Universitat Internacional de Catalunya
The Sociology of the Family
Other languages of instruction: English, Spanish,
Teaching staff
At the end of the class or staying online
Introduction
This is a subject that deepens the educational role of the family in convergence with the school.
Therefore, any policy aiming to improve literacy standards cannot be limited to formal educational settings, where children spend only a small proportion of their time. On the contrary, it needs to embrace the family as a whole and include parents as partners in theirchildren’s education from the very beginning of their children’s lives. It should aim to raise parents’ awareness of the difference they can make and set up systems that offer constant encouragement and support according to individual requirements and needs.
Objectives
| 2, 5, 6, 11, 12, 13, | 9, 10, 11, 12, | CE8, CB7, CB10, CG2, CG5, CG6, CG7, CT6, | CML, CPL, FDV, TL, ETI, TG, | CT, CP, MC, | PA, PT, ETE, |
Competences/Learning outcomes of the degree programme
- CB06 - Possess and understand knowledge that provides a basis or opportunity to be original in the development and / or application of ideas, often in a research context
- CB07 - That students know how to apply the knowledge acquired and the ability to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study
- CB08 - That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments
- CB09 - That students know how to communicate their conclusions - and the knowledge and ultimate reasons that support them - to specialized and non-specialized audiences in a clear and unambiguous way
- CB10 - That students know how to apply the learning skills that allow them to continue studying in a largely self-directed or autonomous way
- CE07 - Relate education with the social environment, understanding the educational function of the family and the community, both in the acquisition of skills and learning and in education in respect of rights and freedoms, in equal rights and opportunities between men and women. women and equal treatment and non-discrimination of people with disabilities
- CE08 - Identify the historical evolution of the family, its different educational styles and the incidence of the family context in education; show social skills in relationship and family orientation
- CE09 - Identify the constitutive elements of human nature and the centrality of the person to understand and carry out a comprehensive education
- CG01 - Formulate reflective and critical, responsible, ethical and respectful judgments about the various protagonists of the educational process (family, school and society)
- CG02 - Analyze and synthesize the information obtained from different environments in order to solve problems or conflict situations, to identify and define the significant elements that constitute a problem to solve it judiciously and effectively
- CG03 - Integrate and collaborate actively in the achievement of common objectives with other people, areas and organizations
- CG04 - Present ideas orally and in writing, adapting to different communication styles and types of activities
- CG05 - Organize and plan different types of activities, events and situations
- CG06 - Integrate and use Information and Communication Technologies in various fields in an efficient and responsible way
- CG07 - Express themselves in public and make presentations with digital support adapted to the different interest groups of the school context
- CT01 - Critically analyze personal work and use the appropriate resources and strategies for professional improvement
- CT02 - Work in a team and develop attitudes of participation and collaboration as an active member of society
- CT03 - Show ethical and responsible behaviors as a citizen and as a professional
- CT04 - Develop the ability to assess inequalities based on sex and gender, to design mechanisms to achieve real equality, avoiding partial and discriminatory interpretations
- CT05 - Identify strategies to promote gender equality, equity and respect for human rights
- CT06 - Promote inclusive situations and environments for Sustainable Development, creating effective, responsible and inclusive contexts at all levels
Syllabus
Collaboration between the Family, the School and the Community (Subject: Sociology of the family)
0. Internal programming in content and skills
0.1. Competence in linguistic communication
0.2. Personal, social and learning competence
0.3. Citizen competence
0.4. Competence in cultural awareness and expression
1. Starting point: school failure among vulnerable students in Spain, the role of the family
2. Objectives of the subject Sociology of the Family
2.1. Collaboration between family, school and community
2.2. Family literacy: narratives, culture, parenthood
3. Delimitation of the scope of the subject
4. Global conceptual framework: School, Family, and Community Partnerships
5. The Coleman Report (The Coleman Report)
6. First step: Family involvement (family involvement) in search of equityeducational (educational equity)
7. First step: the family educates its children by exposing them to various frameworks of learning in real life
8. First step: effects of the family-school commitment and academic results
9. The objective: the family commitment seeks to reduce the achievement gap, to achieve educational equity
10. The objective: opportunity gap and achievement gap.
11. The media: Expanded learning opportunities
12. Actors and times of extended (expanded) learning opportunities.
13. Mentoring
13.1. "What Do We Know?"
13.2. Mentoring programs
14. Family literacy
14.1. Family stories
14.2. Family stories: intentional family
14.3. Family stories: making sense of the world
14.4. Family stories: family culture and stability
14.5. Constructive / divergent family histories
14.6. Family narrative as meaning of life
14.7. Family memory, family narrative (family memory)
14.8. Narrative skills and literacy (narrative skills)
14.9. Academic success, narrative skills and literacy (narrative skills)
15. Early childhood education and the role of the home
15.1. Home visits
15.2. High quality early childhood education
15.3. Stress reduction
15.4. The impact of adversity during childhood on children's development
15.5. High quality early childhood education: continuity
15.6. School preparation I.
15.7. School preparation II.
16. Families and libraries
16.1. Family commitment and public libraries I
16.2. Family commitment and public libraries II
16.3. Family commitment and public libraries III
16.4. Family commitment and public libraries IV
17. Family, school and community
17.1. A model for promoting commitment
17.2. Purposes and objectives
17.3. Care, trust, respect, reciprocity
17.4. Finish school (stay in school)
17.5. A model of synergies. Six types of commitment.
17.6. Parenthood/ parenting
17.7. Communication / communicating
17.8. Voluntariado / volunteering
17.9. Learning at home
17.10. Decision making/decision making
17.11. Collaborating with community / collaborating with com
Teaching and learning activities
Online
Collaboration between the Family, the School and the Community (Subject: Sociology of the family)
CLASS METHODOLOGY
Lecture, reading of the contents and, at the end, questions from the teacher and the students.
A. to 50% (approximately 55 minutes) of the methodology is the master class from PowerPoint.
We will rest for 5 minutes.
B. The second 50% consists of:
- i. careful reading of the slides explained in each class (20 minutes)
- ii. and then there is a reflection on the contents that the teacher has initially explained with the PowerPoint that the students have later reread and reflected on.
- iii. It will be 40 minutes of discussion in the most positive sense of the word. A true reflection to better understand the subject and prepare, consequently, the exam.
Evaluation systems and criteria
Online
Collaboration between the Family, the School and the Community (Subject: Sociology of the family)
ASSESSMENT
1. 100% of the grade for the subject is the exam.
- An exam that is done with all the resources in front of it.
- There are four monographs that expand on topics covered during the course. One of the texts will be chosen and a question will be asked about it in which it must be demonstrated that the concepts of the subject are handled in a timely manner.
- It is difficult to use ChatGPT or other Artificial Intelligence because the question is very specific and the monographs are not very affordable for now.
- The final exam takes place on May 15 between 5:00 p.m. and 7:00 p.m. We'll connect and I'll ask the question verbally. If the file is uploaded late we are facing a suspense.
- The exam file will be presented in Word, whoever can and knows converts it into PDF, and will have a reflective, representative, relevant title.
- A sufficient level of spelling, writing, coherence, argumentation will be essential elements.
- The length of the exam is one side, with 1.15 line spacing, and with the margins that Word offers by default.
- Putting the name and surname is essential, although this information is provided by the software.
2. You can go up to one point on the exam grade.
- For this point add a good attendance, an attentive and participative attitude in class and above all the creation of a small work.
- The small work that is radically voluntary will be the result of small proposals that I will be making throughout the explanations. Once again, it is a one-sided paper with the same characteristics as the Word for the exam.
- All this will take place once the class is finished with each student.
- This 1 point does not subtract, it only adds.
- In the extreme case that a student will get a 10 on the exam, and they get their extra point, in fact, they would end up having an 11. And it is seen that in the file they would return to 10.
Bibliography and resources
Ruiz-Valenzuela, J. Montalbán Castilla, J (14.9.2022). Fracaso escolar en España: ¿Por qué afecta tanto a los chicos y alumnos de bajo nivel socioeconómico?. EsadeEcPol Center for Economic Policy. Recuperado, 20.10.2022., https://www.esade.edu/ecpol/es/publicaciones/fracaso-escolar-en-espana-por-que-afecta-tanto-a-los-chicos-y-alumnos-de-bajo-nivel-socioeconomico/
H. Weiss, M. E. López and M.Caspe,(2018). Joining Together to Create a Bold Vision for Next Generation Family Engagement, Carnegie Challenge Paper. Global Family Research Project.
Coleman, J. S.; Campbell, E. Q.; Hobson, C. J.; McPartland, F.; Mood, A. M.; Weinfeld, F. D. y York, R. L., (1966): Equality of Educational Opportunity (Washington D.C., U.S. Government Printing Office).Weiss, H., Bouffard, S., Bridglall, B., & Gordon, E. (2009). Reframing family involvement in education: Supporting families to support educational equity. Equity matters (Research Review No. 5, Campaign for Educational Equity). Campaign for Educational Equity, Teachers College, Columbia University.
Boonk, L., Gijselaers, H. J., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10-30. Jung, S. B., & Sheldon, S. (2020). Connecting Dimensions of School Leadership for Partnerships with School and Teacher Practices of Family Engagement. School Community Journal, 30(1), 9-32.Carter, P. L., & Welner, K. G. (Eds.). (2013). Closing the opportunity gap: What America must do to give every child an even chance. Oxford University Press.
Cavell, T., DuBois, D., Karcher, M., Keller, T., & Rhodes, J. (2009). Strengthening mentoring opportunities for at-risk youth. Policy Brief. Oakland, CA: The Mentoring Center. Available at: www. mentoring. org/downloads/mentoring_1233. pdf (accessed October 2010).
Morrow, L. M. (Ed.). (1995). Family literacy connections in schools and communities. New Brunswick.
Doherty, W. J. (1999). The intentional family: Simple rituals to strengthen family ties. HarperCollins.
Kellas, J. K., Morgan, T., Taladay, C., Minton, M., Forte, J., & Husmann, E. (2020). Narrative Connection: Applying CNSM Theory’s Translational Storytelling Heuristic. Journal of Family Communication, 20(4), 360–376.
Center on The Developing Child (2014). En Breve: El Impacto de la Adversidad Durante la Infancia Sobre el Desarrollo de los Niños. Recuperado, 2.12.21, en: https://developingchild.harvard.edu/translation/el-impacto-de-la-adversidad-temprana-en-el-desarrollo-de-los-ninos/
Departamento de Salud y Servicios Humanos de los EE. UU., Administración para Niños y Familias, Oficina Nacional de Head Start., Centro Nacional del Compromiso de Padres, Familias y Comunidad. (2018). Marco de participación en Head Start de los padres, las familias y la comunidad. Recupareado, 1.12.21. en https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/pfce-framework-spanish.pdf
López, M.E. and Caspe, M. (2021). Know, Partner, Lead: Family Engagment in Public Libraries. Lopez, M. E. Mehra, B. Caspe, M.(Eds.), A Librarian’s Guide to Engaging Families in Learning. Santa Bárbara. Pp.3-20.
Lopez, M. E., Caspe, M. & Simpson, C. (2017) Engaging Families in Public Libraries, Public Library Quarterly, 36:4, 318-333, DOI: 10.1080/01616846.2017.1354364
Epstein, J. L., Sanders, M. G., Sheldon, S. B., Simon, B. S., Salinas, K. C., Jansorn, N. R., ... & Williams, K. J. (2018). School, family, and community partnerships: Your handbook for action. Thousands Oaks.