Cultural Anthropology Canadian

Canadian 4th Edition Haviland

Solutions Manual
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8 Family and Household
INTRODUCTION

Living in a social group is a basic human need. Families are the core social groups for
couples with and without children and for single parents with children. The traditional
form of family in Canada is the nuclear family. There are many other forms of family in
the world. Who then nurtures the children is a factor of social, historical, and ecological
circumstances.

Household refers to the residential unit and all the members who live there. In most
cases, it is the family that lives in a household. Problems may arise from isolation from
kin, juggling work and parenting, and the general stresses of trying to provide
economically for the household members.

IF NOTHING ELSE, MY STUDENTS SHOULD LEARN…

1. The Western assumption that all households are built around conjugal relationships is
ethnocentric.

2. There are various problems engendered by different kinds of living arrangements.

Different family patterns produce different internal tensions.

3. The variations in postmarital residence affect the way a household is made up.

LEARNING OUTCOMES (INCLUDING BLOOM’S TAXONOMY)

Students should be able to:

LO 8.1: Critically examine the nature of the Canadian family. [Evaluate]

LO 8.2: Explain the functions of the family in human society and the difference between
family and household. [Understand]

LO 8.3: Identify the various forms of family organization, and discuss their features.
[Remember/Understand]

LO 8.4: Identify and describe the residence patterns found in diverse societies.
[Remember/Understand]

Copyright © 2013 by Nelson Education Ltd. 8–1

KEY TERMS AND CONCEPTS

1. Family—A married or common law couple with or without children, or a lone parent
with dependent children. May sometimes include non-kin members. (page 174)

2. Culture-bound—The interpretation of other practices and beliefs from the standpoint

of one’s own culture. A culture-bound interpretation can be biased and unwilling to
accept the validity of alternative phenomena. (page 174)

3. Consanguine family—A family unit consisting of a woman, her dependent offspring,

and the woman’s brothers. (page 174)

4. Conjugal family—A family consisting of two or more married or common law

people, including same-sex people, with their dependent children. (page 174)

5. Nuclear family—A married or common law couple and their dependent children.
(page 174)

6. Polygynous family—A family consisting of a man and his multiple wives, along with
their dependent children. (page 174)

7. Polyandrous family—A family consisting of a woman and her multiple husbands,

along with their dependent children. (page 175)

8. Household—The basic residential unit where economic production, consumption,

inheritance, childrearing, and shelter are organized and implemented; may or may not
be synonymous with family. (page 181)

9. Extended family—A collection of nuclear families, related by ties of blood, that live
together in one household. (page 183)

10. Patrilocal residence—A pattern in which a married couple lives in the locality
associated with the husband’s father’s relatives. (page 184)

11. Matrilocal residence—A pattern in which a married couple lives in the locality
associated with the wife’s relatives. (page 184)

12. Ambilocal residence—A pattern in which a married couple may choose either
matrilocal or patrilocal residence. (page 185)

13. Neolocal residence—A pattern in which a married couple establishes its household in
a location apart from either the husband’s or the wife’s relatives. (page 185)

14. Avunculocal residence—A pattern in which a married couple lives with the
husband’s mother’s brother. (page 186)
8–2 Copyright © 2013 by Nelson Education Ltd.
15. Sororal polygyny—A man marries several women who are sisters. (page 186)

16. Fraternal polyandry—A woman marries several men who are brothers. (page 187)

WHY IS THIS CHAPTER IMPORTANT TO ANTHROPOLOGISTS?

• Marriage exists in all cultures in different forms and for different functions.
Generally, this results in the production of a family unit and a household
residence. Anthropologists make a distinction between the terms “family” and
“household” because not all members of a family necessarily live together or have
strong relationships with one another.

• The concept of family is integral to all cultures. In many cultures, family forms
the most significant organizing principle by which all other cultural aspects
connect. Anthropologists have spent decades researching the kinship and family
relationships in cultures for this very reason.

WHY SHOULD STUDENTS CARE?

• As our global awareness continues, an understanding of what constitutes a family

in other cultures will be necessary, particularly with respect to acculturating
immigrants to Canadian standards. For example, in other cultures very young
children look after even younger children while their parents are away. These
newcomer parents may not realize that this is illegal in Canada. Students may run
into cross-cultural misunderstandings like this in whatever career choice they
make. An awareness of where this misunderstanding is coming from will be of
immense benefit.

• Students working offshore should have some understanding of cross-cultural

differences in family and household. Such an understanding will help them cope
with culture shock.

WHAT ARE COMMON STUDENT MISCONCEPTIONS AND

STUMBLING BLOCKS?

• Students will probably use the terms “family” and “household” interchangeably to
refer to people who live together.

• Students will assume that the neolocal nuclear family is the most common type
around the world.

Copyright © 2013 by Nelson Education Ltd. 8–3

WHAT CAN I DO IN CLASS?

Introductory Exercises

• Becoming 13
National Film Board Interactive Film
http://www.nfb.ca/film/becoming_13
Short documentary following three 12-year-old girls over one year. The film
shows that the greatest influence on them is family.

• Show clips of a number of television families: All in the Family, Family Guy, The
Simpsons, and Modern Family. What do the TV shows say about the family?
Compare this to earlier shows, such as Leave It to Beaver, The Danny Thomas
Show, Adventures of Ozzie and Harriet, Family, and Family Ties. What
stereotyping exists? How has it changed in more recent shows? What is the
message sent today?

Essay/Discussion Questions

• Compare the nuclear family to the extended family. What are the advantages and
disadvantages of each?

• Anthropologists use participant observation as their methodology to understand a

culture group. Read how an anthropologist experienced polygamy firsthand. What
are your thoughts on this?
Leanna Wolfe, “Adding a Co-Wife,” Annual Editions Anthropology 06/07
(McGraw-Hill), 90–94.

• Discuss the effects of high infant mortality on the close mother–child bond in a
shantytown in Brazil. How do you account for the mothers’ reactions to their
children’s deaths? What do you think about this?
Nancy Scheper-Hughes, “Death Without Weeping,” Conformity and Conflict:
Readings in Cultural Anthropology, 14th ed., ed. James Spradley and McCurdy,
155–64.

• Explore these survival strategies by women in Asia. What is their purpose?

Lu Yuan and Sam Mitchell, “Matrilineal Kinship: Walking Marriage in China,”
“Land of the Walking Marriage,” Natural History, November (2000).

• Margery Wolf, “Uterine Families and the Women’s Community,” Women and the
Family in Rural Taiwan (Stanford University Press, 1972).

8–4 Copyright © 2013 by Nelson Education Ltd.

Group Activities

• Alternatives to the Nuclear Family—Although the neolocal nuclear family is

considered the standard North American pattern, there are people who live in
other kinds of families as well. Extended family households, for example, are
common among some immigrant groups. Do you know anyone who lives in an
extended family? Interview them to find out what they consider to be the benefits
and burdens of extended family living.

• Assign students to read the text below, which examines how the normal, natural
experiences of menstruation, childbirth, and menopause in women’s bodies have
now become medical issues in our culture.
The Woman in the Body: A Cultural Analysis of Reproduction (Boston: Beacon
Press, 1987).

• Assign the reading below, which explores the modern understanding of the
household.
Margrit Eichler et al., More Than It Seems: Household Work and Lifelong
Learning (Women’s Press, 2010).

• Kibbutz System—Children born into the Israeli kibbutz system live in dormitories
with other children of their age and are raised by professional caretakers. Have
students research this system of childrearing. Does this unusual system affect the
children in any way? What kind of relationship do the children have with their
biological parents? Grandparents and other extended family members?

• Home Again—Increasing numbers of young adults in Canada are living at home

until they are in their mid-twenties or later, or returning home after several years
on their own. For the most part, the reason is economic—with poor job prospects,
increasing expenses, and marriage breakdowns, many young people are forced to
seek their parents’ assistance. Have students research this phenomenon. What
impact is this relatively new phenomenon having on family relations? On the
economic situation of the parents? If the young adults bring their own children
into their parents’ homes, is this a modern form of extended family?

• Read the “Gender Perspectives” box on page 180 of the textbook, called “The
Motherhood Mandate.” Discuss the impact of the motherhood mandate on
Canadian mothers present and future.

Copyright © 2013 by Nelson Education Ltd. 8–5

Internet Exercises for Pairs

• Polygamy: Mega Family

http://video.nationalgeographic.com/video/player/national-geographic-
channel/all-videos/av-7729-7975/ngc-polygamy-mega-family.html
Multiple Marriage
http://video.nationalgeographic.com/video/player/places/culture-places/beliefs-
and-traditions/togo_multiplemarriage.html
Multiple Husbands
http://www.youtube.com/watch?v=d4yjrDSvze0
What are the reasons given in justification of the marriage form? What is the
impact on the multiple partners?

• Sister Wives—Reality show

http://tlc.howstuffworks.com/tv/sister-wives
Discuss the relationships between the wives. How does this affect the children?
Are their relationships in the community affected? Discuss the economic situation
of the family. How do they navigate daily life?

• Does Hugh Hefner’s Playboy Manor fit the concept of “household”?

http://www.satellite-sightseer.com/id/5085
http://losangeles.about.com/od/hollywood_celebrities/ig/FamousMansions-in-
Los-Angeles/Playboy-Mansion-in-Los-Angeles.htm
http://en.wikipedia.org/wiki/Playboy_Mansion

• Alternatives to Marriage Project: http://www.unmarried.org/

What is this site all about? What does the concept of family mean? Try the online
survey to give your attitudes and beliefs about marriage alternatives.

Student Online Activities for Small Groups

• Search “family” at this site. Discuss some of the issues facing indigenous peoples.
http://www.survivalinternational.org/

• The first photograph in this chapter identifies the most important function of the
family—raising children. What is happening here then?
Film: Born into Brothels
http://www.youtube.com/results?search_query=born+into+brothels+part+1&oq=b
orn+into+brothels&aq=1&aqi=g10&aql=&gs_sm=c&gs_upl=14500l17125l0l200
78l15l5l0l3l3l0l328l641l3-2l2l0
Read the following articles on prostitution, and then discuss the questions below.
http://www.walnet.org/csis/papers/redefining.html
World Charter for Prostitutes’ Rights
http://www.walnet.org/csis/groups/icpr_charter.html
How is prostitution viewed in these countries? What basic rights are being
advocated for sex workers in this charter?

8–6 Copyright © 2013 by Nelson Education Ltd.

• Show a variety of house types from around the world. Ask students to decide
what type of family unit lives in them, for example, nuclear family, extended
family, or another form. What is the benefit of that particular house structure?
Consider family and environmental requirements.
http://www.hgpho.to/wfest/house/house-e.html
http://www.shelterpub.com/_wonderful_houses/wh-toc.html
Some really fascinating house types with interesting information.
Another fascinating site of unusual homes.
http://weburbanist.com/2008/09/09/70-amazing-houses-from-around-the-world/

For a lighter moment to conclude the lesson:

• Calculate your life expectancy.

http://media.nmfn.com/tnetwork/lifespan

• Life, Above All—recent theatrical release

A tale of survival in a tiny South African village.
Amazing film based on the book Chanda’s Secrets by Allan Stratton.

For a movie night, consider the following:

Babies—One year in the life of four babies from Mongolia, Namibia, San
Francisco, and Tokyo—absolutely wonderful!
Three Men and a Baby—Three playboy men learn how to look after a baby.
Look Who’s Talking—Baby voiceover by Bruce Willis.
Baby Boom—Career woman “inherits” a baby.
Father of the Bride: Part 2—Pregnant women and their babies.
The Waitress—A waitress becomes pregnant.
Junior—A pregnant man has a baby.
Parenthood—The Buckmans raise a huge family.
Joy Luck Club—Four Asian women and their daughters guide each other.
Memoirs of a Geisha—A young girl transcends her roots to become a celebrated
geisha.
My Big Fat Greek Wedding—A young Greek woman falls in love with a non-
Greek man

HOW WILL I KNOW THAT MY STUDENTS HAVE LEARNED THE LOs?

• Process of Socialization
http://anthro.palomar.edu/status/default.htm
Flash cards that can be used to test concepts.

• Use the Nelson Test Bank to create a chapter quiz.

Copyright © 2013 by Nelson Education Ltd. 8–7

• Students discuss a video related to family and household and present their
findings to the class. How well did the students incorporate chapter material into
their findings? The National Film Board has many interesting films on this topic.
http://www.nfb.ca/
Search “family” and “household.”

HOW CAN I ASSESS MY OWN PERFORMANCE?

• One good strategy is to always begin the class with an agenda of the material you
hope to cover during the lecture. In this way, the students know what they will be
focusing on and the objectives you hope to accomplish. Did you carry out what
you set out to do on your agenda? Do you feel that you adequately presented the
material to the students? Did they enjoy the class?

WHAT OTHER RESOURCES ARE AVAILABLE?

• TEDtalks with Alison Gopnik

http://www.ted.com/talks/alison_gopnik_what_do_babies_think.html
What do babies think?

• TEDtalks with Carlo Ratti

http://www.ted.com/talks/carlo_ratti_architecture_that_senses_and_responds.html
Creates interactive environments.

• TEDtalks with Dan Phillips

http://www.ted.com/talks/dan_phillips_creative_houses_from_reclaimed_stuff.ht
ml
Houses built of recycled materials.

• TEDtalks with Rick Smolan

http://www.ted.com/talks/rick_smolan_tells_the_story_of_a_girl.html
An adoption saga with a twist.

• CrazyAboutTV.com
http://www.crazyabouttv.com/
A listing of hundreds of television shows to search for family, marriage, etc.

• This is not about the family per se, but more of an activity designed to be played
by a family.
http://ngchallenge.com/EN-us/

8–8 Copyright © 2013 by Nelson Education Ltd.

• The Housewife
http://www.insight-media.com/
Traces the historical development of the role of housewife and whether it is a
source of fulfillment or oppression.

• Diversity Rules: The Changing Nature of Families

http://www.insight-media.com/
Explores various types of families and why the structure of families has changed
over the years.

• Forty Years in the Life of Canadian Families

http://www.vifamily.ca/node/324
What have been the trends thus far, and what will the future look like?

• Aboriginal Family Trends: Extended Families, Nuclear Families, Families of the

Heart
http://www.vifamily.ca/node/66
Explores the issues and concerns of Aboriginal peoples.

• Domestic Violence Action Center

http://www.stoptheviolence.org/
Outlines resources available for men, women, and children who are victims of
domestic abuse.

• Support sites for grandparents

http://www.grandparenting.org/index1.html
http://www.myseniorsite.ca/grandparents.htm
Describe the social context of grandparenting in Canada. Why are grandparents
involved? What are some of the rewards and difficulties of raising grandchildren?
http://www.vifamily.ca/node/411

Copyright © 2013 by Nelson Education Ltd. 8–9