Department of Human Ecology University of Alberta 3-02 Human Ecology Building Edmonton, AB
T6G 2N1
Course Syllabus1 Hecol 610
Review of Issues and Trends in Family Ecology and Practice
SECTION, DAYS & TIMES: Tuesdays, 9:00-11:50am LOCATION: 305 Human Ecology Building PROFESSOR: Pushpanjali Dashora, PhD
Office: 345 Human Ecology Building
Phone: (780) 492-4528
E-mail: [email protected]
1Policy about course outlines can be found in Section 23.4(2) of the University Calendar.
Course Purpose
The purpose of this course is to give graduate students the opportunity to gain an understanding and develop skills to critically evaluate research articles, conduct a literature review on family trends, and to increase their familiarity with prominent topics in the field of family studies.
Course Objectives
1. To increase awareness of the scope of family research and researcher perspectives on family topics
2. To learn skills in reviewing family literature
3. To create an understanding of trends in family research topics and issues
Course Format
Human Ecology 610 will run as a seminar. Information presented in the required readings will be discussed and critically examined during discussions and learning activities in seminars. Full attendance and
participation in seminars is expected. Students are expected to read required readings prior to each seminar and come to class prepared to discuss the readings in relation to the objectives outlined in the syllabus. In addition, students are encouraged to raise relevant questions, observations, and comments about the readings in the seminars. Course assignments will provide students with an opportunity to apply information that is presented in the readings and discussed in seminars.
Required Readings (See weekly listings for details):
Readings can be accessed through the University of Alberta libraries website:
(i) Go to www.library.ualberta.ca
(ii) Click on the “Get It! Article Finder!” link underneath “Find Articles”
(iii) Type in the required information, including the journal name, article title, author’s last name, issue number, and volume number.
(iv) Once you have typed in the journal and article names, click on the “Get it! @ ualberta” link.
(v) Click on one of the links to databases under the heading “Get it as online full text”.
(vi) A record of the article should be displayed, as well as a link to the pdf file, which you can download at no cost.
Course Summary
Date Week Topic Assignments Due
September 1
One Introduction and Course Overview
Family Structure September
8
Two Writing a literature review September
15
Three Culturally Diverse Families September
22
Four Father Involvement/
Engagement September
29
Five LGBTQ Families
October 6 Six Couple dyad Assignment 2 Due October 13 Seven Later Life Families
October 20 Eight Parental Well-being October 27 Nine Marginalized Families
November 3 Ten Parent-child Relationships November
10
Eleven Fall Break No class today November
17
Twelve Parental Employment November
24
Thirteen Class Presentations Final Presentation December 1 Fourteen Course Conclusion
Final Paper Due
Assignment 3 Due
Course Requirements
Requirement Weight Due Date
Assignment 1 20% Class session chosen by the
student
Assignment 2 20% October 6
Final presentation 20% November 24
Assignment 3 30% December 1
Attendance and participation 10% Throughout the term
Description of Course Requirements Assignment one
The purpose of this assignment is to provide you with an opportunity to develop an in-depth understanding of one of the topics of family research literature covered in class. You will be required to choose one of the class sessions (listed below) to lead class discussion. Then, you need to conduct a literature search on the topic to present major themes and findings from the literature. You will also be required to discuss how the assigned readings add to our understanding of this topic. When it is your turn to lead the discussion, you will need to engage class members in a productive discussion of the key themes, issues, and findings under consideration for that week.
September 15 Culturally diverse families
September 22 Father involvement/ engagement September 29 LGBTQ families
October 6 Couple dyad
October 13 Later life families October 20 Parental well-being October 27 Marginalized families November 3 Parent-child relationships November 17 Parental employment
Assignment twoThe purpose of this assignment is to develop skills in important elements of a critical review of family literature which is developing an argument that leads to a research question.
1. Choose a topic based on readings from any of the topics for the course, augmented by approximately 10 additional peer-reviewed articles to round out the topic. Write a 5 page paper answering the key questions:
a. What is the topic in which you are interested? Hint, the topic for a paper should be narrower than a broad theme which is represented in readings for this class. For example, if the topic is parental employment, you might be interested in how parents balance their labour force involvement with their child care responsibilities.
b. Why is the topic important? It’s tempting to choose a topic because it hasn’t been studied before, or because it’s of personal interest. You need to find a more substantive argument than either of these. Often this is done in two ways. A ‘timeliness’ argument is set in current social or family conditions. So, for example, you might decide to study work-family balance in families with young children because increasing rates of divorce require a better understanding of how a single parent manages both roles. Or you might base a timeliness argument on changing social policy in Canada that means that some provinces like Quebec have province-wide access to affordable child care while other provinces do not.
c. What already is known about the topic? You need to build on the work of others.
d. What are the gaps in knowledge? It may be that much is known about two parent families and the work-family balance but little about single parents. Or, there may not have been
comparative social policy analyses within provinces in Canada.
e. Based on the gaps, what is the research question that needs to be addressed? Thus your short paper is an argument that leads to the research question. If well written, the reader should be nodding throughout the paper, thinking how well argued it is and how the question is entirely logical.
2. Once your paper is drafted, send it to the instructor and to other class members for feedback.
3. You will be asked to give a 10 minute summary of your paper, including a short discussion of what you
learned, and what further information you might need to develop a clear and concise research question.
Assignment three
The purpose of this assignment is to provide you with an opportunity to write a complete literature review based on an expanded version of Assignment 2. You will expand your knowledge of conducting a literature review on a topic of interest, by reviewing a larger body of research literature, and gaining experience in organizing your evaluation of research on the chosen topic. Choose 20-30 peer-reviewed articles for the review in addition to any articles that you include from the course syllabus. The paper should be approximately 20 pages long.
1. Describe the topic and its importance based on guidelines from assignment 1.
2. Discuss what is known about the topic and knowledge gaps. This section of your paper will be more extensive than your first paper since you are drawing on a larger body of literature and will be more experienced in how to do a critical evaluation of the state of knowledge on the topic.
3. Develop 2 or 3 research questions based on your review of the literature and evaluation of the state of knowledge of the topic.
4. Write a short (approximately one page) section on how you might address this topic (beginning ideas about sample, overall methodology, challenges you might face).
5. Once your paper is drafted, send it to the instructor.
Final Presentation
1. In the week before your paper is due, you will be asked to give a 20 minute summary of your paper. In this presentation, please organize your ideas using PowerPoint. It will not be possible to present all of the information in your paper. Think about the most important elements of your argument, and prepare your slides accordingly. A good rule to follow is to have no more than one slide for every two minutes of your presentation.
Formatting the paper assignments:
Please use the most recent formatting style of the American Psychological Association (APA).
Attendance and participation in class discussion:
Class participation, involvement in class discussions, regular attendance in class, and asking questions will play
a role in determining your final grade. That is, you are expected to be active participants of class discussions to
earn full participation credits.
Class Schedule and Readings
Week 1: September 1, 2015 Introduction
Course structure, assignments, objectives Family Structure
Schmeer, K. K. (2011). The child health disadvantage of parental cohabitation. Journal of Marriage and Family, 73(1), 181-193.
Sun, Y., & Li, Y. (2011). Effects of family structure type and stability on children’s academic performance trajectories. Journal of Marriage and Family, 73(3), 541-556.
Sweeney, M. M. (2010). Remarriage and stepfamilies: Strategic sites for family scholarship in the 21st century. Journal of Marriage and Family, 72(3), 667-684.
Zeiders, K. H., Roosa, M. W., & Tein, J. (2011). Family structure and family processes in Mexican-American families. Family Process, 50(1), 77-91.
Week 2: September 8, 2015 Writing workshop
Bem, D. J. (1995). Writing a review article for Psychological Bulletin. Psychological Bulletin, 118(2), 172- 177.
Cronin, P. Ryan, F. & Coughlan, M. (2008). Undertaking literature review: a step-by-step approach. British Journal of Nursing, 17(1) 38-43.
Bettany-Saltikov, J. (2010). Learning how to undertake a systematic review: Part 2. Nursing Standard, 24(51), 47-56.
Webster, J., & Watson, R. T. (2002). Analyzing the past to prepare for the future: Writing a literature review. MIS Quarterly, 26(2), 12-23.
Week 3: September 15, 2015 Culturally Diverse Families
Inman, A. G., Altman, A., Kaduvettoor-Davidson, A., Carr, A., & Walker, J. A. (2011). Cultural intersections:
A qualitative inquiry into the experience of Asian Indian-White Interracial couples. Family Process, 50(2), 248-266.
Morrison, M., & James, S. (2004). Portuguese immigrant families: The impact of acculturation. Family Process, 48(1), 151-166.
Navara, G., & Lollis, S. (2009). How adolescent children of African Jamaican immigrants living in Canada perceive and negotiate their roles within a matrifocal family. Family Process, 48(3), 441-458.
Soliz, J., Thorson, A. R., & Rittenour, C. E. (2009). Communicative correlates of satisfaction, family identity, and group salience in multiracial/ ethnic families. Journal of Marriage and Family, 71(4), 819-832.
Week 4: September 22, 2015 Father Engagement/ Involvement
Bzostek, S.H. (2008). Social fathers and child well-being. Journal of Marriage and Family, 70(4), 950-961.
Cannon, E. A., Schoppe-Sullivan, S. J., Mangelsdorf, S. C., Brown, G. L., & Sokolowski, M. S. (2009). Parent characteristics as antecedents of maternal gatekeeping and fathering behavior. Family Process, 47(4), 501-519.
Hohmann-Marriott, B. (2011). Coparenting and father involvement in married and unmarried coresident couples. Journal of Marriage and Family, 73(1), 296-309.
Hook, J. L., & Chalasani, S. (2008). Gendered expectations? Reconsidering single fathers’ child-care time.
Journal of Marriage and Family, 70(4), 978-990.
Week 5: September 29, 2015 LGBTQ Families
Biblarz, T. J., & Savci, E. (2010). Lesbian, gay, bisexual, and transgender families. Journal of Marriage and Family, 72(3), 480-497.
Istar- Lev, A. (2005). How queer! – The development of gender identity and sexual orientation in LGBTQ- headed families. Family Process, 49(3), 268-290.
Pfeffer, C. A. (2010). “Women’s work?” Partners of transgender men doing housework. Journal of Marriage and Family, 72(1), 165-183.
Shilo, G., & Savaya, R. (2011). Effects of family and friend support on LGB youths’ mental health and sexual orientation milestones. Family Relations, 60 (3), 318-330.
Week 6: October 6, 2015 The Couple Dyad
Curran, M., Ogolsky, B., Hazen, N., & Bosch, L. (2011). Understanding marital conflict 7 years later from prenatal representations of marriage. Family Process, 50(2), 221-234.
Jong-Gierveld, J. de. (2002). The dilemma of repartnering: Considerations of older men and women entering new intimate relationships in later life. Ageing International, 27(4), 61-78.
Ledermann, T., Bodenmann, G., Rudaz, M., & Bradbury, T. N. (2010). Stress, communication, and marital quality in couples. Family Relations, 59(2), 195-206.
South, S. C., Doss, B. D., & Christensen, A. (2010). Through the eyes of the beholder: The mediating role of relationship acceptance in the impact of partner behavior. Family Relations, 59(5), 611-622.
Week 7: October 13, 2015 Later Life Families
Albertini, M., & Kohli, M. (2009). What childless older people give: Is the generational link broken? Ageing and Society, 29, 1261-1274.
Dykstra, P. A., & Jong-Gierveld, J. de. (2004). Gender and marital history differences in emotional and social loneliness among Dutch older adults. Canadian Journal on Aging, 23(3), 141-155.
Keating, N. (2011). Critical reflections on families of older adults. Advances in Gerontology, 24(2), 343- 349.
Kaida, L., Moyser, M., & Park, S. Y. (2009). Cultural preferences and economic constraints: The living arrangements of elderly Canadians. Canadian Journal on Aging, 28(4), 303-313.
Week 8: October 20, 2015 Parental Well- being
Mitchell, B. A. (2010). Happiness in midlife parental roles: A contextual mixed methods analysis. Family Relations, 59(3), 326-339.
Sieger, C. P., & Wiese, B. S. (2011). Social support, unfulfilled expectations, and affective well-being on return to employment. Journal of Marriage and Family, 73(2), 446-458.
Smock, P. J., & Greenland, F. R. (2010). Diversity in pathways to parenthood: Patterns, implications, and emerging research directions. Journal of Marriage and Family, 72(3), 576-593.
Umberson, D., Pudrovska, T., & Reczek, C. (2010). Parenthood, childlessness, and well-being: A life-course perspective. Journal of Marriage and Family, 72(3), 612-629.
Week 9: October 27, 2015 Marginalized Families
Arditti, J., Burton, L., & Neeves-Botelho, S. (2010). Maternal distress and parenting in the context of cumulative disadvantage. Family Process, 49(2), 142-164.
Bert, S. C., Guner, B. M., & Lanzi, R.G. (2009). The influence of maternal history of abuse on parenting knowledge and behavior. Family Relations, 58(2), 176-187.
Edin, K., & Kissane, R. J. (2010).Poverty and the American family: A decade in review. Journal of Marriage and Family, 72(3), 460-479.
Week 10: November 3, 2015 Parent- child Relationships
Barnett, M. A., Scaramella, L. V., Neppl, T. K., Ontei, L., & Conger, R. D. (2010). Intergenerational relationship quality, gender, and grandparent involvement. Family Relations, 59(1), 28-44.
Bogenschneider, K., & Pallock, L. (2008). Responsiveness in parent-adolescent relationships: Are influences conditional? Does the reporter matter? Journal of Marriage and Family, 70(4), 1015-1029.
Dolbin-Macnab, M. L., & Keiley, M. K. (2009). Navigating interdependence: How adolescents raised solely by grandparents experience their family relationships. Family Relations, 58(2), 162-175.
Ward, R. A., Spitze, G., & Deane, G. (2009). The more the merrier? Multiple parent-adult child relations.
Journal of Marriage and Family, 71(1), 161-173.
Week 11: November 17, 2015 Parental Employment
Astone, N. M., Dariotis, J. K., Sonenstein, F. L., Pleck, J. H., & Hynes, K. (2010). Men’s work efforts and the transition to fatherhood. Journal of Family and Economic Issues, 31(1), 3-13.
Bianchi, S. M., & Milkie, M. (2010). Work and family research in the first decade of the 21st century.
Journal of Marriage and Family, 72(3), 705-725.
Myrie, J., & Daly, K. (2009). The use of boundaries by self-employed, home-based workers to manage work and family: A qualitative study in Canada. Journal of Family and Economic Issues, 30(4), 386-398.
Schieman, S., & Young, M. (2011). Economic hardship and family-to-work conflict: The importance of gender and work conditions. Journal of Family and Economic Issues, 32(1), 46-61.
Week 12: November 24, 2015 Final Presentations
Week 13: December 1, 2015 Course conclusion
Assignment 3 Due
Policy Regarding Late Assignments and/or Missed Presentation
• Assignments are to be handed in on (or before) the date they are due. EXTENSIONS WILL NOT BE GRANTED except in the case of illness or other extreme circumstances. Without an extension being granted, students who submit assignments after 1700 (or specified time if later) on the due date will be penalized 20% for each day (24 hours) that the assignment is late. Assignments submitted more than three days late will receive a raw score of “0.”
Specialized Support and Disability Services (SSDS)
Students who require specialized support in this course due to disability affecting mobility, vision, hearing, learning, or mental or physical health are advised to inform Pushpanjali Dashora and to discuss their needs with Specialized Support and Disability Services, 2-800 Students’ Union Building, 492-3381 (phone) or 492-7269 (TTY).
Plagiarism And Cheating
The University of Alberta is committed to the highest standards of academic integrity and honesty.
Students are expected to be familiar with these standards regarding academic honesty and uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (http://www.ualberta.ca/~unisecr/policy/sec30.html and in the 2009/2010 University Calendar) and avoid cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the university.
Section 30.3.2 of the Code of Student Behaviour includes descriptions of plagiarism and cheating as inappropriate academic behaviours and section 30.3.6 describes misrepresentation of facts and
participation in an offence. Although you are responsible for familiarizing yourself with the Code in its entirety and with Section 30.3.2 and 30.3.6, key components of these section are outlined below.
• 30.3.2(1) Plagiarism: No student shall submit the words, ideas, images or data of another person as the Student’s own in any academic writing, essay, thesis, project, assignment, presentation or poster in a course of program of study.
• 30.3.2 (2) Cheating: No student shall represent another’s substantial editorial or compositional assistance on an assignment as the Student’s own work.
• 30.3.6(4) Misrepresentation of Facts: No Student shall misrepresent pertinent facts to any member of the University community for the purpose of obtaining academic or other advantage.
• 30.3.6(5) Participation in an Offence: No Student shall counsel or encourage or knowingly aid or assist, directly or indirectly, another person in the commission of any offence under this Code.
Students should speak with Pushpanjali Dashora if they have questions or concerns about the Code, particularly as it pertains to assignments, Internet and library research, using the same work as part of assignments in more than one course, and the definition of plagiarism.
Marking and Grading
A raw score and a percentage weight will be assigned for each of the course requirements. At the end of the term, the percentage weight for each requirement will be totalled (out of 100). Final grade
determination will be based on a combination of your absolute achievement (total percentage weight out of 100) and your performance relative to the entire class. The following descriptions will be used to guide the determination of final grades:
Excellent:
The student has demonstrated excellent understanding of
course content.
A+ Outstanding: The student has demonstrated an extraordinary grasp of the course content and performance reflects creativity and innovation, in addition
to a high level of analytical ability.
A Excellent: The student has demonstrated superior understanding of the course content and a high level of analytical ability.
A- The student has demonstrated superior understanding of the course content, but has not shown the same level of analytical ability as students receiving an
A.
Good:
The student has demonstrated a sound understanding of course
content.
B+ The student has demonstrated a sound understanding of course content in terms of scope, depth, and breadth, with superior understanding being evident
in some topics.
B The student has demonstrated a uniformly sound understanding of course material.
Satisfactory/Adequate:
The student has demonstrated adequate awareness of course
content.
B- The student has demonstrated adequate awareness of course content with sound understanding of some topics.
C+ The student has demonstrated adequate awareness of central dimensions of course content with superficial understanding of some topics.
Unsatisfactory/Fail C or
lower The student has demonstrated a limited understanding of the course content.
Performance is characterized by a lack of knowledge of the majority of the central dimensions of the course content.