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Family and education
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A family is defined as ‘a group of persons directly linked by kin connections, the adult
members of which assume responsibility for caring for children’ and ‘kin’ are those linked by
marriage or blood relationships (p. 384).
Kinship, Marriage and the Family [Giddens, A. 1992 Sociology, pp. 383-415]
Kinship ties are connections between individuals, established either through marriage, or through the lines of descendent that connect blood relatives (mothers, fathers, other offspring, grand parents, etc.)(p. 384).
Marriage can be defined as a socially acknowledge and approved sexual union
between two adult individuals. (p. 384).Clan groups
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Kinship, Marriage and the Family [Giddens, A. 1992 Sociology, pp. 383-415]
Nuclear family vs Extended family
Family relationshipsFamilies of orientation vs procreation
Patrilineal / matrilineal
Monogamy (20%) and polygamy (80%) [Serial monogamy] [Polyandry (4/565); Polygyny]
Declining of clans and other corporate kin
Free choice of spouse
Women empowermentMore exogamy and les endogamy
Higher levels of sexual freedom
Extension of children's rights
Rise of affective individualism
Matrilocal / patrilocal / neolocal
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Kinship, Marriage and the Family [Giddens, A. 1992 Sociology, pp. 383-415]
Uncoupling (often social separation precedes)
Divorce and separationTransitions in divorce
Emotional divorce
Economic divorce
Step-families [step-parent; step-child]
Remarriage [men 5/6; women 3/4]
Divorce and children
Psychic divorce
Community divorce
Co-parental divorce
From adversary system to ‘no fault divorce’
Legal divorce
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Kinship, Marriage and the Family [Giddens, A. 1992 Sociology, pp. 383-415]
The dark side of the familyIncestuous abuse of children
Most common between fathers or
stepfathers and young daughters70-80% of incest
Step-families [step-parent; step-child]
Prime targets of physical abuse children <6
Domestic violence primarily a male domain [often a form of gender violence]“physical abuse directed by one member of the family against another or others”
Often timid, awkward and inadequate in their dealings with other adults
Not a preference but a matter of availability coupled with power
Mental disorder a minority
Conflict and hostilityVariability in length, depth andaftershock
‘Male inexpressiveness’, sexuality, power,Submissiveness in their partners
Violence by females is more restrained and episodic than that of men and much less likely to cause enduring physical harm
Why? Intimacy and tolerated
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Patriarchy: political & economic unit
Industrialization causes privacy and new institutions (like the school system)
Specialization in the socialization & breeding of children and gender differentiation (public/private) (T. Parsons)
Generalized presence of women: labour market & education system (feminism)
No unique form of legitimate family (‘70) individualization, negotiation & reflexivity
↓marriages↑mean age of marriage
↑ staying in parental household ↑ secularization of marriage
Same gender couples↑ divorces & “express” divorce
- Cohabitation - Registered couples- Reconstructed families- Single-parent families- Rainbow familiesNew families are:
Varied, Have no barriers,Brake linearityNot provisionalPublic character and legitimate Chosen situation
From the family to the families [Obiol, S. 2011 El cambio familiar y el proceso educativo in Beltrán, J. & Hernàndez, FJ. Sociología de la educación. McGraw-Hill, Madrid. 75-99]
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Family, a primary agent of socialization
First agent of socialization in the lives of children and monopoly for a few years (it doesn’t compete with previous representations of reality)
Dependent and hierarchical relationship (also depending on welfare system)
Structural variables (social class, gender and ethnicity) mediate the values and norms that are inculcated reproducing the social structure
Individualization process by which individual decision and fulfilling own needs becomes the social norm, therefore rejecting any external element of control
significant other in socialization are those people with whom the child
interacts from the moment of her/his birth on the basis of affection and
closeness (George H. Mead)
Socialization and family change
Gender: reallocation of responsibilities (more attitudinal than practical)Age: relations more symmetrical (less hierarchical)
Other issues: reduction of kinship (birth) and complexity of relationships; parents older competition with other socialization agents (such as grandparents, school, media)
The family: a social agent in transformation [Obiol, S. 2011 El cambio familiar y el proceso educativo in Beltrán, J. & Hernàndez, FJ. Sociología de la educación. McGraw-Hill, Madrid. 75-99]
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Parental styles
Patriarchal model (popular classes)
Disciplinary model (workers that do believe in social mobility)
The family: a social agent in transformation [Fernández Palomares, F. (2003) Socialización y escuela. At Fernández Palomares, F. (coord.) Sociología de la educación. Pearson, Madrid. 206-260 (Chap. VIII]
Lack of expectations (school becomes secondary)Schools should provide: Scarcity principles; authority to elderly; norms conformity; (approval of) punishment, in order to prepare for hard work
Schools should provide: character, self-control and self-discipline (delaying the fruits derived from effort); legitimate cultural goods (such as instruction, cultivate leisure and sports) Interactions based on “trust/control/sanctions” that preclude success in school environment characterized by: impersonal rules, self-discipline, self-control, long term objectives, and classi-fication of individuals according to achievement.
Other parents avoid both perspectives and try to allow a free childhood
Still others do not have time to apply a consistent “method”
Surfwise: The Amazing True Odyssey of the Paskowitz Family http://www.youtube.com/watch?v=QbwpRZ8Hf50&feature=share&list=UUHyFkB0ex0Aw1wXhZJhsNeA
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parent involvement
The involvement of families in the formal education of its children provokes higher educational performance while a more democratic management of the learning environment / Relationship between degree of implication (individual or participative) and ideology / ↑ cultural capital = ↑ follow up/ follow up ↘ as child grows/ school selection / interest in participation boards and associations (representativeness?)
The reluctance of many teachers regarding the involvement of families in the educational process (for abdication, by status, educational level of parents)/ the lack of recognition by the school of family diversity (idealization of the traditional family) of the working culture and immigrants/ Is the relationship between single-parent family and child school achievement spurious?
Compatibility of schedules of paid work (increasing casualization), family (reconciliation: times resent and it primarily affect women, men do it less) and school/ parental leaves / nursery schools (€) / school calendar / school opening hours / extracurricular activities (€)
from school to family
a matter of times and schedules
The relationship between the family and the school [Obiol, S. 2011 El cambio familiar y el proceso educativo in Beltrán, J. and Hernàndez, FJ. Sociología de la educación. McGraw-Hill, Madrid. 75-99]
