ISS 210 1st Edition Lecture 22Outline of Last Lecture I. Sibling CaregiversII. Age grade SegregationIII. Other Community InvolvementsIV. Learning About Work V. USDA Family Expenditure on Children VI. Engaging Groups or DyadsVII. Social Markers VIII. Four Stages of the Hindu Life CycleIX. Life Cycle MakersX. Age as Life Cycle MarkerXI. Piaget’s ChemataOutline of Current Lecture I. Cultural Expectations II. Onset of Responsibility III. Adolescence IV. Rites of Passage V. Mbuti Pygmies’ NKumbeVI. MarriageVII. The Impact of Agriculture VIII. Gender RolesIX. Changing Gender Roles in US X. Changing Family StructureXI. Gender and Social RelationsXII. Interdependence and AutonomyXIII. Sleeping IndependentlyXIV. Interdependence Current LectureI. Cultural Expectations – Autonomy and Intent– “Give and take” to children II. Onset of Responsibility – Cross-Cultural comparison suggests children – 5-7 begin to be responsible and teachable – 8-10 parents begin to count on children to understand and to help’ with competence and reliability – No natural points of transition; depends on assumptions and organization of the community – Compulsory education shapes maturationIII. Adolescence – Gap between childhood and adulthood – Boys are too young to marry– Segregated from productive roles in society – May have adult responsibilities – Universal characteristic or the function of young peoples segregation from productive roles in society– By the late 1900s urban life seen as a corrupting force allowing formation of a youth culture with its own styles, languages, and priorities – 1960s beach movies– Adults produce the commodities IV. Rites of Passage – Rituals that assist individuals in their transition from one status in society to another– All rites of passage have three stages – Separation– Physical/spatially separated from familiar – Symbolically separated by clothing and actions– Liminal period (standing in the door way) – Re learning and reeducating initiates – Social recognition of the new status – Describe how these element figure in wedding ceremonies you are familiar with V. Mbuti Pygmies’ NKumbe– Separation– South a– Boys ceremony – Liminality – Circumcised VI. Marriage– Marriage in the majority of worlds communities is arranged by the community or family, not just the two individuals – Before the industrial revolution, parents chose a husband for their daughter based on personal qualities; love and personal attachment were secondary considerations– Division of labor in many societies require couples to complement each others skills VII. The Impact of Agriculture – Hunter gatherer communities tended to be flexible and egalitarian in gender rolesVIII. Gender Roles– Parental treatment of sons and daughters reflects expectations of adult roles – Where birth control is not prevalent, women spend most of their child bearing years pregnant or nursing – Boys and girls spend majority of their time with women assisting with women’s activities– The Betty Crocker ideal is uncommon IX. Changing Gender Roles in US – 19th century shifted from rural to urban – Shifted from home to factory during WWII to home – Shifted from factory to home post WWII – Shifted back to “pink collar” jobs as service and information processing expanded and inflation required two incomes to maintain middle-class standard of living X. Changing Family Structure– Family size decreased – Cash outlay per child increased and obvious – Child contribution to house hold reduced with child labor laws and compulsory schooling– Mothers in labor force from 10% in 1940 to nearly 60% in 1990 – Mother only families increased– In pre industrial societies, husbands and wives were economically interdependent XI. Gender and Social Relations– A crisis of confidence – Observed among Euro American pre adolescent girls – Aggressiveness cross-culturally– Boys (physical bullying) aggressive– Girls (cyber-bullying) malicious gossip XII. Interdependence and Autonomy– “Common Sense” – Independence and Autonomy– Euro American mothers goal: individuality, self-expression, and form freedom from others in action and thought – Child is born dependent and needs to be taught to ‘stand on their own two feet’ and eventually to ‘leave the nest’ – Intensive involvement with young children, then connecting them with external training institutions while monitoring their development – Chinese American mothers goal: becoming self-reliant and developing the social skills needed to become successful, contributing members of the family and society – Prepare child for lifetime engagement with the familyXIII. Sleeping Independently– US belief that night time separation is essential to developing sense of independence and makes daytime separation easier – Infants have their own room– Bedtime rituals– Avoid giving infant comfort at night– Cross culturally – In 136 societies, 2/3 of infants sleep with their mother, in the rest infants slept in the same room– In 100 societies, Americans were the only ones to maintain space for their babies – Ethnocentrism: Americans reacted as negatively to children sleeping with parents as members of other societies reacted with shock to the motion of American children sleeping alone. XIV. Interdependence – Responsive interaction with the group based on respect for autonomy of individuals – Individual autonomy is a social product– One gains autonomy to the extent one grants it– Non intervention except when actions would cause serious harm– Forcing a child to follow the mothers agenda would be lack respect for the child’s autonomy – Siblings voluntarily respect infants autonomy, surrounding object they themselves want – Mazahua respect sets pattern for leadership and adult interaction– Non intervention viewed by outsiders a lack of control over