It is almost humorous that, after so many studies and findings over the past few years, issues of same-sex parents and the effects on children are still discussed. Stacey and Biblarz highlight the multiple studies that have found no difference between homosexual and heterosexual parents and provide evidence that the few conclusions that have been drawn against it, prove to be more politically and morally biased than scientifically valid. Continued research on this topic demonstrates the extent to which personal beliefs and biases influence research. Stacey and Biblarz article however also leaves open to critique their own openness for gender non-conformity. Several of their ratings, such as ranking children based on their levels of gender-norm conformity traits, only work to perpetuate the defined limits of the gender/sex binary. Their findings which analyze children’s thought patterns of homosexual experiences leads me to two questions: what influence does homoerotic thoughts have on experiences, and what influence does having parents who are outside the norm allow increased visibility and openness about such topics? While the socio-economic divide between homosexuals must be bridged, a task being addressed by the Third Wave Feminist movement to a certain extent, such positive research for the influence of mothers, biological or social, points to the negative findings as simply products of research itself.
Lareau’s article raises many of the cultural capital issues plaguing the education system today. Showing the difference in parental involvement in the school system highlights the existent, and growing, socio-economic divide that is only perpetuating class divisions. While I took offense to some of the tone she uses in discussing lower class parental involvement, her underlying argument demonstrates the crucial role of parents in education. Yet, this leads to the question of ability and resources. Many of the examples she uses to show a lack of parental educational involvement could have clear causes; a parent not attending to a parent-teacher conference should not directly indicate a lack of interest but perhaps a lack of ability to take off from work or to leave other children. Historically speaking, this reliance on parental involvement in a child’s education is relatively new and socially constructed. While I don’t necessarily think that all of the burden of education should be placed on the teacher and the school system (an impossible proposition given the ever-growing class sizes), community and government interventions – such as free day care during parent-teacher conference week or the scheduling of events during non-work hours - could be implemented so that all students are given a fair chance, at least while they’re on the school grounds.
It was interesting reading the “Transnational Childhood” article in light of a class which I’m taking called “Imaging the Child.” In that class, we attempt to answer the question: “what is a child?” Looking at these different models of transnational children help shape this discussion towards what defines a child and the child’s influence on their family, highlighting the social constructivist nature of childhood. Additionally, I found the example of the surrogate parents’ increased concern for the children when receiving money interesting for its effects on the commodificaiton of parenthood. It also raises the alternative issue of what exactly is parenthood: is it the provision of goods (clothes, food, school materials) or does it also necessitate emotional work?
Q1: With the rising cost of living, increased pressure for parent’s to excel at work and the increasing prevalence of the ‘time bind syndrome,’ how should parent’s help to lessen the detachment issues which this situation creates? Reflect how this would be solved considering issues of socio-economic differences.
Q2: On page 168 of Stacey and Biblarz’s article, they report the finding that “Sons of lesbian mothers behave in less traditionally masculine ways than those raised by heterosexual single mothers. However, on other measures, such as occupational goals and sartorial styles, they also exhibit greater gender conformity than do daughters with lesbian mothers.” Why do you think this discrepancy exists?
Q3: In looking at the example of the Yemeni fathers, Orellana et al. state “adult men migrated first, sometimes followed by their oldest sons, with mothers, daughters and younger children of both genders coming together at a later point” (579). This means that for at least some period of time, the father is the sole parental figure in the household. Do you think this has any effect on division of labor once the family is reunited? Which culture – their old or their new – exerts the most influence on familial relations? Is there a time effect that mitigates this difference?
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