Thursday 12 April 2012 at 16:00 - 17:30
FAMILIES, RELATIONSHIPS, LIFECOURSE 2 Bottero, W.
Relating Family Histories
Research into popular genealogy has argued that family history performs the task of anchoring a sense of ‘self’ through tracing ancestral connections and establishing cultural and biological belonging. As such it has been analysed as a form of 'identity work'. This paper draws on a small scale qualitative study of family historians to think further on how we view the 'identity work' of family history.
In particular, it is argued that in reflecting on
family history as ‘identity work’ we must also take into account that family histories are also stories, and that the process of family history research is a production of narrative accounts, which are organised for practical purposes and for varying audiences. This paper explores how the storying of family histories relates to the practical activities of genealogy, and examines the social organization of that narrativity, which influences the focus on particular sorts of genealogical information and processes as more, or less, ‘storyable’.
Zagel, H., Satat, G.K., Jacobs, M. University of Edinburgh
Lone Mothers' Perceptions of Their Children's Behaviour: Evidence from the Growing Up in Scotland Longitudinal Survey
Growing up in a lone-mother household is implicated with deficits in children’s early lives. Studies have found even lone mothers themselves hold more negative perceptions of their children’s behaviour than do mothers in two- parent families. We apply a critical perspective to that assumption, hypothesizing mothers’ perceptions of children’s behaviour are highly dependent on the socio-economic circumstances they are in.
We analyse longitudinal data from two sweeps of the Growing Up in Scotland (GUS) study to assess whether or not associations between lone-motherhood and perceived child behaviour are mediated by family socio-economic circumstances. In GUS, mothers’ perceptions were measured using the Strengths & Difficulties Questionnaire (SDQ): consisting of three subscales, relating to emotional, conduct and peer problems, and a subscale capturing child sociability. We use regression models to estimate effects of family type when children were four years old on mothers’ self-reports of SDQ scores at age five, but controlling for socio-economic circumstances.
Children of lone mothers were rated as having greater difficulties than children of co-parenting mothers. However, this association turned insignificant as income and area deprivation were added alongside mother’s age and education. Consideration of difficulties’ subscales separately also found no direct relationship with family type. None of the analyses show that children of lone mothers, compared to those of co-parenting mothers, are perceived as exhibiting more problematic behaviour once allowances are made for family circumstances.
The results demonstrate the importance of placing both research and policy emphasis on the socio-economic environment in which lone mothers bring-up their children.
Klett-Davies, M., Gabb, J., Fink, J. The Open University Adult Couple Relationship Support and Education: Developments and Tensions in Policy Making
Relationship education and support policies have only relatively recently moved to centre stage in the political agenda. In this paper we will unravel the development of these policies in England and Wales between 1997-2011 and the political terrain in which distinctions between support and education are now being defined and shaped. In our discussion we will draw on a policy and practice review completed for an ESRC-funded project 'Enduring Love? Couple Relationships in the 21st Century (RES-062-23-3056) and interviews with executives of government departments and relationship support service providers. Through our analysis we point to emerging intersections between policy, service delivery and conceptions of appropriate relationship support through education, locating these in the context of party political change, shifts in funding priorities, and cutbacks in budgets.
We will focus on four key areas: The relationship between government and service providers; trends in the provision of relationship support and education services; the seeming legitimisation of marriage over cohabitation; and the tension between relationship education and state intervention. The coalition government is keen to encourage take up of relationship support through the implementation of relationship education strategies, but such an agenda shift will not be easy to achieve, in part because this enters into the territory of people’s personal lives, an area that is perceived as private and that fails to deliver tangible, easy to measure, outcomes. We will address, therefore, the dilemmas and obstacles that are encountered as the emerging profile and provision of relationship education is developed and implemented in England and Wales.
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ROGER STEVENS 15 University of Manchester
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