Thesis (M.A.)--Florida State University, 2005. / Advisor: Elizabeth Stuckey-French, Florida State University, College of Arts and Sciences, Dept. of English. Title and description from dissertation home page (viewed Jan.12, 2006). Document formatted into pages; contains vi, 113 pages.

Thesis (Ed.M.)--Boston University / There have been many contrasting statements as to the helpful or destructive force television has on many families, but, because television is in its infant stages, sufficient research is lacking to produce conclusive evidence. This investigation is an attempt to discover the various forms of recreational activities in which the family participated before television and to find out whether or not the family participation in activities is less, just as much, or more after television.

This ethnographic field study examined six female home economics teachers' conceptions of Family Life Education (FLE) curriculum, the perceived influences on these conceptions and the relationship of the conceptions to classroom practice. Data from classroom observations, interviews and selected documents were analyzed using a framework of conceptual categories from the literature of curriculum and of FLE, and two emergent analytic categories ("tensions and constraints" and "images of FLE curriculum practice"). Six curriculum conceptions were labelled according to the teachers' beliefs about the aims and purposes of FLE. Similarities were related to the nature of FLE subject matter, while differences suggested differing views of the educational enterprise. Although the teachers indicated that multiple factors had influenced their beliefs about FLE curriculum, all considered life experiences to have had the greatest impact, suggesting that the curriculum conceptions were personally derived and represent the teachers' personal visions of FLE curriculum. The considerable consistency between the teachers' articulated beliefs and their classroom practice in this study implies that curriculum conceptions were significant influences on curriculum practice and confirms the belief in the field that the teacher is the FLE curriculum. Contextual factors (such as the institutional nature of schooling) appeared to mediate some beliefs and may have contributed to some inconsistencies between beliefs and practice and to the emergence of some unarticulated beliefs. For the most part, these factors were related to the subject matter itself and indicate that FLE teachers may experience some unique influences on their practice. The images of curriculum practice provide insight into the role of beliefs in the translation of FLE curriculum in the classroom. Of particular significance was the extent to which these images reflected the influence of personal life experience. These images also situate teachers' beliefs about FLE curriculum within the classroom and indicate that teachers' beliefs interact with both the students and the subject matter of the curriculum. This interaction contributes to the character of the curriculum in use and suggests that while teachers' beliefs do play a central role in the translation of curriculum, other factors may also exert an influence. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

For a generation in many sociological literatures, China has provided the example of traditional family with good intra-familial relationship, filial piety and extended family support which is unusually stable and substantially unchanged. However, with the emergence of modernity, in the forms of industrialization and urbanization; capitalization and public policy transformation, the family structure has undergone changes where nuclear and asymmetrical types have emerged. At the same time, family support for the elderly is affected by the changes in family formation, family dynamics, as well as people’s values and their way of life. Do the theories concerning the relationship between modernity and family change that have been proposed and developed by western scholars, apply to Chinese societies also? Are there any differences between Western and Chinese culture in forming family organizations during modernity? For answering these questions, this study explores the impact of modernity on family structure and changing functions in terms of family support for elderly in China. The aim is to understand why and how family change in its structure and functions within modernity. To fit the purpose and nature of this study, the exploratory strategy is used. By adopting historical review in the first stage, families in six historical stages (legendary and heroic age; Neolithic age; Xia, Shang and Western Zhou dynasty; Spring and Autumn, Warring States, Qin and the Western Han dynasty; from Eastern Han to early and middle period of Qing; and Late period of Qing until more recent years) are examined to show the “macro-transformations” and “micro-adaptive adjustments” that had happened to Chinese families in history. Then, adopting the methodological concept of invariance, multiple-case (M-C) studies in three areas in China are conducted to illustrate the Chinese families in different level of modernization, namely the agrarian pre-modern (Yunnan), the transforming-mix modern (Beijing), and the capitalist modernized (Hong Kong). Based on the survey data and from analysis of semi-structured interview with 62 respondents about their own family experiences and 8 experts about their viewpoint and explanations, there is evidence showing that corresponding structure and family support for elderly changes are aiding modernization under diverse socio-economic characteristics (i.e. under developed, developing and developed localities). To explain this phenomenon under study, a geo-adaptation model is developed from both macro and micro perspective to give insight on how modernity affects the ways of family support for elderly members. It has concluded that the development of modernity, as one of the vital reasons, contribute to changes in family structure globally (i.e. from stem and extended to nuclear and diverse form), but the care function for the aged, is not destined to deteriorate. To some extent, the Chinese tradition of filial piety and the family policy could strengthen social cohesion by maintaining the core functions once provided by the stem and extended family.

No description available.

No description available.

No description available.

No description available.

Maternity leave is a critical work-family policy that affects over two-thirds of the working U.S. female population. Although it has been studied extensively, especially since the passage of the Family and Medical Leave Act of 1993, the majority of the research has focused on White, middle-class, married, and educated working mothers. There is a plethora of information about access to maternity leave, utilization of maternity leave, length of maternity leave, and compensation during leave. However, there are several limitations in the research. A majority of studies use outdated datasets; measure family leave as a proxy for maternity leave; study paid and unpaid maternity leave as one variable; and leave out contextual factors. Using intersectionality theory as a guiding framework, which poses that women's gendered experiences are shaped by the intersection of race/ethnicity and class, the purpose of this study is to identify similarities and differences in the maternity leave practices of a racially diverse sample of working mothers. The Listening to Mothers III Survey of births occurring in 2011 and 2012 will be used for this study. Bivariate and multivariate analyses were conducted to determine the factors that predict access to leave, utilization of leave, length of leave, and compensation during leave. Results show that sociodemographic factors such as household income, poverty level, and insurance are consistent predictors of access to leave, use of leave, and length of leave. Using an intersectional approach revealed that mothers' intersectional locations can increase or decrease their chances of getting access to leave, using leave, the length of leave taken, and compensation received during leave. The results of this study show that including sociodemographic factors in maternity leave research can further our understanding of how the social characteristics of working mothers impact their maternity leave experiences. Paying more attention to these factors in maternity leave research will contribute recommendations for creating more inclusive maternity leave policies.

No description available.