Social Institutions

“The Family”
 So, what exactly is a family?
The Debate over Family Definitions:
• a group of people related by either blood, marriage, or
adoption
• a social institution that unites individuals into cooperative
groups that care for one another, including any children
• people with or without legal or blood ties who feel they
belong together
- definition varies from society to society
- definition can change over time
Family of Orientation: family that one is born into
∞ Gives name identity
∞ Give heritage
∞ Gives ascribed status
∞ Grants orientation to the world

Family of Procreation: established upon marriage

∞ Legal to have children
∞ Gives name
∞ Becomes ones family of orientation
∞ Grants orientation to the world
 Basic Types of Families
Nuclear Family: family structure
comprised of parent(s) and children

Extended Family: family structure comprised of two

or more generations of adults who live in the
same household & share economic resources
Which Sitcom Represents Which?

Family Matters The Simpsons

 Additions to Family Types
Blended Family: family structure formed
when at least partner in a marriage has
been married before and has children
from the previous marriage

Single Parent Family: family structure in

which one parent is head of household
raising children without other parent
 Additions to Family Types
Childless Family: family structure in which
the married couple choose to or cannot
have children

Same Sex Family: family structure composed

of a homosexual couple living together as
a family with or without children
Which Sitcom Represents Which?
Modern Family

King of Queens

The Brady
Bunch

Full House
 Family Structure
Head of Family Patrilineal Matrilineal Bilateral
For Descent & Male Line Female Line Both Equally
Inheritance
Example Zambezi people Ovambo people Mostly whites

Authority In Patriarchy Matriarchy Equalitarian

Family:
Who Husband Oldest Female Shared By Both
parents
Example Blacks- Namibia Rare/Obsolete Whites
 Recent Family Trends
Ways in which American families are changing:
℗ Cohabitation: people living together without marrying

℗ Postponing Marriage: people are delaying marriage i.e. they

want to finish their studies

℗ Single Parents: children being raised by just one parent

℗ 2005 1 in 3 families with children under 18 had just one parent
in the household 9 (U.S. Census Bureau, 2006)
℗ Since 1970 the number of single parent family has more than
doubled
℗ Same-Sex Families: movement to win the right to marry
℗ 25% of same-sex couples are raising children (U.S. Census
Bureau, 2002)
℗ Mothers Joining the Workforce:
℗ 18% of young children are spending time in child-care
programs (Urban Institute, 2004)
 Interpreting the family mind map
• Family map is a strategy to help teachers understand a
family’s resources and support networks of the children
under their care.

• Some children come to school with many needs.

• the mapping can help teachers understand the family

dynamics and stressor better.

• It also help teacher recognise family strengths and

resources.
 Family mind map continues…
• It is a tool that add teachers in developing a caring and trusting
relationship with families, supports, resources and strength in
mind.
• Home environment greatly influence what goes on in school.
• Teachers must understand families who are diverse in culture,
sexual orientation, economic status, work, religious beliefs, and
composition.
• Family diversity include single-parent families, blended,
divorced, extended, homeless, migrant families to mention but
a few.
• Examining these family characteristics helps teachers engage
families in ways that foster optimal child development.
 Family-teacher relationships
The following are basic understanding in good family-
teacher relationships:
Families deserve to be valued, respected, understood,
and appreciated.
A relationship develops over time and with trust.
Teachers cannot make families do things their way,
pressure impedes relationship.
Listen to family members points of view, reflect on what
they tell you, and show understanding.
Maintain healthy relationships and open communication
with families.
Important, please make time for the family.
Aspects to consider when teaching learners
from diverse families/backgrounds
• Teacher should build on knowledge which is shaped by
their family, community and cultural history.
• Working with children from culturally and linguistically
diverse backgrounds poses special challenges to
educators.
• To meet the needs of all members of the school
community, efforts should be made to ensure that the
school system strives to achieve “cultural
competence”.
• Cultural competence is a term that describes what
happens when special knowledge about individual and
group of people is incorporated into school policies and
practices.
 Aspects to consider ……
• That does not only include appreciating the
family and their unique backgrounds, but also
to increase the quality and effectiveness of
services in order to produce better outcomes.
• Schools should value diversity, be committed
to manage the “dynamics of difference”
incorporated cultural knowledge into
practices and adapt to diversity and cultural
context of community which they serve
(Recognition & Response. Org. 2007-2008)
 Economic factors influencing the
family
• The economic resources of a family do not
determine how much a family love their children or
whether they are skilled at rearing.
NB! Families without access to:
• quality food,
• optimal preventative health care;
• affective treatment of childhood illnesses and
quality education can affect children development.
 Article 14 Family and Article 15
Children 'rights
• A child has the right to be cared for, to
receive education, to have your own
name, to have a roof over their head, to
have food to eat etc.
 Poverty?
• Poverty is the state of one who lacks a certain amount of
material possessions and money including the basic
needs.
• Poverty put severe strain on families, causes feeling of
depression and increasing family dysfunction.
• It could result in hardships, isolation and exclusion.
• What resources are available in the community that could bring
relief to families affected by poverty.
• Free primary education that was introduced in 2013. In what
way does it help the parents?
• How can we encourage parents to become more involved in
their children’s education?
Unit 3: Social Environment: Social
groups and culture
• In this unit we will explore the different types of
cultural groups in Namibia in order to have a
better understanding of one’s own culture and of
others.
• We will also look at rural and urban communities
and examine what services are provided in
these areas
• Also we will look at the social environment and
discuss different social groups especially the
family.
 Define Social groups
• A social group is a number of people who
interact with each other on a regular basis.
Social relationships are established. Social
groups are units of society.
• We live in groups such as family.
 Characteristics of Social Group
• The group is known by a name
• It consists of at least two persons, each member should be conscious of
his/her membership to the group.
• Each group is structurally organised.
• Interaction takes place between members with a definite meaning and
purpose.
• The member has sense of belonging to the group.
• Each group has its own set of rules, ways of behaviour and of interacting.
• By interacting in these groups certain beliefs, and attitudes are formed.
• In each society we have different social groups and in these social groups
our learners act with one another, and have certain behaviour and atitudes.t