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Families in Context summary of all mandatory readings
- Instelling
- Tilburg University (UVT)
Summary of the mandatory readings of families in context (pre-master sociology) or bachelor sociology
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MANDATORY READINGFAMILIES IN CONTEXT
CHECKLIST
Inhoudsopgave
Meeting 1: ‘The’ family – what is it and why study it?...........................................................................3
* Bernardes, J. (1997). Family lives. In Family studies: An introduction (pp. 1–24). London:
Routledge...........................................................................................................................................3
* Nauck, B. (2021). Cross-cultural perspectives in family research. In N. F. Schneider & M.
Kreyenfeld (Eds.), Research handbook on the Sociology of the family (pp.42-59). ElgarOnline. •
Read until Section 4 “The Puzzle over East Asia” (starting on p.50)...................................................5
↑ Cowan, P. A. (2015). When is a relationship between facts a causal one? In B. J. Risman & V.E.
Rutter (Eds.), Families as they really are (2nd edition, pp. 17–21). New York: W. W. Norton &
Company............................................................................................................................................6
↑ Coontz, S. (2013, May 25). When numbers mislead. New York Times. Retrieved from
https://www.nytimes.com/2013/05/26/opinion/sunday/when-numbers- mislead.html?smid=url-
share..................................................................................................................................................6
Meeting 2: Life courses in context........................................................................................................7
* Konietzka, D. & Kreyenfeld, M. (2021). Life course sociology: Key concepts and applications in
family sociology. In N. F. Schneider & M. Kreyenfeld (Eds.), Research handbook on the Sociology of
the family (pp.73-87). ElgarOnline. • Skip section 3 “Life course data and methods”.......................7
* Liefbroer, A. C., & Billari, F. C. (2010). Bringing norms back in: A theoretical and empirical
discussion of their importance for understanding demographic behaviour. Population, Space and
Place, 16, 287–305.............................................................................................................................8
↑ Mayer, K. U. (2004). Whose lives? How history, societies, and institutions define and shape life
courses. Research in Human Development, 1, 161-187. • Read until “Macro-social context and life
course behavior and processes: The missing links” (starting on p.179).............................................9
Meeting 3: Partnerships: Who partners? With whom? Does it matter?.............................................11
Bellani, D., Esping-Andersen, G., & Nedoluzhko, L. (2017). Never partnered: A multilevel analysis
of lifelong singlehood. Demographic Research, 37, 53-100.............................................................11
Schwartz, C. R. (2013). Trends and variation in assortative mating: Causes and consequences.
Annual Review of Sociology, 39, 451–470. • Read until section “Changes in the Structure of
Search” (starting on p.457)..............................................................................................................12
Meeting 4: (Not) Becoming a parent and does the transition matter?...............................................14
Mills, M., Rindfuss, R. McDonald, P. & Te Velde, E. (2011). Why do people postpone parenthood?
Reasons and social policy incentives. Human Reproduction Updates, 17, 848-860.........................14
Dykstra, P. A. & Hagestad, G. O. (2007). Roads less taken – Developing a nuanced view of older
adults without children. Journal of Family Issues, 28, 1275-1310....................................................17
Preisner, K., Neuberger, F., Bertogg, A., & Schaub, J. M. (2020). Closing the happiness gap: The
decline of gendered parenthood norms and the increase in parental life satisfaction. Gender &
Society, 34, 31–55............................................................................................................................20
,Meeting 5: Parenting (and social class)...............................................................................................21
Altintas, E. (2016). The widening educational gap in developmental child care activities in the
United States, 1965-2013. Journal of Marriage and Family, 78, 26-42.............................................21
Calarco McCrory, J. (2011). ‘I need help!’ Social class and children’s help-seeking in elementary
school. American Sociological Review, 76, 862-882.........................................................................22
Milkie, M. A., & Warner, C. H. (2014). Status safeguarding: Mothering works as a safety net. In L.
Ennis (Ed.), Intensive mothering: The cultural contradictions of modern motherhood (pp. 66– 85).
Bradford, ON: Demeter....................................................................................................................24
Meeting 6: Family and work: Who does what within families?...........................................................24
* Sullivan, O. (2021). The gender division of housework and child care. In N. F. Schneider & M.
Kreyenfeld (Eds.), Research handbook on the Sociology of the family (pp.42-59). ElgarOnline.......24
Thebaud, S. (2010). Masculinity, bargaining, and breadwinning: Understanding men’s housework
in the cultural context of paid work. Gender & Society, 24, 330-354...............................................26
NOT MANDATORY: * Evertsson, M., Kirsch, M. E., & Geerts, A. (2021). Family sociological theories
questioned: Same-sex parent families sharing work and care. In N. F. Schneider & M. Kreyenfeld
(Eds.), Research handbook on the Sociology of the family (pp.373-385). ElgarOnline.....................27
Meeting 7: Ending partnerships and what happens after?.................................................................27
* Mortelmans, D. (2021). Causes and consequences of family dissolution in Europe and post-
divorce families. In N. F. Schneider & M. Kreyenfeld (Eds.), Research handbook on the Sociology of
the family (pp.373-385). ElgarOnline...............................................................................................27
Kreidl, M., Štípková, M., & Hubatková, B. (2017). Parental separation and children’s education in a
comparative perspective: Does the burden disappear when separation is more common?
Demographic Research, 36, 73-110. (READ CONTEXT AGAIN THOROUGHLY)..................................30
Meeting 8: Family structure and child outcomes: Is the relationship clear?...................................31
McLanahan, S. (2004). Diverging destinies: How children are faring under the second demographic
transition. Demography, 41, 607–627..............................................................................................31
↑ Cowan, P, A. & Cowan, C. P. (2015). Beyond family structure: Family process studies help to
reframe debates about what’s good for children. In B. J. Risman & V. E. Rutter (Eds.), Families as
they really are (2nd edition, pp. 358-379). New York: W. W. Norton & Company............................33
OPTIONAL: Williams, D. T. & Baker, R. S. (2021). Family structure, risks, and racial stratification in
poverty. Social Problems, 68, 964-985.............................................................................................34
Meeting 9: Intergenerational relationships: The strength of parent-child ties * Kalmijn, M. (2014).
Adult intergenerational relationships. In J. K. Treas, J. Scott, & M. Richard (Eds.), The Wiley-
Blackwell companion to the sociology of families (pp.385-403). Chichester: John Wiley & Sons....34
Brandt, M. (2013). Intergenerational help and public assistance in Europe: A case of
specialization? European Societies, 15, 26-56.................................................................................38
,Meeting 1: ‘The’ family – what is it and why study it?
* Bernardes, J. (1997). Family lives. In Family studies: An introduction
(pp. 1–24). London:
Routledge.
- Family life one of most important things in people’s life
- What is family? People will probably describe:
o ‘The nuclear family’!, white heterosexual couple with small number
of healthy children in an adequate home. Male is breadwinner and
female caregiver (or part-time/ occasional income earner)
o But it is not realistic
- Most analyses suggest that industrialization involves a shift from rural
extended families to isolated urban nuclear families. But 2 problems:
o 1 Deeply ethnocentric, ignoring other cultures and minority cultures
within Euorpean societies
o 2 we must ask whether the pictures of the past we have may reflect
the hopes and wishes of the literate classes rather than the realities of
families. Detailed historical work has suggested that pre-industrial
households (((Bernardes, Jon. Family Studies : An Introduction,
Taylor & Francis Group, 1997. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/uvtilburg-ebooks/detail.action?
docID=165202.
- The term ‘the family’ has not often been challenged and is often supported
by various disciplines
o Turns out only 5 percent in UK in 1925, had 1 wage earning man, 1
caretaking mother and 3 children. And 20 percent of UK households
contatining only 1 breadwinner in 1982
o Question is if the ‘nuclear’ family even did exist, or that it has
declined rapidly?? Scolars feel most comfortable by the second one
o It is so rare
- Variation and diversity in families (these make it highly unlikely families
are the same):
o 1 organizational diversity in families → different patterns in labor
and working outside family home. Influenced by extent and nature of
unpaid work within family
o 2 cultural diversity in families → variations in behavior, beliefs,
practices as result of culture, ethnicicty, political and religious
affiliations
o 3 social class diversity in families → marked differences in
availability of material and social resources. Ranging from food to ..
o 4 Cohort diversity in families → people born in different periods
experience things differently, obvious cases are warperiods
, o 5 Family life course diversity → how life changes dramatically with
certain events
- More detailed are families special because of age, poverty, wealth, housing,
transport, death, disability, unemployment, education, ethnicity, work, who
works, children, twins or more children, children phases (combination)
- Interersts, hobbies, beliefs, thoughts, secrets, violent and sexual behaviors
- In that way, studies in Europe neglect American families, and the other way
around
The contemporary trends lead to 3 new sets of demands (1994, commission on
social justice):
- For families: renegotiation of relationships between mothers, fathers and
children
- For employers. New demands for flexible work pattersn, support for child
care and caring work within home
- For government, fundamental review of social security system, child care
and social services
In Europe, population is ageing and household size is decreasing
The dependency ratio is the number of economically active people (paid work) in
comparison to economically inactive (unpaid work, children, unemployed, sick,
disabled and elderly)
First marriages decrease and marriages are more unstable (in a sense that it is
easier to divorce, while it was even not available at first). Paradoxally leading to
more marriages than ever before. More children will be stepchildren. In the UK
half the divorced will re-marry within 5 years.
Single mothers work way less in the UK than in Denmark (so you see a big
difference between countries) Single mothers in the UK are among the poorest
families.
It is very hard to compare social classes for historical (with classes X time ago) and
cultural reasons (between countries or cultural groups).
Understanding differences in cultures, societies and families deepens knowledge
and appreciation of all families and accept both cultures and societies. It is hoped
that that reduces intolerance and conflict
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