I have been really busy with life, and work, and lots of other things, so it has been over a year since I have posted! I thought I would share a fun active learning exercise that I do with my family development students related to intimate relationships. Thanks to Kale Monk for some of the inspiration behind this two-part activity.
One thing I want to teach my students is to keep their expectations for their partners in check. One person cannot be our best friend, best lover, biggest source of perfect social support, accountability partner for our goals, etcetera. That is too much pressure to put on any one person! To make this point, I have my students do two in-class activities (on different days) that I tie together. Note I do these activities with a freshman/sophomore level gen-ed class of about 55 students (and I have an online version that I use for an online class of about 200 students).
Class 1: The Perfect Partner
On the first day, in a module of the course called “love and romantic relationships” I have them do a supplemental reading from Aziz Ansari’s book Modern Romance. Here is a quote from the chapter called Choices and Options:
“. . . we live in a culture that tells us we want and deserve the best, and now we have the technology to get it. Think about the overwhelming popularity of websites that are dedicated to our pursuit of the best things available. Yelp for restaurants. TripAdvisor for travel. Rotten Tomatoes and Metacritic for movies. A few decades ago, if I wanted to research vanilla ice cream, what would I have even done? Cold-approach chubby guys and then slowly steer the convo toward ice cream to get their take? No, thanks. Nowadays the Internet is my chubby friend. It is the whole world’s chubby friend. If this mentality has so pervaded our decision making, then it stands to reason that it is also affecting our search for a romantic partner, especially if it’s going to be long-term.”
Ansari, Aziz; Klinenberg, Eric. Modern Romance (Kindle Locations 1521-1528). Penguin Publishing Group. Kindle Edition.
No pressure here!
After having an in-class discussion about an assignment related to the chapter, I have them consider how much time they spend researching a purchase or where to go to dinner. Then, I ask “Do we take this “best of” mentality into our relationships?”
I have been revising my Theoretical Perspectives on the Family syllabus (see the final product here). [Check out this post for tips on how to design your own interdisciplinary graduate seminars] In a given week, I only want to assign about four readings. But, given that I have to cover theory and substantive topics each week, four readings is always too few. Further, I don’t want the students only reading work from psychology, but also from sociology and economics, and even from communication, public health, anthropology, and law when appropriate. My courses therefore end up being a lot of work for students, and a lot of work for me in design.
Two principles that informed my design:
First, I spoke with a student last year who was talking with me about race discrimination and overall racial ignorance in her graduate program. One example she gave me was that in her classes, diversity was either ignored all together or relegated to a specific week in the semester. This was insulting as race and diversity issues touch every issue, every week. With this in mind, I tried to incorporate readings about marginalized families every week.
Second, all readings must be accessible online. I will only assign a reading that is not online if I have access to a pdf that I can post to our course management system. I do not want to contribute to grad student debt if at all possible.
Here is a list of theories and topics that I cover each week, and the readings I chose to represent them.
Introduction to the course. What is a fact? Historical changes and the American family. An introduction to theory
Cherlin, A. (2009). Why it’s hard to know when a fact is a fact.
Claire Kamp Dush, The Ohio State University
As a tenured professor and mother of four young sons, I am constantly asked, “How do you do it?” What people mean is: “How can you have a full-time job and still manage child care and housework?”
I usually respond, “High-quality husband and high-quality child care, in that order.” From the outset, my husband, a full-time, clinical pharmacist, has been a committed partner in caring for our house and raising our children.
But I’ve learned that, with our equal division of housework and child care, he’s an outlier. There may be some like him, but our research group at The Ohio State University recently discovered that such husbands in dual-earner households are, indeed, rare.
In our new study of 182 dual-earner couples who became parents for the first time, we found that fathers generally did less work around the home after their baby was born, and also became less involved in childcare than mothers. This was surprising given that both parents worked at their jobs about the same amount of hours.
How I feel when I see a structural equation model of cross-sectional data with 15 latent variables predicting 3 different outcomes. photo credit: BrittneyBush via photopin cc
Look out readers! This is my first of a series of posts I am working on related to causal analysis.
About two weeks ago, I attended the National Council on Family Relations (NCFR) annual meeting. It is a long meeting – I usually get there on Tuesday, and don’t leave until Saturday. And, while at the conference, I go from 7 am until 9 pm. In fact, I didn’t even leave the hotel two days! This might explain why I went off the rails during the Q&A at the last session I went to, but what set me off was a theme I saw throughout the conference.
Here is the crux of the problem: early career scholars are so focused on fancy statistics (i.e. structural equation modeling, latent class analysis) that they 1) forget about theory and the justification of their research question, and 2) present papers so complicated that no average person can understand, and even the non-average person who has a PhD and tenure cannot understand it. But, I do not want to lay all the blame on early career scholars – we senior scholars are the ones creating these monsters!!
In most graduate programs, students are required to take several methods courses. I was required to take at least 6 when I was in grad school, and our students are required to take at least 6 as well. Unfortunately though what is happening is that we are overemphasizing the importance of cutting-edge methods and statistics, and underemphasizing the importance of constructing coherent research questions that have strong theoretical justifications.
Why are these complicated statistics ruining family science? They are ruining family science because they are making conferences boring and incoherent, and leading to the rejection of papers from these family science scholars, and a lack of publications can make it hard for these students to get a job. I talked to several colleagues and students about this issue, and each could give me examples of presentations they went to where they could not even figure out what the research question was, or why they should care.
Today I am publishing the first publicly available ranking of Human Development and Family Science programs in North America, at least the first ranking that I am familiar with. Why did I go to the trouble of creating this ranking? Because I believe in human development, and in particular, family science, and you should too.
When I first got my job at Ohio State, I did not like the name of our department. Human Development and Family Science? My degrees from Illinois and Penn State were both in Human Development and Family Studies. In all honesty, I thought family science was some kind of strange term for scholars that studied families, but were not rigorous researchers. What came to mind were cross-sectional, community-based studies, where the major topic of interest was some abstract concept associated with some other abstract concept. At the point I was hired, I had just gotten done working with an economist for two years, so my use of the term endogenous was at an all time high, as was my dismissal of scholarship that I put in the “family science” category. Sometimes I would talk about my program as “family studies” because I was embarrassed of the term.
Over time, however, the term family science has grown on me. Family science used to seem like this exclusive term, whereby you had to be in a particular club, or get your PhD from a particular program, to be a “family scientist”. But, now that I have learned more about family science, I realize that it is actually an inclusive term. Actually, my article using econometrics to examine the mental health consequences of cohabitation vs. marital dissolution is family science. And so is my article looking at how playing with a “fake baby” determines your co-parenting after the real baby is on the scene. Family science is diverse, interesting, and includes a range of research topics related to the family, from family demography to family psychology, from qualitative to quantitative methods, from large, secondary datasets to small, community samples.
I was recently having coffee with my friend and colleague Dean and Professor Steve Gavazzi to discuss the National Council on Family Relation‘s Future of Family Science task force [more on that in a future post] and I mentioned my series of blog posts on self-regulated learning and graduate education. Steve asked me – did you mention leadership training? I had to admit I hadn’t. I invited to Steve to do a blog post on leadership to round out my graduate education series. Steve did so in the context of the conversations happening about the future of family science at the national level. Enjoy!!
Leadership Matters, So what’s the Matter with our Leadership Today?
Growing attention is being given to the present and future state of Family Science. Witness for instance NCFR Executive Director Diane Cushman’s most recent article in the NCFR Report Magazine. Here and elsewhere, thought is being given to the need to better understand where our academic field is, and where it is going. In her thought piece, Cushman mentioned two articles that appeared in the most recent (July 2014) issue of Family Relations. One article by Hamon and Smith dealt directly with the strengths and limitations of the discipline of family science, while a second article by Hans focused attention on some of the field’s identity issues, including what it calls itself (family science, family studies, family relations, etc.). Along with several NCFR colleagues, I was invited by Family Relations editor Ron Sabatelli to respond to these two articles. My commentary, which appeared in the same issue of the journal as the Hamon and Smith and Hans articles, invited readers to focus their concentration on a number of issues related to leadership, as I believe that there is no bigger challenge to the family science field that has to be recognized and confronted today.
Here is a portion of what I stated in my commentary:
“Leaders will either insert themselves into the process of determining our destiny as a field, or else that future will be determined for us, and invariably by people who likely do not have the same appreciation for our field’s importance. To make this happen, we must become much more intentional about the way in which we develop and support the next generation of department chairs, deans, provosts, university presidents, and heads of professional organizations who quite literally will either make or break us as a discipline.”