Family Dynamics - Revision history

Lombanaphd: /* American Family and Class Dynamics */

2014-11-18T08:19:15Z

‎American Family and Class Dynamics

Lombanaphd: /* Dynamics in a Figured world? */

2014-11-18T07:49:58Z

‎Dynamics in a Figured world?

Lombanaphd at 02:29, 18 November 2014

2014-11-18T02:29:55Z

Lombanaphd at 21:41, 15 November 2014

2014-11-15T21:41:40Z

Lombanaphd at 22:31, 12 November 2014

2014-11-12T22:31:51Z

Lombanaphd at 21:54, 12 November 2014

2014-11-12T21:54:20Z

Lombanaphd at 20:34, 12 November 2014

2014-11-12T20:34:08Z

Lombanaphd at 18:01, 12 November 2014

2014-11-12T18:01:28Z

Lombanaphd: /* American Family and Class Dynamics */

2014-11-12T17:18:42Z

‎American Family and Class Dynamics

Lombanaphd at 15:37, 12 November 2014

2014-11-12T15:37:27Z

@@ Line 1: / Line 1: @@
 == American Family and Class Dynamics ==
-Scholars have study how social class, socioeconomic status, and class positioning influence family dynamics and parenting styles, including how their approaches to media use, media at home, consumption, and placement; as we;; as their approaches to schooling and their school-home relationships.
+Scholars have study how social class, socioeconomic status, and class positioning influence family dynamics and parenting styles, including how their approaches to media use, media at home, consumption, and placement; as well as their approaches to schooling and their school-home relationships.
 ==== Lareu (2003) ====
@@ Line 125: / Line 125: @@
 ** punishment: restictions on media use
 * going online at home: parents anxieties about distractions, uses of the web.
 ** working class parents and low-income: educational pursuits of the computer and the internet. Homework.
-−
-−
-−
 = References =

← Older revision		Revision as of 07:49, 18 November 2014
Line 1:		Line 1:
−	~~== Dynamics in a Figured world? ==~~
−
−	~~Is the home a figured world? how can we describe, contextualize this sociocultural context?~~
−	* the temporal, spatial and social relations in the family live, parents and children everyday lifes.
−	* material artefacts (technology/media devices), social activities (practices) and institutional arrangements (rules) : create the context of the home.
−
	== American Family and Class Dynamics ==		== American Family and Class Dynamics ==

← Older revision		Revision as of 02:29, 18 November 2014
Line 1:		Line 1:
		+	== Dynamics in a Figured world? ==
		+
		+	Is the home a figured world? how can we describe, contextualize this sociocultural context?
		+	* the temporal, spatial and social relations in the family live, parents and children everyday lifes.
		+	* material artefacts (technology/media devices), social activities (practices) and institutional arrangements (rules) : create the context of the home.
		+
	== American Family and Class Dynamics ==		== American Family and Class Dynamics ==

← Older revision		Revision as of 21:41, 15 November 2014
Line 129:		Line 129:


−
−	~~= Immigrant Family =~~
−
−	~~Challenges, goals, mobility.~~
−
−	~~Brokering practices.~~
−
−	~~Marginality and disadvantage.~~
−
−	~~Lower status of immigrant. Lower position in society.~~
−
−	~~New media consumption: computer, internet, mobile.~~
−
−	~~What is the role of immigrants parents as guides and regulators regarding new media uses? youth participation in new media environment, practices?~~
−
−	~~Limited previous experiences with new media, with digital technologies. Sometimes with very limited literacies even in their own language.~~
−
−	~~Rules, regulations, managament, rewards.~~
−
−	~~How does new media use and environment at home create a particular kind of assimilation pathway? a particular kind of acculturation? Not the media alone but the uses of it, the parenting styles.~~
−
−	The world of the home. Position of power of parents, and position of power of children. PRactices, discourses, tools. IT is also a world, and a very important one for immigrant families given their language, culture, food, etc.
−
−	~~New media practices and skills. How are they distributed at home? What kind of skills? searching? consumption? Playing? Who has the skills? How do they use them for assimilating?~~
−
−	~~Is the internet an alien world for the parents? an American world? Did they know they could connect with families in mexico? did they take advantage of that?~~
−
−	~~Media incorporation shaped by class? culture? education? family identity? family reputation?~~
−
−
−	~~Do they use new media for personal, familial, and socially meaningful ends? For persanal yes, not that much for familial and social.~~
−
−	~~PAtterns of cultural consumption.~~
−
−
−
−	~~==== Segmented Assimilation and Acculturation ====~~
−
−	~~Assimilation to specific segments of the US society.~~
−	~~Different acculturation styles and parent-children relationships.~~
−
−
−
−	~~= Analysis and Findings =~~
−
−	* Social class backgrounds frame and transform individual actions and process of assimilation.
−
−	* American culture individualism renders invisible the key role of institutions. System is not fair, and not neutral.
−
−	* Inequality is shaping the future, opportunities, and pathways since early age.
−
−	* injustices inherent in our existing socio-economic arrangements
−
−	* upward mobility? downward?
−
−	* Material and social inequalities that shape immigrant youth live in the U.S
−
−	* second generation advantage? for some yes, as in the case of Gabriela and Inara.
−
−	* the problem of inequality and the disparities in wealth and access.
−
−	* Discrepancies in access to economic, social, cultural, material, human resources.
−
−	* new media continue to contribute to produciton and reproduction of class, gender, racial ineqaliities in U.S.

	= References =		= References =

@@ Line 97: / Line 97: @@
 * "reflexive parenting" : parents feel aware and accountable to themselves and the society at large regarding decisions they make in domestic sphere.
 * sense of responsibilitiy.
 ==== Horst (2010) ====
@@ Line 108: / Line 110: @@
 * approaches to managing new media at home are shaped by class. Parenting styles of Larau also apply to how new media is at home.
 * examines how "different discourses and parental approaches become embedded in the strategies parents employ to regulate and maintain control over media and media uses among the family." (154)
 = Immigrant Family =
@@ Line 170: / Line 191: @@
 * Discrepancies in access to economic, social, cultural, material, human resources.
 = References =

@@ Line 63: / Line 63: @@
 * "Privacy on which much youth-oriented play with computers relies is harder to come by when there are fewer roooms and more people in them. " 31
 * Computer as a medium that is not as easy to share, as other media such as tv, game consoles, dvd players.
+* Old computers are frustrating."Kids of all classes recognize an old computer when they see one. 31
 ==== Alters (2004) ====
@@ Line 109: / Line 136: @@
 Media incorporation shaped by class? culture? education? family identity? family reputation?
@@ Line 132: / Line 165: @@
 * Material and social inequalities that shape immigrant youth live in the U.S
 = References =

@@ Line 5: / Line 5: @@
 ==== Lareu (2003) ====
 * two parenting styles, concerted cultivation and the accomplishment of natural growth.
-* two types of child rearing, “concerted cultivation” or “the accomplishment of natural growth.”
 * division of the classes in America: into middle and working or poor. Only two classes. Two distinct socio-cultural groups.
 * Socio-cultural: family income and assets, as well as parenting styles, how they view and carry responsibilities. Reflects parents education, occupation, and aspirations for children.
 * divides American families into social classes not by income solely, but by income in combination with the educational level and occupation of the parents, as well as by where and how the families live.
-* parental education and occupation as much as income in identifying a family’s class
+* parental education and occupation as much as income in identifying a family’s class. Educational competence
 * “cultural capital” is accumulated and passed on within families: The bourgeois
 * consider the educational level of the parents, their occupation, their assets.
 * cultural capital: set of attitudes, values and expectations that children absorb in childhood and carry with them into adulthood.
 * assets or resources: investment on children: time, money, media.
-* working class parenting style: it is assumed that schools and teachers are there to educate children, with minimal input from parents. little participation of parents.  Are expected to grow up naturally, without the constant monitoring and periodic intervention of parents. Working class children are sent out into the world without much mentorship.
+* Transmission of differential advantages to children: dominant set of cultural repertoires.
 * middle class parenting style: hectic, obligations of homework, extracurricular activities (sports, music, theater and church). Structured activities. Calendar. Management of time.  Guidance and enriching experiences.
 * Middle-class children learn a sense of  “entitlement.”  (104-105)
@@ Line 28: / Line 36: @@
-====Seiter (1993) Seiter (2008)====
+==== Seiter (1993) ====
 ==== Alters (2004) ====
 ==== Horst (2010) ====
 * Parents motivations and belies about parenting, as well as personal histories and interest in media: are reflected in parents attitudes toward new media.
+* New media becomes meaningful to many families: "represent an investment in their child's future, one that they hope will ensure their children success in education, work, and income generation." (150)
 = Immigrant Family =
@@ Line 52: / Line 97: @@
 Limited previous experiences with new media, with digital technologies. Sometimes with very limited literacies even in their own language.
@@ Line 72: / Line 129: @@
 * upward mobility? downward?

@@ Line 5: / Line 5: @@
 ==== Lareu (2003) ====
 * two parenting styles, concerted cultivation and the accomplishment of natural growth.
-* Middle-class children learn a sense of  “entitlement.”  (104-105)
+* two types of child rearing, “concerted cultivation” or “the accomplishment of natural growth.”
-* division of the classes in America: into middle and working or poor
+* division of the classes in America: into middle and working or poor. Only two classes. Two distinct socio-cultural groups.
 * parental education and occupation as much as income in identifying a family’s class
 * “cultural capital” is accumulated and passed on within families: The bourgeois
-* Lareau (1989):
+“these different philosophies and approaches to child rearing … appear to lead to the transmission of differential advantages to children (5).”
-* Seiter (1993):
+"sense of entitlement characteristic of the middle class. They acted as though they had a right to pursue their own individual preferences and to actively manage interactions in institutional settings…. The working class and poor children, by contrast, showed an emerging sense of constraint in their interactions in institutional settings. They were less likely to try to customize interactions to suit their own preferences." (6)
-== Immigrant Family ==
 Challenges, goals, mobility.
@@ Line 29: / Line 46: @@
 Lower status of immigrant. Lower position in society.
 ==== Segmented Assimilation and Acculturation ====
@@ Line 44: / Line 68: @@
 * Inequality is shaping the future, opportunities, and pathways since early age.
 = References =

@@ Line 1: / Line 1: @@
 == American Family and Class Dynamics ==
-Scholars have study how social class, socioeconomic status, and class positioning influence family dynamics and parenting styles, including how their approaches to media use, media at home, consumption, and placement.
+Scholars have study how social class, socioeconomic status, and class positioning influence family dynamics and parenting styles, including how their approaches to media use, media at home, consumption, and placement; as we;; as their approaches to schooling and their school-home relationships.
 * Lareu (2003):
 * Seiter (1993):
 * Seiter ():
-* Alter (2004):
+* Seiter (2008):
@@ Line 13: / Line 18: @@
 Challenges, goals, mobility.
 ==== Segmented Assimilation and Acculturation ====
@@ Line 18: / Line 29: @@
 Assimilation to specific segments of the US society.
 Different acculturation styles and parent-children relationships.