MAIS 658

Strong Families/Strong Nation – Unit 4

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Our group identified six subcategories within the theme Strong Families, Strong Nation, and with four members, we collaboratively decided that each member would take responsibility for 1.5 in the development of our OER.

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The Normal Family (Primary contribution)

My primary focus in my lesson development is on normal families, specifically the origin and development of the nuclear family as a societal ideal associated with stability. I will examine how the nuclear family model was constructed and reinforced through media, culture, and social norms (Sear, 2021). Additionally, I will explore the ways in which certain standards of normalcy have been reinforced within society, shaping expectations of what a family should look like.

To build on this lesson, I will include the work of Paul Popenoe, a 20th-century eugenicist, to examine how economic roles shaped the idea of the ideal family. According to McWhorter (2009), Popenoe defined the normal family as nuclear, patriarchal, economically successful, free of disabilities, and strictly heterosexual. This model was not just a cultural choice but a planned effort to protect the white race and uphold social hierarchies.

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Normal Sex and the Family (Collaborative contribution)

For my secondary focus (0.5 topic), I will be collaborating with a group member to develop a lesson on normal sex and the family. In these lessons, I will explore;

• Heteronormative expectations of relationships and sexual practices

• Non-heterosexual relationships and non-reproductive sexual practices

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My research for these lessons will include McWhorter’s (2009) study of the regulation of sexuality as social control, including the connection between eugenics and sexology and the historical treatment of gay and lesbian individuals as deviant (pp. 258-279).

While McWhorter’s work is central to my research, I also draw on her connection to Foucault’s History of Sexuality. Foucault’s concept of biopolitics helps explain why society selects certain sexualities and family structures as normal. From this perspective, the nuclear family and heterosexuality are not natural or purely biological but instead products of cultural constructions of power (Snider & University of Missouri, St. Louis, 2016).

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Additionally, Rubin’s (1984) work is important to this topic, as she offers a critical analysis of how sexuality has been socially constructed and regulated. She argues that feminism alone cannot fully explain sexual oppression. Instead, she calls for a broader approach that looks at how society creates and enforces sexual hierarchies (through law, culture and economics). Her framework is particularly valuable in understanding how societies regulate sexuality beyond gender, defining what is seen as acceptable or deviant.

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McWhorter’s (2009) analysis shows that these norms are closely linked to power and control, shaping how sexuality and family life are regulated to fit economic, political, and cultural agendas. By examining these patterns, the OER lessons will explore how ideas of normal families, and normal sexualities continue to influence modern social structures and attitudes.

Audience for the Project

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Our main audience is undergraduate students, especially those studying humanities or social sciences. As a master's student, I want to present these topics in a way that encourages undergraduates to think critically about the historical, cultural, and systemic influences on family ideals. My goal is to make the lessons engaging and thought-provoking while keeping them clear and interactive, helping students explore complex ideas without feeling overwhelmed. 

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What Do I Want My Audience to Know?

I want undergraduate students to understand how the concept of the normal family has evolved over time. While history and culture have upheld the nuclear family as a symbol of stability, this ideal has been narrowly defined and excludes many family structures (Is The Nuclear Family Still Relevant? - U.S. Constitution.net, 2024).

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I also want students to look at how sexuality has played a role in keeping these family norms in place, particularly by showing how same-sex and non-traditional relationships have both challenged these ideas and been regulated as threats to society (Foucault’s ‘History of Sexuality’: A Marxist Engagement, n.d.). Finally, I want to highlight how ideas like sexual purity, eugenics, and heteronormativity have been used to enforce and maintain the idea of the normal family (Zuccotti, 2024).

Using an interdisciplinary approach is key to my lessons so that students will gain a well-rounded understanding of how various disciplines connect and shape family norms.

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Medium and Platform

We (group 4) chose Wix as the medium for our project because of its versatility and user-friendly layout. The platform allows us to organize our content clearly, with a main page introducing the theme and six subtopics presented as separate lessons. This design ensures easy navigation for students, making the learning process engaging.

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Why This Medium?

Wix was selected for its convenience and accessibility. Since the audience is undergraduate students, the focus should remain on the impact of the lessons instead of dealing with the challenges of using a platform. By using Wix, we ensure that the material is easy to access and visually appealing, allowing the audience to concentrate on the content rather than any technical difficulties. The platform is flexible and allows for the use of different media, like visuals, to make learning more engaging and interactive. Although Wix is a user-friendly platform for this group webpage, I will be also incorporating YouTube videos and interactive elements into my lessons.  It’s really important to go beyond just providing readings.  Engagement is key to connecting to the material and making it more impactful. Whether it’s through a video or interactive activity, the goal is to ensure that the learner feels engaged.