Contemporary Families An Equity Lens Textbook Contents

CONTENTS In Gratitude xi Epigraph xiv Foreword Nana Foreword Amy and vi The Authors Elizabeth Pearce Christopher Byers Alexis Nyssa Cassie i Dempsey i i Hampton i Katherine Hemlock Amy Carla Hannah Katie Wesley Sharp Dedication ii Letter to 201 Students iii Elizabeth Pearce Preface Elizabeth Pearce

. Social Constructions Social Constructions Preview Questions The Family A Socially Constructed Idea Elizabeth Pearce Equity , Equality , and Fairness Families Functions of the Family within Society The Social Construction of Difference Elizabeth Pearce Social Identities The US . Government and Families Elizabeth Pearce . Studying Families Studying Families Preview Questions How and Why We Study Families Elizabeth Pearce Learning Dispositions Elizabeth Pearce Theoretical Perspectives and Key Concepts Elizabeth Pearce . Health and Health Care Health and Health Care Preview Questions Health , Wellness , Sickness , and Disease Elizabeth Pearce and Amy ey 15 26 35 36 43 57 71 72

Health Equity 79 Elizabeth Pearce Amy Jessica Hampton and Hannah Health and Health Insurance 93 Elizabeth Pearce Jessica Hampton and Christopher Byers . Housing Housing Preview Questions 111 Housing Now ! 112 Elizabeth Pearce Katherine Hemlock and Carla Finding a Home inequities 123 Elizabeth Pearce Carla Katherine Hemlock and Dempsey Movement Toward Equity 137 Elizabeth Pearce Katherine Hemlock and Wesley Sharp . Connection and Love Connection and Love Preview Questions 147 Connection 148 . Pearce Wesley Sharp and Nyssa Love and Formation 154 . Pearce A word about marriage 167 . Pearce How does the government influence unions ?

171 . Pearce Loo ing 181 . Visual Culture Art and Beauty Visual Culture Preview Questions Experience , Expression , and Equity Elizabeth Pearce Christopher Byers and Carla Art and Dominant Culture Elizabeth Pearce Jessica Hampton Hannah and Katie What is Beauty ?

Elizabeth Pearce . Representation and Belonging Representation and Belonging Preview Questions Representation and Belonging Elizabeth Pearce ing and Power Elizabeth Pearce Working Outside of the System Social Movements and Activism Author Note Social Movements Looking Ahead Elizabeth Pearce Author Note and Preview Questions Elizabeth Pearce Preview Questions 185 186 200 210 219 220 230 246 246 246 267 273 273

Justice An Introduction 274 Elizabeth Pearce The Social Construction of justice and Criminality 274 The ofjustice 284 Alexis Preface 284 What does justice look like ?

284 Treatment , Jail , or Justice ?

292 Christopher Byers Preface 292 Mental Health and Substance Abuse 292 Real laws , real families 298 Carla Preface 298 Real needs , all families 305 Elizabeth Pearce . Food and Water Food and Water Chapter Preview Questions 311 Food 312 Elizabeth Pearce and Amy Water 333 Elizabeth Pearce and Alexis

I IN GRATITUDE One of my greatest hopes is to help students understand the complexities of how oppression and privilege affect families in this country . I want students to embrace the goal of working toward equity . Working toward understanding and creating a more equitable world is a team project . Although I ve spent a chunk of my career teaching these concepts , I am still learning . The worldwide pandemic has dramatically changed the world of teaching . I am thankful to have the to write this book and to reach out and touch students in ways other than in the classroom . Writing this book is a step toward living under the roof of hope during its creation , I have had many mentors , collaborators and supporters . Thank you all for being a part of this creation . fosters my creativity in a way that makes this text impactful and innovative . She has provided the students and me with unwavering support , enthusiasm , and resources . Her knowledge of privilege and discrimination is invaluable and her administrative and research skills sustained us . She is central to the success of this project . Steve Smith and Katie Winder have guided me in a way that allows me to see beyond what exists and into what I can do and be . I am forever grateful to have worked with both of them . Angie , Amity , and Jason interweave the roles of friend , mentor , and colleague in ways that keep me joyful , challenged , inspired , and focused . and Scott keep me sane . Our years of friendship on and have changed my life for the better . Nana wisdom , scholarship , warmth , collegiality , and guidance my continued growth as a social justice educator and author . One memorable appetizer and laughter infused evening with Nana was enough to get me over my writer block . enthusiasm , encouragement , knowledge and technical skill have made in both the development and the touches of this book . Open Oregon Educational Resources and Community College Library have provided structural support , funding , and leadership in the of Open Educational Resources and Open Pedagogy . Amy is leading us toward more equitable education where more students have the chance to . Camp of The Center for Accessibility Resources was instrumental in this project . The Learning and Innovation Center , and especially the faculty who participated in the January 2020 open session , contributed to this project . Three people who have served as Arts , Social Sciences , and Humanities Division Dean Katie Winder ,

GRATITUDE ana , and Meg Roland helped to plan the project , balance my workload and provide port to carry out a vision of equitable open pedagogy that involved student authors . My colleagues at Community College have helped me grow and have the through our conversations during lunchtime , learning community gatherings , faculty meetings , and walks on the Wellness Trail . Isabelle , Carter , and Jane have inspired me to think more deeply , to question more thoroughly , and to be my best self in the classroom and as an author . Jones , Jeff , and Verna have provided discipline knowledge and able insights into the early drafts of the first chapters and the foundation of this text . My work during my sabbatical brought me in contact with faculty Alexis Walker , Richard , and Becky Warner at Oregon State University . Their scholarship and teaching has my thinking , teaching , and writing . Reviewers of individual chapters helped me to see other perspectives and include important sources . Their contributions provided immediate insight but also concepts that influenced other chapters and will be included in future editions . Andrew Douglas Campbell , Shelly , Bobbi Hall , Isabelle , Jones , Nana , Jane , Lauren , Mark Weiss , and all reviewed chapters and contributed feedback . Carter and his Winter 2020 Geology 209 Environmental Justice students read chapters , provided resources , and met with the authors to discuss chapter drafts . Oregon State University Difference , Power , and Discrimination ( Academy , led by Nana and Bradley provide leadership to the Faculty at . This ongoing partnership feeds all of our courses and contributes to the scholarship of this text . Faculty ing Community discussions are critical to my ongoing learning in this field and I appreciate my colleagues who continue to learn together . Jane , Bruce , Christopher Byers , Marcia Walsh , Khan , Amy , and Fay all provided stimulating conversation and resources that have impacted this project . Lauren , and Liz Baker volunteered time and skills to make edits to the that turned it into an and accurate product both in digital and in downloadable formats . Learning doesn just happen when you are at work . Amity , Angie , Nadine Wood , Neet , Deb , and Sarah Davis Farrell have all spent time in the forest with me , talking , and ing about the topics in this text . Alexis , Amy , Carla , Cassie , Christopher , Hannah , Jessica , Kate , Katie , Nyssa , and Wesley are my . They into the unknown with me , entering the liminal space between

and authorship of a college textbook . They trusted me to guide an experience in which I was also a neophyte . They dug deep into their own family experiences , even painful , to develop the themes of this text . They took risks . They grew in their scholarship and built the foundation of this book . They played their roles in differing ways as , as organizers , as researchers and as writers . They all will make a difference in the experience of future learners . Margaret Pearce , Frances Pearce , Beth and John provide unwavering support and love from the other side of the United States . The voice of James Pearce helps me to write and to edit . I know he would be proud . My daughters Rachel and are some of my favorite in general but especially when it comes to talking about privilege and oppression . My Oregon is vast and loving their friendship keeps me whole . Liz Baker provides a foundation at home that contributes to my thinking , teaching , and writing . She makes me laugh . She volunteered to move the text from Google Drive into the format so that students could access it there in the Fall of 2020 . She is my partner in life , companionship , and growth . I move toward the house that shelters students in their learning about equity and social justice , together with you . The support of colleagues , friends , and family is crucial . Families matter and I am grateful to have mine . Pearce

EPIGRAPH The very least you can do in your life is figure out what you hope for . And the most you can do is live inside that hope . Not admire it from a distance but live right in it , under its roof .

FOREWORD NANA I NANA What would a nation of greater equitable social , economic , and political conditions mean for families in the United States ?

How might families be able to live if those who study families , those who create policies that shape the lives of families , and those who work with families , had the opportunity to engage with the content of the book you are currently reading ?

How can an equity lens contribute to critical thinking about families and the conditions they face ?

What can a perspective reveal about what it means for all to experience belonging , connection , and love ?

These are some of the many questions Liz Pearce and her students grapple with through this open educational resource ( OER ) freely available online . As a result of an open pedagogy project , the community college students who this text offer readers content that is , deeply engaging , and . What they have accomplished through this project would not have been possible without bravery , dedication , and commitment to addressing the complexity of the many issues at hand . They have every reason to be very proud of what they have achieved . As part of the Preface to this book , Liz Pearce discusses how coming to a deeper understanding of the ways in which power , privilege , and oppression overlap and shape was for her . Hopefully , this book contributes to similar outcomes for students in classrooms across the United States and plays a part in creating a more equitable world for all families . Nana , Director , Difference , Power , Discrimination Program Associate Professor , Women , Gender , Sexuality Studies Oregon State University

FOREWORD AMY AND AMY AND The book you are reading is an open educational resource ( OER ) That means it free to read online , or you can purchase a print copy at cost . Other faculty anywhere in the world can make use of the open license on this book to customize it and use it in their own classes , so that their students can also use or materials . It is also the result of an open pedagogy project , meaning that Liz this book with her community college students . Student perspectives and voices make this book valuable and also make the case for why it is important . The student authors writing on issues that have directly impacted their lives , and their reflections on how they have changed their minds on these issues , are informed by personal experience and grounded in deep learning . You know what is a really good read ?

The chapter of this book titled The I excited for every one of these authors to graduate and bring the care and talent they put into this project to the next stage of their careers . Amy Coordinator , Statewide Open Education Library Services ! To create this book , Liz facilitated a yearlong community conversation around the question of what do families need ?

This question engaged many people with many perspectives , and a lot of learning happened . Helping students interweave existing knowledge with their own experiences was one of the most rewarding experiences of my career . The team created a work that is multivoiced yet coherent , while still reflecting the complexities of our world . It reflects families in our communities , meets the learning goals of this course , and saves students money . I hope the larger OER community will improve this , customize it locally , and share it back . Most of the original content the Community College team created is licensed under a Creative Commons Attribution license . should refer to the and licenses in each section for more detailed information , and note that some chapters have more restrictive licenses . Because important parts of people

FOREWORD AMY AND ) lived experiences are not Creative some components are included with permission or under fair use . Willi Hooper , OER Textbook Librarian Community College . Myers , Cross , Pai , 2020 , une 18 ) Fair use and OER Strange bedfellows or ?

Open Textbook Network Summit i THE AUTHORS THE AUTHORS Elizabeth Pearce Liz Pearce is proud to be a member of an institution that supports the work of this open pedagogy project and open educational resource , which strives to increase equity for students learning about about families in the United States . Creating opportunities and resources For transformative learning is her passion . She is a time Faculty member at Community College , teaching Human Development and Family courses and advising Future Human Services and Social Work professionals . In addition she leads and mentors in several areas uit , use , ando en eda . Christopher Byers Christopher earned an Associate of Science degree in Human Development and Family Sciences , Human vices option in June 2020 from Community College . HE is now headed to Portland State For the social work program . Christopher helped start the Human Services Club at , has been active in Student Government and is currently working on acquiring his Drug and Alcohol Counseling at Emergence Addiction Mental Health Services . He expects to graduate with his Bachelors of Social Work degree in 2022 and his Masters of Social Work in 2023 . Alexis Alexis is a Psychology major at Oregon State University and . He researched and wrote for the Justice chapter as well as the Food and Water chapter . In addition he assisted with ensuring accessibility , accessing open resources , and creating chapter . He hopes to eventually become a therapist and help college students . When not at school he enjoys writing music and playing guitar . Nyssa Nyssa is a proud Community College and Oregon State University alumni with a lors of Science in Human Development and Family Sciences , emphasizing in Human Services and minoring in

Public Health . Her academic and personal interests have led her to study trauma and how that impacts , interpersonal , familial , and community health . No doubt , this led her to understand how systemic impact individuals based on their race , class , and gender . As an ally , she believes that education should be free to all this book marks a step forward in that pursuit . Cassie Cassie is a working single parent in the process of attaining her undergraduate degree in Human Development Family Sciences at Community College with the hope to see social and personal goals met . She worked on the Justice Chapter of this book . She is employed by the Lebanon Downtown Association her favorite aspect is creating experiences for individuals and families to have lasting memories . She enjoys working alongside her child as they volunteer for community organizations that serve Linn and Benton counties . She expects to graduate from Linn Benton in 2021 . Dempsey is a 40 year old , first generation college student . She is a mother , employee , and time college student . She is currently enrolled at . She will be graduating with an AS in in 2021 . worked on the Housing and Routines , Traditions , and Culture chapters , as well as the . After graduating she plans on transferring to obtain a bachelor degree in social work or in . dream job is to work with women coming out of addiction and domestic violence or at risk youth . is a and student who is majoring in Human Development and Family . She was awarded the Oscar Award at the 2020 Martin Luther King , as a student who embodies Oscar ethos of service steady , strong , considerate leadership and trailblazing spirit and Jessica Hampton Jessica is up her associate degree in the Human Development and Family Sciences ( at , and is heading forward to continue at to obtain her Bachelor of Science degree . She contributed to the Visual Culture Art and Beauty chapter , as well as the Health chapter of this text . She is

THE AUTHORS a feminist , a mother of two , and believes that the beginning of every individuals journey to success starts with receiving the necessary services and support needed to help them . Katherine Hemlock Katherine Hemlock is a Human Development Family Sciences student , at munity College and Oregon State University . She helped start the Human Services Club at and also uses her Applied Science Degree in Horticulture to teach a gardening class for Justice Involved Youth . ine enjoys writing and art , and contributed to the Housing chapter as well as creating several illustrations . She is a parent of two sons and two little dogs she trained to chase birds out of her blueberry patch and fruit trees . Amy Amy is a mom who is a volunteer leader at her children schools and in her community . She is studying Public Health at . Carla Carla is a current Oregon State University student who is dual enrolled at Linn Benton Community College . She is majoring in Psychology and holding minors in Human Development and Family Sciences and Spanish . As a young Latina who is also part of an immigrant family she found it extremely important to include the stories of people and families like hers to this book . Throughout this project she showed continuous and drive to have future students see themselves reflected in academic learning materials as she did not get to experience that in her previous education . She will be graduating with a Bachelor degree in the spring of 2021 and is looking to further her education with a Masters degree . Hannah Hannah is currently an Human Development and Family Sciences ( major at with an emphasis in Human Services and soon plans to transfer to for a Bachelor of Science in . She contributed to the Art and Beauty chapter along with the Health chapter . Hannah dream career is to work with troubled adolescents along with making an impact in the systems that affect young individuals .

Katie Katie is an aspiring artist who wants to see the world change for the better . When she took on this project , she had no idea what was in store for her but this project helped her learn and grow into the person she is today . Sharp Wesley Sharp is currently a Human Services major at Community College . Wesley main passion is avocation for socially disadvantaged groups mainly focusing on the community . He contributed to the Love and Chapter as well as the Housing chapter . He hopes to eventually run a non organization on empowering and elevating queer youth as well as them safe and affirming living where are .

DEDICATION To all learners who strive to understand their own relationship with privilege and discrimination while doing their best to listen and see the experience of others . In memory of Sandra Angel Nelson and Alexis Walker who worked to make the world more just .

LETTER TO 201 STUDENTS LETTER TO 201 STUDENTS Elizabeth Pearce Dear Students taking 201 during the academic years , You are taking 201 in remarkable times an era that has and will change the experience of many dents and families in the United States . This text differs from commercial texts not just in its price ( it free ! but also in its approach . I ve taken an approach that closely matches the and course outcomes for 201 Contemporary Families in the United States . Emphasis is placed on social institutions , social processes , and providing an historical context for the ways that families experience privilege and oppression in the United States . I included student and perspectives with the aspiration of including topics that are most meaningful to college students and their families . To learn more about the thirteen students who contributed to the text , see The Authors section . You are the group of students to read the text in form ! A small group used four of the ( in google docs format ) Spring term 2020 . I hope you will bring both your critical eye and a touch of patience when you read the text . You will undoubtedly uncover errors . I hope that those are mostly small , but whatever you find , there will be a process for you to give feedback provided by your 201 faculty . Errors occur in every book . I am in a continual process of improvement I fit that work around my teaching and other paid work . More important than the small errors , I hope you will think and question critically the content of the text . Ask yourself as you read ' What could be added to the content that is important to today families ?

Are there examples or that could expand and clarify existing content ?

What do you want to know more about ?

Are there features that you have seen in other textbooks that we could add and that would help you learn better ?

I am working to access funding to expand the text your feedback in that process will be valuable . Thank you for taking the time to give your ideas . You an access the spreadsheet to give feedback here . Wishing you and your families the best during this challenging time .

LETTER TO 201 STUDENTS . A Elizabeth Pearce Oregon September 14 , 2020 PREFACE PREFACE Elizabeth Pearce I ve changed . Understanding how privilege , power , oppression , and discrimination overlap is . It humbles me to consider how much privilege I have and to wonder what Families in the United States would look like if greater equity existed . Teaching a social justice class has been transformational . In I took a sabbatical and was exposed to sociology , family , and social justice course work at gon State University . During that time I studied with Alexis . Walker , Richard , and Becky Warner . I began to teach Contemporary Families in the United States ( 201 ) at Community College ( which is a Difference , Power , and Discrimination course at both institutions .

PREFACE . oo PREFACE My understanding continued to develop when I participated in the Difference , Power , and Discrimination Academy led by Nana at . With the leadership of Katie Winder , became at . Colleague Matt and I the first Faculty Learning Community in 2015 . Continued learning is a core aspect of social justice learning . Just because I ve taught about it for twelve years does not mean that I fully comprehend all of the complexities and depth of these concepts . I count myself among the learners among the community that I lead . Talking teaching and learning alongside Isabelle , Jane , Lauren , Stephen Rust , Carter , Christy Stevens , Verna , Matt , Paul , Joseph Jess , and is one of the privileges of teaching at . Learning about privilege and oppression extends beyond the workplace . I am thankful to have family and friends who are willing to grapple with these concepts . Many dinner conversations with my daughters Rachel and and my partner Liz Baker have been devoted to dissecting the ways that we experience and observe institutionalized power and discrimination . So many hikes and walks have been absorbed by my own thinking or conversations about social justice with friends . Whatever I am reading , including my favorite thrillers , are seen through the lens of equity . Once you ve seen it , it can be unseen . My greatest pleasures , challenges , and growth come from my work with students . I hear your I read your articulation of concepts I listen to your experiences being discriminated against I support your work to comprehend your own privilege I strive to understand the oppression you have experienced but perhaps did not have the language to describe . The greater my interactions with you , the better teacher I become .

I PREFACE PREFACE Through my interactions with students and colleagues , it became evident that the commercial text we were using did not fully support students in meeting the course outcomes . Searches over the past years did not reveal an existing openly licensed ( free to users to read , remix , or reuse ) text . With funding and support from , I undertook to facilitate an open pedagogy project and write a new text . This new text takes an disciplinary approach that more fully supports understanding the interaction of society , institutions , privilege , and oppression . There is strong instructional and budgetary support for creating open educational resources ( that are free to students at . Certainly making knowledge more accessible makes college more equitable . Going beyond by involving student authors embeds equity within the actual text by facilitating the expression of diverse voices . the OER Librarian , was instrumental in supporting this outcome . All three Deans who oversaw my work during this long project , Katie Winder , rando , and Meg Roland , provided additional support so that students could be involved . This openly licensed text approaches contemporary families from an equity lens and asks a question that more fully meets the Difference , Power , and Discrimination outcomes . What do families need ?

and How do society and institutions support or get in the way of families getting what they need ?

In order to answer these questions , I included the voices of the consumers of this class . I asked , What matters most to and students when it comes to family needs ?

This has shaped the content of the book it is a far different book than I would have written alone . I wanted to emphasize diversity of viewpoint , experience , social identity , and voice . It was the best way I could think of to live the concepts of Difference , Power , and Discrimination . It takes a lot of guts to help write a textbook when you are an undergraduate , even more if you are the first person in your family to attend college . The thirteen students who participated in this project have my utmost regard for their courage and their scholarship . Deep examination of institutionalized privilege , oppression and justice is challenging and painful . They brainstormed , questioned , researched , debated , outlined , drew , and wrote . Each one has their own personal connection to the needs of families and the inequities that families experience . They introduced and advocated for the inclusion of topics that have an immediate relevance to rent students lives .

I PREFACE The book content was created from brainstorming and discussion sessions with the students , followed by research conducted by the student authors , librarian and contributor , and myself . The brainstorming sessions conducted in person during the winter and via ZOOM in spring term were integral to expressing a diversity of voice . Without those sessions , my own perspective , that comes from experiencing more privilege than most students , would override topics and viewpoints that student families experience and care about . The three images here in the preface come from student brainstorming and journaling sessions . Much of the book is written either by me or via collaborative efforts with students you will see groups of names listed on those chapters where we collaborated . In the Justice chapter , I wanted you to read the students words you will see the individual authors credited . I hope that future students will add to this chapter . One of the best parts of an openly licensed digital text is that it is a living document . While this has been one of the most invigorating experiences of my life , it is not over . I invite you to be a part of the future of this text . When the time comes to revise this text , I will be incorporating the suggestions of colleagues , students , and friends . When there is more funding available , additional chapters with topics like education and employment will be added . I look forward to the future of this book , to its contribution to understanding inequities that families face , and the knowledge that it inspires us to advocate for and improve structures and society .