global

• 1. According to your reading, more than one in five same-sex couples were raising children, and most of these children are
• (c) Natural born children or step-children (70%)

• 2. According to chapter 28 of the Coontz et al.’s text, studies show that among childless gay men and lesbians they
• (a) Want to have children.

• 3. According to your reading, what accounts for the lack of an accurate count of gay and lesbian parents in the United States?
• (d) Fear of losing custody and/or visitation rights

• 4. According to your reading, most research comparing gay/lesbian parents with heterosexual parents found that
• (d) There is no difference between heterosexual parents and gay/lesbian parents in most measures.

• 5. According to the reading, research in general shows
• that children of gay and lesbian parents are…?
• (d) Not different from children of heterosexual parents

• Issues facing GLBT ind'ls and families:
• 1. struggle with heterocentrism
• 2. Families where children were born or adopted while
• involving in a heterosexual relationship before coming out vs. families with well-established gay or lesbian identities prior to bearing or adopting children.
• 3. identity issue
• 4. coming out is a vital and coninual process (life course)
• 5. degree of support plays role of disclosure of sexual orientation to family and friends

• Same sex couples and legal marriages in US:
• Singer v. Hara: U.S. Supreme Court decision defined marriage as a union between one man and one woman but allowed each state to create, interpret, and enforce laws regarding marriage and families.
• 1996, the U.S. passed the Defense of Marriage Act (DOMA) declaring marriage to be a “legal union of one man and one woman.”
• US. states offer legal Marriage: Massa, Calif, Conn, Iowa, Vermon, Maine, New Hamp, Wash (8) domestic partnership: Nevada, Oregon, Wash

• Arguments for legal marriage as heterosexual only:
• ~all religious oppose legal same sex marriage
• ~ “attempt to deconstruct traditional morality
• ~history roots
• ~good for raising families
• ~weaken institution of marriage
• ~open door to all sorts of people
• ~unnecessary already have civil unions
• Arguments for legal same sex marriage:
• ~violates US Constitution
• ~yield economic advantage (social sec, inheritance, immigrant spouces/citizen)
• ~domestic/civil unions = second class citizens

• Gay couples/ Hetero couples:
• No differ: psych adju, neuroticism, agreeable/ conscient, intimacy
• Diff: opneness, relationship style, conflict resolution, social support

• Variations in gender roles:
• ~are learned rather than innate
• ~Global Gender Gap Index measures women's status and quality of life in 130 countries
• ~GGGI key indicators: economic participation and dev, ecu attainment, pol empowerment, health and survival
• ~top 10 coutries: Norway, Finland, Sweden, Icelan, New Z, Phill, Denmar, Ire, Nether, Latvia
• High rank countries: US, canada, S AFri, Euro countires, Austr, S. Korea

• Feminist Theories:
• motherhood: dichotomous split (public and private), men set up up barriers to provide unequal access to power, prop, and prestige for women
• family life: centrality, normality, visible, uses distintion to legitmize and perpeutate power relations, focus on social action and change
• division of labor at home: women do more work still

• Ch. 10:
• ~motherhood shaped by male dominaiton
• ~gender roles are dichomotous construction of men
• ~women struggle for ind'l autonomy
• ~racial/ethnic women's exp is linked to the sociolcultural concern of racial/ ethnic comm

• Masculinity: socially and culturally constucted:
• distance themselves, successful, assertive, ambitious

• "New Man" or New Father:
• white, college edu prof, highly involved father, egalitarian ideological construct

Mexican Immigrant Men: diminished patriarchal privileges (spatial mobility, authority in family decision-making process, household labor)

Social Class: caused by industrialization, based on money, economic factor and achieved statuses

• Max Weber: social class ranking
• market situation: wealth/property, power, prestige

• The top 20% earn about half of the U.S. income. The top
• 40% of upper and middle upper families earn more than 75% of the nation’s income.

• Social Class and Neighborhood:
• poor: dangerous neighborhoods, inner-city schools, deprived of opportunities, poor home envir

• 1. Your reading indicates that despite the popular image
• of the New Man (an emotionally expressive, nurturant, & egalitarian partner), research suggests that
• (a) The New Man is just an ideological construct; it
• doesn’t exit.

• 2. This theory assumes that in every society men set up
• barriers for women to access to power, property, and prestige in order to maintain their domination and control.
• (c) Feminist theory

• 3. The feminist theoretical perspective’s central focus
• is on gender inequality in regards to division of labor in the household. Thus, when applying this theory to minority women, this focus tends to be limited
• because
• (c) Minority women tend to struggle more than gender
• inequality in society

• 4. According to your reading, which ONE of the following is NOT part of the cultural constructions of
• masculinity, especially for Mexican immigrant men?
• (a) Men should be caring and nurturing fathers

• 5. According to your reading (Chapter 20: “Gender
• Displays and Men’s Power”) the domestic gender displays or the relationships between men and women in the family of Mexican immigrant men are
• (b) Becoming more egalitarian

Poverty: lack of absence of essential resources, Webster def: having no money/support, definciency of necessary indgredients, scantiness/ insufficiencey

• Sugrue: Poverty in the Era of Welfare Reform:
• urban America: relocation of production, newly created jobs require degree, skeptical employees, segregation, destabiliizing
• emergence of new urban "underclass" antisocial attitudes
• female-headed households
• Goals of TANF (temp assist to Needy families): jobs, responsiblity, marriage

• Guiding principles:
• programs should be focused, holistic, community bases, integrated to create a system of care
• FIP (McKnight Foundation's Family in Poverty): focus on streght family stability

Seven Programs: eligibility, community serves, the program, delivery mechanism, evaluations

Program Effectiveness: flex/ responsiveness, clear prof boundaries, obtaining basic needs, effectively use of info, long-term foundation funding(5+), prof trust, thorough training

• Why focus on barriers to participation?
• research: increase sample size for research and from underrepresented population
• prevention and intervention: increase program participation for "hard to reach" pop, tailor recruiting strategies, leverage more resources to support families (funding)

• Barriers to Participation (from literature):
• intervention assessment: time demands
• time related/ logistic barriers to intervention: day/time, how often/long to meet
• paretn beliefs and attitudes concerning interventions: percieved usefullness/ family risks/ problems
• family member and other social influences: neg reactions support from fam/friends
• sociodemographic-related barriers to intervention: gender diff, parents edu, parents SES

• Results:
• barriers to participation in initiail assessment
• barriers to participation in the intervention
• family members influence on decision to participate
• sociodemographic factors: invasion of privacy and time demands

• Translate findings into practice:
• program planning: where and when, how long
• recruitment strategies: incentives, target audience
• budget to overcome barriers to paricipation

• 1. According to Spoth et al.’s (1996) article on barriers
• to participation, which one of the following reasons was the most frequently cited barrier to participation in the initial assessment?
• (d) Scheduling conflict

• 2. According to Snell-Johns et al.’s (2004) article,
• which one of the following does not belong to the strategies for promoting change?
• (d) Avoid intruding family privacy issues

• 3. According to Snell-Johns et al.’s (2004) article,
• which one of the following does not belong to the strategies for decreasing attrition?
• (d) Require home-visits

• 4. According to Snell-Johns et al.’s (2004) article,
• which one of the following does not belong to the strategies for overcoming barriers to access?
• (d) Providing money as incentives.

• 5. According to your reading, the use of telephone compared to offering transportation and child care was _____ getting parents to attend and complete the program.
• (b) Much more effective of

• Principles of effective prevention programs:
• program design and content: theory driven, sufficient dosage/ intensity, comphrensive, active learning techniques
• program relevance: developmenally appopriate, appropriately timed, most receptive to change, socially and culturally relevant to participants
• program implementation: delivered by well-qualified/ trained support staff, foster safe relationships
• program assessment and quality assurance: well documented, staff committment to program and evaluation

• Strategies for overcoming barriers to access:
• 1. offer transportation/ child care/ low cost services
• 2. use of the telephone (SSSE) much more likely to attend
• 3. provide home based services (higher success rate)
• 4. faciliate self directed (reading materials and workbook schedules (rural familes))and video based interventions: PAW, offers privacy, self pacing, flex scheduling, sign behavioral changes
• 5. use the format of multiple-family groups: build on tradition, include children and others, goal to decrease familyy social isolaiton, expose new skills, (FAST)

• Strategies to decrease attrition:
• 1. decrease time families spend on waiting list to reduce dropout rate
• 2. monitor therapists behaviors and expectations
• 3. offer incentives for atendance

• Why human services should be interested in cultural diversity?
• more likely to work with persons from diff cultures, ethnic minorites interact more and be in poverty more, less likely to seek preventive care due to trust issues

• Assumptions that lead to difficultlies integrating cultural diveristy in family services:
• 1. adapt services to diff people (avoid cookie cutter approach)
• 2. equal opportunity for all---view in context of barriers to equal opportunities (marginalization, classism, prejudice)
• 3. should focus on the ind'l w/problem---focus on a family centered apprach/ comm/ parent direct
• 4. sufficient knowledge aboud family function---false
• 5. nuclear family is still ideal family---false, think beyond household
• 6. staff are objective and well-trained---false, biased with Eurocentric knowledge
• 7. "if we build it, they will come"---false, barriers, stigma or losing face in participating, time service is avail/trans/ staff
• 8. agencies receiving funds use it effectly for desired program---false, may not have infastructure, one size fits all programming strategy, compete for funding