1. The document discusses definitions of family from a sociological perspective, defining it as a group of persons linked by kinship or marriage who are responsible for caring for children. Kinship ties are connections through marriage or blood relationships like parents, offspring, and grandparents. 2. It examines different types of families like nuclear versus extended families and relationships within families. It also explores trends in marriage and family like declining clans, more choice in spouses, women's empowerment, and higher levels of sexual freedom. 3. Issues related to the changing nature of modern families are analyzed, such as uncoupling, divorce, step-families, and the impact of divorce on children. The potential "dark side"

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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 relationships
Families 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 empowerment
More 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 separation
Transitions 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 family
Incestuous
abuse
of children
Most common
between fathers or
stepfathers and
young daughters
70-80% 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 hostility
Variability in
length,
depth and
aftershock
‘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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8. 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 linearity
Not provisional
Public 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]

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