Learning objectives

Referring to knowledge Be familiar with the major areas and lines of research in the field of sociology of the family. Analyse the main theoretical concepts and arguments in the sociology of the family, including the applied and empirical dimensions of current family processes and government policy. Understand family realities and the various approaches to them from a gender perspective. Understand the role of the family (or families) in society, and the context in which it should be framed to assess the significance of its sociological study and research. Examine families and family policies from historical and comparative perspectives.   Referring to abilities, skills Establish quantitative and qualitative indicators for studying the main characteristics and challenges of cohabiting family groups, and for proposing appropriate public policies. Analyse the fundamental characteristics of families—their composition, diversity, functions, strategies, contexts, problems, and associated stereotypes or symbols—using advanced research that combines diverse methodologies. Work effectively in teams, participate collaboratively in research activities, and prepare oral group presentations.   Referring to attitudes, values and norms Develop an analytical and critical understanding of surrounding family realities. Develop an awareness of the dominant family culture and of situations of inequality and discrimination affecting certain family groups from a gender perspective.

 

 

Teaching blocks

 

1. Theoretical Concepts and General Debates

2. Family Changes and Diversity

3. Families, Time and Policy

 

 

Teaching methods and general organization

 

The subject requires students achieve established objectives and acquire specific knowledge through classes and other activities, which can be grouped into three main areas: 1. General theoretical content. This area includes: Theoretical classes covering the content of the three teaching blocks for the subject, assessed by means of a final examination. Reading diverse related materials and undertaking further independent study. Completion of various individual or group exercises carried out directly in class and spanning most thematic areas. 2. Participation in a seminar on cross-disciplinary applications. This area involves in-depth study of specific aspects of the subject and includes: Attendance at the seminar, consisting of talks or videos led by experts in the relevant fields. Participation and contribution in online forums, exercises, and discussions on related topics. 3. Introduction to Research in the Sociology of the Family. This area focuses on active engagement in research and includes: A group research project on a topic covered in class, supported by several tutorial sessions. An oral presentation (45-60 min) of results at the end of the course. Activities designed to guide students through the process of group research according to their interests and motivations. The students’ capacity for critical analysis and their communication skills are also promoted. Optional involvement in service-learning activities, which may include work with social organizations, institutions, or centers outside the Faculty and can be linked to teaching innovation projects carried out by Faculty members.

 

 

Official assessment of learning outcomes

 

Continuous assessment Students are required to demonstrate they have achieved the established learning objectives and completed all required activities. Assessment is based on an evaluation of the different components of each part of the course. The weighting of each component in the final grade, provided that a pass mark of at least 5 is obtained in each, is as follows: Final examination (50% of the final grade). Participation in the cross-disciplinary applied seminar and related activities (15%). Participation in the various individual or group exercises/activities carried out during class sessions (15%). Group research project (20%).   Examination-based assessment Continuous assessment is the recommended option. However, students who prefer to opt for the single mode of assessment may do so during the first three weeks of the course. Single assessment consists of a final examination worth 100% of the final grade. This exam specifically evaluates the student’s ability to synthesize information and apply the concepts learned. The material assessed corresponds to the general bibliography and recommended readings for the course. Students choosing this option are expected to attend a tutorial class to discuss the main bibliography in greater detail. Repeat assessment All students have the right to be re-evaluated, regardless of whether they initially opted for the continuous or single mode of assessment. The repeat assessment procedure follows the same format as that for single assessment.

Reading and study resources

Check availability in Cercabib

Book

ALMEDA, Elisabet ; DI NELLA, Dino (eds.) (2011) Las familias monoparentales a debate. Barcelona. 5 volúmenes,  Copalqui, Editorial. http://www.ub.edu/tiifamo/publicaciones/

Catàleg UB  

ALMEDA SAMARANCH, Elisabet; ORTIZ MONERA, Rosa y OBIOL I FRANCES, Sandra (2016). “Retos y dilemas de las familias monoparentales en tiempos de cambio. Una investigación grupal en curso”. En Obiol, Sandra y Di Nella, Dino (Eds.) Monoparentalidades en transformación, monoparentalidades transformadoras. Barcelona: Copalqui editorial. http://www.ub.edu/tiifamo/publicaciones/

Recurs electrònic extern  

BECK-GERNSHEIM, Elizabeth. La reinvención de la familia. Barcelona [etc.]: Paidós, cop. 2003

Catàleg UB  

Beltrán Mayoral, Cristina; Almeda Samaranch, Elisabet (Dir.) (2018): Familias monoparentales, redes y asociaciones. Proyectos y experiencias en el Estado español. Colección: Familias Monoparentales y Diversidad Familiar. Número 18, Barcelona. Barcelona: Copalqui Editorial. ISBN 978-84-945866-1-3 

CASTREN, A.-M., CESNUITYTE, V., CRESPI, I., GAUTHIER, J.-A., GOUVEIA, R., MARTIN, C., MORENO MINGUEZ , A., SUWADA, K. (eds.) (2021)  The Palgrave Handbook of Family Sociology in Europe. Palgrave Macmillan.

Versió en línia (2021)  

FLAQUER, Lluis, ALMEDA, Elisabet i NAVARRO, Sara. Monoparentalitat i infancia. Barcelona: Fundació "La Caixa", cop. 2006

Catàleg UB  
Catàleg UB. Versió en castellà (2006)  

MEIL, Gerardo. Pares i fills a l’Espanya actual. Barcelona: Fundació "La Caixa", cop. 2006

Catàleg UB  

MOSS, Peter; Ann-Zofie DUVANDER and KOSLOWSKI , Alison (eds.) (2020) Parental Leave and Beyond. Recent International Developments, Current Issues and Future Directions. Policy Press

 

Catàleg UB  

NIWUWENHUIS, Rense, VAN LANCKER, Wim (Eds.) (2020) The Palgrave Handbook of Family Policy. Palgrave. https://link.springer.com/book/10.1007%2F978-3-030-54618-2

 

Versió en línia (2020)  

OECD (2022), Evolving Family Models in Spain: A New National Framework for Improved Support and Protection for Families, OECD Publishing, Paris, https://doi.org/10.1787/c27e63ab-en.

 

Versió en línia (2022)  

RUÍZ, Diego. Después del divorcio : los efectos de la ruptura matrimonial en España. Madrid: Centro de Investigaciones Sociológicas [etc.], 1999

Catàleg UB  

Article

DI NELLA, Dino; ALMEDA SAMARANCH, Elisabet y ORTIZ MONERA, Rosa (2014)  “Perspectiva no androcéntrica en los estudios sobre familias monoparentales. Reflexiones e implicaciones metodológicas”, en Athenea Digital. Revista de Pensamiento e Investigación Social 14/2: 181-207.

 

ESCOBEDO, Anna ; FLAQUER, Lluís ; NAVARRO, Lara. The Social politics of fatherhood in Spain and France: a comparative analysis of parental leave and shared residence. Ethnologie française [en línia], 2012, vol. 42, núm.1, p. 117-126 [consulta: 28 de juny de 2016]. Disponible a: 

TRUJILLO, Macarena y ALMEDA SAMARANCH, Elisabet (2017) “Monomarentalidad e imaginarios de género en contexto migratorio: Punto de vista epistemológico feminista en el estudio de las migraciones” En EMPIRIA, Revista de Metodología de Ciencias Sociales, 37: 101-125.