Russel-Research-Method-in-Anthropology

86 Chapter 3
less often; they will have greater sexual freedom; they will be worth more in
bride wealth; and they will have greater choice in selection of a spouse. Schlegel
and Barry coded the 186 societies in the Standard Cross-Cultural Sample
for each of those indicators of respect—and their predictions were supported.
One More: The Second Demographic Transition
Let’s do one more—the second demographic transition. The first demographic
transition happened at the end of the Paleolithic when people swapped
hunting and gathering for agriculture as the main means of production. During
the Paleolithic, population growth was very, very slow. But across the world,
as people switched from hunting and gathering to agriculture, as they settled
down and accumulated surplus, their populations exploded.
The second demographic transition began in the late 18th century in Europe
with industrialization and has been spreading around the world ever since.
Today, Japan, Germany, Italy, and other highly industrialized countries have
total fertility rates (the average number of children born to women during
their reproductive years), or TFRs, in the neighborhood of 1.5 to 1.2—that’s
29% to 43% below the 2.1 TFR needed in those countries just to replace the
current population. In the last 30 years, some previously high TFR countries,
like Barbados, Mauritius, and Mexico, have been through a major demographic
transition.
Explaining why women in Barbados are having fewer children is idiographic;
predicting the conditions under which women in any underdeveloped
country will start lowering their fertility rate is nomothetic. Handwerker’s theory
(1989) is that women in low-wage jobs encourage their daughters to get
more education. And when women get sufficiently educated, their participation
in the labor market becomes more effective (they earn more), freeing
them from dependency on men (sons and husbands). As this dependency
diminishes, women lower their fertility.
Handwerker’s theory is nomothetic and materialist. It relies on material
conditions to explain how preferences develop for fewer children and it does
not rely on preferences (culture, ideas, values) to explain the level of a country’s
TFR.
The Consequences of Paradigm
Differences in theoretical paradigms have profound consequences. If you
think that beliefs and attitudes are what make people behave as they do, then
if you want to change people’s behavior, the obvious thing to do is change
their attitudes. This is the basis of the educational model of social change