,the wife responds by yelling back |
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Feedback |
A loop that brings some of the systems output back to the system asinput- and becomes an ongoing cycle
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Homeostasis |
• Homeostasis- having a balanced level of inputs and outputs
• The system drives to maintain homeostasis, so we adjust our familyprocesses based on any mismatch between output and the idealfeedback |
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Subsystems |
smaller components within the larger system thathave their own rules, boundaries, and characteristics
• Siblings, parent-child, spousal • These subsystems interact with the larger system as well as interactwith the other subsystems |
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System Levels |
• First order- basic, There is one input and one output
• Second order- more complex, multiple sources of inputs and outputs • Comparator will make adjustments to the first order rules whenthere is mismatch between the given output and the perceivedgoals |
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In systems theory, a first-order goal will shape thepriorities of a second-order goal_______.
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B. False – second-level goals shape first-levelgoals; when goals conflict, adjustments aremade to the first-order goal
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What is the purpose of Friendships? |
Give us support; advice
Teach us about ourselves & others Learn about how to interact inrelationships Live longer Better health (physical as well as mental) Enhance self-esteem |
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Same Sex Friendshi[s |
Do friendships operate the same way for bothmen and women? Same number of friends but… Different types of connection
Men - Focus on activity; less intimate Women - Verbal & self-disclosing |
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Can men and women just be friends? |
65% received/sent mixed messages aboutattraction
47% were initially attracted (friend was not);struggled to remain friends 32% reported friend was attracted to them 30% don’t discuss romantic feelings because it hascaused discomfort in past 26% included some romantic/sexual behavior(“extension of friendship”) 9% had been romantically involved, and nowstruggling to be friends |
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Why do we date? |
Desire for marriage/family/mate selectionDesire for intimacy is a common thread
Fun Social status Expectations andpressures from others |
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Pool of Eligibles |
the group of individuals who, by virtue of backgroundor birth, are considered most likely to make compatiblemarriage partners.
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Homogamy |
we tend to form relationships with those thatare very similar to ourselves (race/ethnicity, social class,education, age, religion)
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Factors that Shape Dating |
Macro-Level Factors
Cultural norms surroundingmate selection (Do youchoose, or do your parentschoose?) Technology Urbanization Social and politicalmovements Dating scripts based on sex Racial/ethnic culturaldifferences Economic considerations Micro-Level Factors Personal whims Friends, connections , and ways to meetnew people Propinquity Size of your pool of eligible people |
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Hooking Up |
“An event in which 2 people arephysically intimate outside a committedrelationship without the expectation offuture encounters.”
No differences in rate of hooking up for: Guys or girls Different religious groups Family environment More likely to: Be White/Caucasian Report higher parental income Use more alcohol Have more favorable attitudes towardshooking up |
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Cohabitation |
What does it mean to cohabit?
• There can be a disconnect betweenthe attitudes and actionssurrounding cohabitation and itsdefinition • Attitude (we live together) andaction (we spend 5 nights a weektogether) • Some may consider the latter ascohabitation while others maynot Why do people cohabit? Convenience Substitute for marriage Avoid marriage Test for marriage |
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Cont. |
1. Cohabiting relationships do not last very long• Mainly because of the large number of young people thatcohabit; adults report more relationship satisfaction
2. People who cohabit are MORE likely to have an unhappy marriageand subsequently divorce Selection effect• The people who cohabit have different attributes than thosewho don’t (such as valuing personal freedom, being lessreligious) Causal link: the experience of cohabitation results in divorceproneness• Possibly because you are living more like singles or you haveless emphasis on long term ideas and goals which can be hardto change once you enter a marriage• Which one has more influence?Much of the literature leans towards the selection effect |
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How do you define Single? |
US census definitions of being single:
• Never married • Married and then separated,divorced, or widowed |
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Types of "Single" |
Voluntary Temporary Singles: Unmarried adults whomay be delaying marriage while pursuing education orestablishing a career – many will marry in the future
Voluntary Stable Singles: Unmarried adults desiring asingle (unmarried) lifestyle (nuns/priests, same-sexcouples not allowed to marry, couples who don’t want tomarry) Involuntary Temporary Singles: Singles activelysearching for a mate but unable to find a suitable one(“on the hunt” - Think: The bachelor) Involuntary Stable Singles: Unmarried adults who canexpect to be single for life even though they may notwant to be (maybe given up hope; adopted kids on own)very few in this category |
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Dating in Same Sex Relationships |
Challenges meeting others because:
Pool of eligibles is smaller Location can impact this Social stigma and discrimination Location has an influence on this as wellUntil recently, the discrimination of thesecouples through DOMA |
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Love Languages |
A = Words of Affirmation• Hearing words, hearing reasons behind their love.Insults are detrimental
B = Acts of Service• Anything you do that eases the burden ofresponsibilities (vacuuming etc.).• Laziness and broken commitments arenegative C = Receiving Gifts• Not entirely materialism. The love,thoughtfulness and effort behind the gift are important• Missed birthday or thoughtless gifts are negative D = Quality Time• Full, undivided attention. Distractions,postponed dates, or not listening aredetrimental E = Physical Touch• Does not mean in the bedroom. Hugs,pats on the back, hand holding, toucheson the arm, face, and shoulder. Neglect or abuse canbe unforgivable |
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Love is.. |
(1) strong affection for one anotherarising out of kinship or personal ties
(2) attraction based on sexual desire (3) affection based on admiration,benevolence, or common interests • An enduring bond between two or morepeople • Based on affection and emotion • Includes a feeling of obligation towardanother |
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Components of Love |
• Longevity: We feel that our relationshipis important and we are determined tomake this bond last
• Feel: the actual emotions and caring(includes sexual feelings as well)associated with the love we have foranother • Responsibility: Commitment to thesuccess and quality of the relationship |
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Attachment Theory |
holds thatinfants form attachments earlyin life and these attachmentsserve as the base for our futurerelationships
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Cont. |
Secure Attachments: Child knows that their mother is therefor them and responsive to their needs– The child will become calm once the mother returns
• Insecure Attachments: mother is less predictably warm orconsistent, which results in stress in the infant which leads toinsecure attachments – Anxious Ambivalent: child is nervous when mother leavesand rejects the mother during reunion – Avoidant: very little attachment is shown; no interest inwhat mother is doing. Infant does not typically have anyexpectations of comfort– Disorganized/fearful: seen with unpredictable or abusiveparenting (also a parent who has experienced priortrauma can create this attachment with their child) |
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Do we buy the idea of attachmentsin romantic relationships?
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• The biggest critique of this theory is thatinfant attachments may not be able toexplain all of the complexities involved inadult relationships• But research shows that those with…
• secure working models experienced low stress inrelationships and were more likely to seek support fromtheir social networks when needed • anxious-ambivalent working models reported higherrelationship stress and inadequate coping strategies |
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Perspectives on Love |
Biolgical, Macro Level, Micro Level, Sociobiological – humans have an instinct topass on their genes– This perspective also looks at patterns of mateselection and the desire for monogamy • Biochemical perspective– Humans are attracted to certain people– Why and how does it work? |
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Dopamine & Oxytocin
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• Dopamine: Naturally produced in our brains;acts upon the pleasure center to tell us wefeel enjoyment– Associated with novel pleasurable experiences• When people are newly in love, they tend to havehigher brain levels of dopamine.
• Oxytocin: The “love” or “cuddle” hormone– Related to feelings of deep friendship, trust,sexuality, love, bonding, and commitment.– Facilitates nurturing behaviors (such asmaternal behaviors) |
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Micro Level |
Micro-level views give us the chance to look at theinterpersonal nature of love• This informs us on different styles of love, itscomponents, and stages
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Sternberg Triangular Theory or Love |
Passion + Intimacy + Commitment • Passion – Physical attraction, romance, sexual arousal– The most intense component but it does not last long…itwill fade into a comfortable sense of intimacy andcommitment • Intimacy – Closeness & bonding (self-disclosure,respect, trust, warmth)– Sharing and trusting in each other • Commitment – Determination to develop therelationship (expecting the “good” and the “bad”)– Long term decision to continue the love (loyalty,faithfulness, devotion) 3 components develop at different times: – Passion is quickest to develop & quickest to fade – Intimacy develops more slowly – Commitment develops gradually |
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Lee Syles of Love |
Relationships can have more than onestyle and these can also change over time
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Wheel Theory of Love |
Looks at : How we fall in love
– Views love development as a wheel• We can continue through these steps, go backwards, or stop• We can move fast or slow through development or stop andnot continue all the way through |
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Macro Level |
Macro-level perspectives use the specific culturaland societal structures to help view and definelove and loving relationships through that givenculture
Is it acceptable for you to marry your relatives?– No, but some other cultures it can be seen as a way to controlwealth and lineage. • Does your family prepare (or receive) a dowry for (orfrom) your future in-laws?– This is not particularly relevant to us anymore.– However, some cultures see love as being a low priority andthe exchange of monetary value as a higher priority for themarriage |
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Sustaining Love |
Involves:
• Recognizing the relationship’s importance, • Having supportive communication, and • Deciding to spend time together |
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Theory of Uncoupling |
• Unrequited love- feelings areunreciprocated by one partner (canhappen in new and longer termrelationships)
• Suggests there is a turning point– Initiator: knows it is over and has time toprocess the breakup • Uncoupling: complete when being partnersis no longer a major source of identity |
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Sexual Scripts |
the norms and rules regarding oursexual behavior
For men these include… not having to worry about their looks as long as they “have”a beautiful woman should always be in charge are always ready for sex not being able to stop themselves if they are turned on For women these include… making themselves sexually attractive ( but not too sexy) toget men’s attention not knowing too much about sex or be too experienced not talking about sex not planning in advance for sex or initiating it |
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Double Standard |
The idea that men have beenallowed far more permissiveness in sexual behaviorthan women
Example: after a hook up women may be called“slut” where men may be called “the man” |
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Terms |
Sex: Biological concept -Intersexed: Born with genitalia that doesnot clearly identify a person as male orfemale
Gender: Culturally & socially derivedconcept (masculine/feminine) Sexual Orientation: Enduring patternof romantic, emotional, & sexualpartners |
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Sexual Orientation |
Research informs us that it is not a choice Over 90% of children with gay or lesbian parentsidentify as heterosexual Questions the relative impact of the environment
Twin Studies (most informative) 50 % of Identical twins were both homosexualcompared to 20% of fraternal twins There is a biological component |
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Transgender |
Person feels comfortable (or more comfortable) expressing gendered traits of the other sex |
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Transsexual |
Deep discomfort about sex and want to live as other sex |
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Bi-Gender |
Go back and forth between masculine and femininity |
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Masters and Johnson's Sexual Response Cycle |
Excitement Phase - increase in heart rate;engorgement of the sexual organs, increasein muscle tension; sex flush and nippleerections occur
Plateau Phase - (not a leveling off period)brief (seconds to a few minutes); heart rate,blood pressure, vaso-congestion increase;powerful surge of sexual tension Orgasm Phase - involuntary muscle spasmsthroughout the body; blood pressure,breathing, heart rates are at maximumlevels Resolution - heart rate, blood pressurebreathing return to normal; sex flushdisappears rapidly; nipple erection subsidesslowly |
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Sexual Satisfaction |
Sexual satisfaction is inextricably related torelationship satisfaction but does it work exactly thesame for both men and women?
Women: Increased relationship satisfaction, Increased Sexual Satisfaction Men:Men’s sexual scripts focus on behavior first;the relationship second |
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Sex Ed in Schools |
Abstinence only
These programs are becoming much less common Comprehensive education aka abstinence plus: combines abstinence discussionwith risk aversion ABC Abstinence, be faithful, condoms |
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Sexual Values |
Absolutism-Decisions based on unconditional rules(i.e., derived from religion or law)
Relativism-Emphasizes that sexual decisionsshould be made in the context of asituation Hedonism-Do things to pursue pleasure and avoidpain |
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Marital Sexuality |
Married persons continuously report thatthey have high levels of sexual satisfactionacross the marital relationship
Sexual satisfaction is highly correlated withmarital satisfaction |
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Risk Factors for Affairs |
Lower relationship satisfaction:
Especially emotionally for women Sexually for men (reduced frequency) Opportunity: More likely when out of town or for couples wholead separate lives Permissive views towards extramarital affairs Higher number of sex partners |
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What do we mean by communication? |
o What is communication? -An interactive process that uses symbols like words andgestures to both send and receive messages
Concepts of Communication (West & Turner, 2006): • Communication is a transaction: Involving multiple actorsthat send and receive messages • Communication is a process: dynamics of communicationare changing based on culture, race, sex, and time • Communication includes co-construction of meanings:each partner interprets meaning from the communicationbased on the total communication experience • Communication uses symbols: verbal or nonverbalsymbols that all have meaning attached to them |
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Symbolic Interactionism |
oCommunication is symbolic – words,gestures, and actions have meaning
oThe meaning we derive from ourcommunication will inform our decisions |
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Types of Communication |
• Listening
• Verbal communication • Nonverbal communication • Written electronic communication |
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5 Stage Model of Active Listening |
Receiving --> Understanding --> Remembering --> Evaluating --> Responding |
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Listening |
Active Listening: Extremely attentive listening, where the listener has good eyecontact and body language and encourages the other person tocontinue talking
It is important to remember thatactive listening involves givingthoughtful attention and avoidingthe many distractions we face |
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Verbal Communication |
Spoken exchanges of thoughts, feelings, etc.
o Based on the context, tone, expression, andpronunciation o The variations of these can change the meaningof communication |
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Non-Verbal Communication |
• Communication without words
• Gestures, expressions, & body language • Non-verbal communication can have very differentmeanings based upon an individual's understanding ofthe behavior |
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Written Electronic Communication |
• Informality is the new norm
• Writing influences our speech o More abbreviations • “Volume control” over messages- as in the amount of thelevel of interaction that we regulate ourselves • More relationships with less depth • Can live in the moment o All you have to do is look at Facebook or Twitterand you know what is going on in a friend’s lifewithout having verbal communication |
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Type of Speech |
Women are more verbal and men are more nonverbal
• Our modes of communication show differences: o Women typically ask more questions and men make morestatements in cross sex interactions o Men are more likely to successfully initiate conversation topics o Women are more likely to use disclaimers (I’m not an expert) andqualifiers (I guess, maybe, kind of) o Men tend to take up more space (size as well as presence) by usinghand gestures |
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Connection and Content of Speech |
• Men’s conversations are more purposeful and content based
• Women’s conversations are more likely to be personal andpurposeful in maintaining relationships • Communication can look verydifferent and involved variedemphasis on different types ofcommunication based on eachsituation |
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What shapes our communication? |
Race & ethnicity
o The use of Standard American English (SAE) or African AmericanEnglish (AAE) • Differences in words that are used, acoustics, and grammatical rules o Grogger (2011) showed that people only needed a few seconds oflistening to determine someone’s race • When calling in regards to an apartment available for lease, callers that usedAAE were more likely to be told that the apartment was no longer available • Those that use AAE made less money than African Americans who did notuse racially distinct speech Social Class • People with different income, education, and occupation prestigecommunicate in different ways Cultural Differences |
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Barriers to communication |
• Bypassing -A word may have several meanings attached to it
• Biased Language- Reflects a bias about a certain group (race, religion, sex) o Ex. “That is so gay” •Lack of Precision -Mistaking one word for another o Ex. “I could have killed her”, “I literally died” • Overgeneralizing -Using sweeping generalizations such as “always” and “never” whenthere isn’t good reason to come to that conclusion (ex. You NEVERwash the dishes) • Polarization -Viewing the situation in extremes and not finding a middle ground(ex. It is all your fault) • Static Evaluation- A judgment based on one event (ex. You get engaged and your friendstates “I thought you never wanted to get married”—but that wassomething you said years ago) |
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Self Disclosure |
sharing private information about yourself that theother person would not know
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How do we communicate and deal with conflict? |
Regulating couples -Use intimacy, closeness, & constructive statements
Nonregulated couples -Far more negative interactions, Four horsemen of the apocalypse |
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4 Horseman Criticism |
• Making disapprovingjudgments or evaluationsof one’s partner.
• An attitude of superiority • Defending one’s self against a presumed attack • Resistance or refusing to listento one’s partner, especially theircomplaints 5 Horseman? Belligerence -A provocative behavior thatchallenges the spouse’s powerand authority |
