Family Science Review

Amanda W. Harrist, Ph.D.

ABSTRACT: The journeys of being a family science educator, researcher, and parent are arguably intertwined. This essay describes how the author has used research- and theory- based concepts to inform her instructional practice. Three interrelated instructional devices—a conceptual model, cooperative learning teams, and a class-within-a-class format—are described as they have been implemented in an undergraduate course on parent-child relations. The strength of these devices seems to lie in the way they utilize processes that also underlie effective parenting, such as synchrony, attunement, and scaffolding. The essay describes how these instructional methods play out in the classroom, as well as the ways they facilitate critical thinking processes such as complexity, flexibility, multiple perspectives, self-reflection, insightfulness, and systemic analysis.

Clifton E. Barber, Ph.D

ABSTRACT: Organized around three course objectives are six activities/assignments the author has found useful in promoting affective learning outcomes in introductory courses on aging. The intent in developing these approaches was to address particular postures toward aging and the aged often displayed by students in their late teens and early twenties. In addition to describing these activities and assignments, the author reflects on student feedback in terms of the promise these activities and assignments hold for enabling students to more clearly discern their personal futures as older adults, and for motivating them to make changes in their present lives that will ensure successful aging in the future.

Carol Anderson Darling, Ph.D., CFLE

ABSTRACT: The goal of this paper is to share some personal wisdom and six practices in the continuing process of becoming the best teacher you can be. In addition, two more suggestions are provided for one’s personal life.

Richard Feistman, MA

ABSTRACT. This reflection focuses on the career path and teaching philosophy of a family educator in the middle of his career. Varied experiences within schools and universities in multiple countries produced a teaching philosophy that revolves around the perspectives and needs of the student. The author finds that an educator can better manage the fluidity that makes families unique by fostering a safe and open learning environment, working through power hierarchies, and appreciating student context.

R. Roudi Nazarinia Roy, Ph.D. & Kelly Campbell, Ph.D.

 ABSTRACT: In this paper, we narratively describe our perspectives and experiences as two female professors teaching courses on family diversity. We begin by outlining our subjectivities, including an explicit identification of the ways in which our identities are privileged versus not privileged. We then use a feminist lens to discuss the teaching goals and strategies used in our courses. The teaching goals discussed in this paper include: self-awareness of the instructor, reducing hierarchy in the classroom, empowering students, and caring for the individual student. Our strategies include: promoting dialogue, encouraging respect, and creating a class environment in which individuals feel safe enough to disagree. The paper concludes with a discussion of how instructors can use self-disclosures and personal experiences in their classes to help reduce the power hierarchy and facilitate learning. We recommend that every classroom in higher education be inclusive and respectful of diversity, which would perhaps increase the retention of all students.

Kathleen M. Galvin, Ph.D.

ABSTRACT: Life is unpredictable. Neither life nor scholarly careers play out in linear fashion; my professional trajectory developed as a balance of plodding and planning as well as seizing the moment or saying “yes” to unforeseen possibilities. This piece reveals a career trajectory built, in part, by embracing opportunities to teach or write in new areas and, eventually to participate in the creation of the field of family communication. The final section reflects some lessons learned along the way.

Robert Hughes, Jr., Ph.D.

ABSTRACT: Delivery of information and advice through the Internet has transformed the ways in which family life educators can teach about the important issues facing families. In this article I reflect on the lessons I have learned as a result of trying to use online delivery systems to conduct family life programs. These reflections highlight the opportunities and challenges faced by family life educators as they attempt to use new delivery systems and educational tools.

Soyoung Lee, Ph.D., CFLE

ABSTRACT: This article reflects on my journey as a junior faculty member and certified family life educator who teaches in the field of family science. Effective and constructive teaching is more than just delivering information to students. It is a dynamic and complex process of stimulating students’ desire to learn, facilitating their intellectual and emotional growth, and preparing them to become competent professionals. My main goal in teaching is to prepare my students to become (a) able to apply appropriate theories to research and practice in the area of family science; (b) sensitive to cultural diversity as it relates to their work; and (c) able to collaborate effectively with community members, their families, and other family professionals. In order to support each of my students’ active learning and to approach teaching in an integrative fashion, I utilize a service-learning option in teaching a course that develops skills to work with diverse families and children. More specifically, I discuss the course requirements, learning outcomes, and challenges it presents. Through a continuous journey of practicing effective and constructive teaching, I devote myself to supporting my students’ active learning and becoming a more effective teacher in family science.

Jay A. Mancini, Ph.D.

ABSTRACT: I recount my career as a family scientist through a relationship lens, describing important career paths and turning points substantially influenced by my colleagues. My self-described life of privilege in family science began with schooling in individual psychology, and experiences with youth in an adolescent psychiatric setting. My early family science career was spent as a graduate student in Kansas and in North Carolina, and continued with faculty appointments at Virginia Tech and The University of Georgia. Along the way I have collaborated with a collection of excellent family scholars, who also are equally excellent as people. This has resulted in a career centered on the resilience and vulnerabilities of families, and one enriched by relationships, connections, and networks.

Terrance D. Olson, Ph. D.

ABSTRACT: To become effective as a family life educator, I didn’t foresee the possibility of eventually rethinking the very foundations of my approach. I knew the task could not be limited to teaching about families (providing knowledge grounded in research and theory), but to teach for families (showing the roots of quality relationships and how to nourish them). But my search to understand why some people benefitted from family life classes (or from marriage and family therapy) and why some seemed immune to the knowledge I was offering led me to examine philosophy and theory more carefully. The result was a focus on something more fundamental than knowledge or skills. My starting points shifted to offering a view of what it means to be human—what humans are capable of. Our view of what it means to be human can alter our ideas of how change is possible and what the roots of fulfilling relationships are grounded in. As a consequence, I found myself more realistic and more confident about how family life education (FLE) can make a difference in the quality of relationships people long to experience.

G. Kevin Randall, Ph.D., CFLE

ABSTRACT. Parker Palmer (1998) said it well: “We did not merely find a subject to teach – the subject also found us” (p. 25). In this brief article, I want to share with others what my subject has taught my students and me. Over the past 20 years, three particular assignments or practicums, as I call them in class, have consistently earned high commendations from my undergraduate students, students whose academic majors vary across the campus from engineering and technology to liberal arts and sciences. These three assignments, focusing primarily on the family of origin, interpersonal communication, and forgiveness, are the applied backbone of the course, Family Relations, an upper-level undergraduate course.

David J. Hagenbuch & Raeann R. Hamon

ABSTRACT: Most prospective students are unfamiliar with Human Development and Family Science (HDFS), which makes building program enrollment among incoming students challenging. This study used the Theory of Planned Behavior (Ajzen, 1991) to conduct a two-stage empirical analysis of attitudes associated with majoring in HDFS. HDFS students demonstrated many significantly different attitudes toward majoring in the field than did non-HDFS students. They possessed more positive attitudes toward the discipline's treatment of human sexuality, its development of interpersonal communication skills, and its potential for strengthening families. These findings may prove beneficial to HDFS departments that want to improve perceptions of the field and build enrollment. Several strategies for program development and communication enhancement are presented.

Jodi M. Jacobson, Linda M. Oravecz, Audrey F. Falk, and Philip Osteen

ABSTRACT: Attitudes in academics, career, civic responsibility, and empowerment were reported before and after 143 undergraduate Family Studies students completed a service- learning project. Results suggested improved academic and career post-test scores. Civic responsibility and empowerment improved but not significantly. Open-ended responses suggested three additional outcomes: group work, leadership, and empathy. Implications for academic programs focused on engaging students in service learning projects working with or on behalf of families are discussed.

Robin G. Yaure and Jacqueline E. Schwab

ABSTRACT: This study was conducted to determine whether embedding instruction about exam questions in class leads to higher exam performance.  Students (N = 64) in an introductory level Human Development and Family Studies (HDFS) course were tested on questions discussed in class, questions that were in online materials, and new questions. Students’ scores on the Study Behavior Inventory (SBI; Bliss & Mueller, 1986; 1993) were correlated with exam performance. On Exam 1, students performed better on the questions that had been presented in class than on the other two types of questions. Students’ test scores also correlated significantly with their SBI results. On the second exam, students’ performance on the questions presented in class and those available online differed significantly from the new questions, although exam performance was not significantly correlated with the SBI results. These results suggest that students benefit from embedded test instruction and alter their study habits following test performance feedback.

Catie Walker-O’Neal and Ted G. Futris

ABSTRACT: This article examines the effect of gender role attitudes (GRAs) on relationship well- being and the potential mediating effect of communication behaviors in a sample of engaged cohabiting couples (n = 30). Males and females reported having similar egalitarian attitudes. Regression results indicated that egalitarian GRAs were positively associated with relationship well-being. This relationship was mediated by communication behaviors, but the models differed for males and females. For females, positive interaction and female demand/male withdrawal and male demand/female withdrawal patterns were associated with relationship well-being; but for males, the only significant mediator was positive interaction patterns. The authors conclude that cohabitating couples who have egalitarian GRAs and intend to marry engage in more constructive communication behaviors, which in turn influence their perceptions of the quality of their relationship.

Natalia Sira and Sharon M. Ballard

ABSTRACT: This study investigated gender differences in body satisfaction in college students. Participants (195 males and 340 females) self-reported weight and height (in order to calculate BMI). In addition, attachment (to mother and father), dieting behaviors, perceived parental control, global self worth, and body satisfaction were measured and examined in relation to satisfaction with one’s body. Lower BMIs were associated with a higher degree of body satisfaction and higher self-worth scores among females, but male scores were not related to BMI. Regression analysis revealed that psychological correlates, such as attachment to mother and father, parental control, and eating attitudes demonstrated a unique association among variables in prediction of body satisfaction for each gender. Implications for clinicians and researchers are discussed.

Carmel Parker White, Susan Reichelt and Barbara Woods

ABSTRACT: Low stakes writing has the goal of increasing how much students think about, understand, and learn the content being taught and is typically ungraded or graded informally. Students in two child development and family relations courses were asked to participate in low stakes writing. Students reported that low stakes writing helped facilitate the transition into the class session, allowed them to apply course content, and helped them to better understand themselves and others. The majority of students reported that low stakes writing questions were valuable and effective. Students provided comments about why low stakes writing was an effective learning tool and identified other benefits for course instructors. Low stakes writing is an easily implemented and effective strategy to engage students in the classroom.

Audrey Faye Falk

ABSTRACT: Family resource management is a course ripe for inclusion of international approaches and perspectives for a variety of reasons. First, the topic is inherently global; second, family studies students need to be prepared to work with culturally diverse families; and finally, global citizenship is increasingly identified as an aim of liberal arts education. This paper suggests strategies and approaches for imbuing family resource management with a global perspective. It may be of interest to faculty teaching family resource management or other family studies courses who wish to integrate a global perspective into their courses.

Kimberly Kotrla, Preston Dyer, and Karolina Stelzer

ABSTRACT: The Hispanic population is the fastest growing ethnic group in the U.S. It is also a young population that faces a number of challenges including high rates of divorce and teenage pregnancy. Although marriage, or relationship, education is certainly not new, it is relatively unstudied among Hispanic couples. The Hispanic Active Relationships Project (HARP) was an initiative specifically designed as an outreach effort to Hispanic couples. This initiative was designed to provide participants with relationship and communication tools to increase relationship satisfaction, improve communication and conflict resolution skills, decrease negative interactions, and increase commitment to the relationship. The present study reports findings on the effectiveness of the HARP program based on data gathered from 550 individuals (275 couples) over a two and half year period. Participants were primarily Spanish speaking and at least half were first or second generation immigrants.

V. William Harris, Elizabeth Davis, and Katherine Chartier

ABSTRACT: Empirically-informed teaching is driven by empirically-based teaching methodologies and techniques. In this article the effectiveness of the Attention, Interact, Apply, Invite (AIAI) – Fact, Think, Feel, Do (FTFD) Start-to-Finish Teaching Model is explored through data collected from 41 students at a Western university. Results suggest that the AIAI – FTFD Start-to-Finish Teaching Model can be an effective tool in improving educators’ abilities to meet their own and their students ‘needs through quality teaching preparation and delivery.

Kate Fogarty, Jonnali C. Mayberry, Suzanna Smith, and Silvia Echevarria-Doan

ABSTRACT: Florida’s Marriage Preparation and Preservation Act (FMPPA) went into effect in 1999 and provides incentives to couples for receiving premarital preparation, similar to policies in six other states. Since the FMPPA’s inception, no studies have examined whether state policy incentives are achieving the desired impact of increasing couples’ likelihood of seeking premarital preparation. This study address ed contextual, external motivators including policy-based incentives and internal motivators contributing to couples receiving premarital preparation, testing a model combining facets from the Health Belief Model (Stretcher, Champion, & Rosenstock, 1997) and Self Determination Theory (Deci & Ryan, 1985). Results indicated that couples’ values, indicated by the influence of respected recommenders; and positive attitudes held about premarital preparation (PMP), explained the influence of external motivators, such as limited time and funding on whether or not couples received PMP. Implications for researchers, practitioners, and policy makers are discussed.

Kevin N. Wright and Cherie Wooden

ABSTRACT: Previous research has found that parental empowerment is associated with a variety of positive and negative outcomes for parents, their children and parent/child relationships. Interestingly, most parent training programs do not directly address parents’ lack of confidence, feelings of incompetence and reluctance to assume the role of parenting. Instead, programs attempt to improve the skills of parents, which, in turn, is presumed to result in improved perceptions of competence by participants. The parenting training program described here attempted to address and boost parental empowerment directly by taking a “bottom-up” rather than “top down” approach to program development and implementation. In conceptualizing the approach, the project drew upon three bodies of theoretical work: 1) it considered the role and distribution of power between participant and service provider, 2) it utilized a group process model to facilitate group cohesion and productivity, and 3) it drew upon the pragmatic nature of adult learners to engage participants and foster ownership. This article describes the first phase of a project to develop a parent-developed, parent-run parent training program in which a diverse group of parents were brought together to develop a training curriculum.

The article describes the approach by which responsibility for developing the curriculum was vested with parents rather than professionals, the empowerment formula the parents incorporated into the resulting curriculum, and the influence of participating in the process on participating parents. Implications for practice are discussed.

Steven M. Toepfer

ABSTRACT: This study reports on the relationship between perceived family social support [FSS] and family intrusiveness [FI] in a sample of young adult women. These family system variables were hypothesized to be inversely correlated. The potential for a positive correlation was also explored to determine whether or not family support can coincide with deleterious intrusive social interaction. Results of the study showed an inverse correlation rather than positive. Implications and directions for future research are discussed.

Rosemary V. Barnett, Tana Lynn Jackson, Suzanna Smith, and Heather Gibson

ABSTRACT: This study examined the effects of religiosity and sibling relationships on the timing of sexual debut. The sample was comprised of 352 students randomly selected from a university in the Southeastern United States. Sibling relationships had a small but significant effect on the timing of sexual debut. There was a higher chance of an individual not having had, or delaying, their sexual debut when their sibling relationships were characterized by low sibling warmth/closeness, high sibling relative status/power, high sibling conflict, and low sibling rivalry. Religiosity had a significant effect, with higher levels of religiosity resulting in later age of sexual debut. Furthermore, level of religiosity was more significant in emerging adulthood than in adolescence. Both sibling relationships and religiosity independently had an effect on the timing of sexual debut. Implications for research and practice are discussed.

Paul C. Rosenblatt and Xiaohui Li

ABSTRACT: The focus of the literature on the problems of cell phone use while driving has been on how driving is more risky while talking on a cell phone, but there are reasons to think that cell phone usage while driving is also risky to the relationships of the parties involved in the phone conversation. The same factors that make driving more risky while using a cell phone (for example, longer reaction times and impaired attention) can also make family communication in that situation more risky. This article provides a speculative theoretical analysis applying cognitive models of the effects of divided attention and distracted communication to suggest why cell phone communication when one of the family members in the conversation is driving can be risky. The analysis is applied to five hypothetical family conversation scenarios that could create difficulties.

Heidi E. Stolz, Liliana Vargas, Lisa M. Clifford, Heather A. Gaedt, and Claudia F. Garcia

ABSTRACT: This study evaluates Parent Project®, a parent education program for parents of at-risk adolescents. A logic model was created to highlight the relationship between program theory and measured constructs. Results comparing pre-workshop data with Week 10 data suggested significant increases in parent-reported parental support, parental behavioral control, and youth achievement, and significant decreases in youth antisocial behavior. Youth reported significant increases in maternal and paternal support and maternal behavioral control and significant decreases in antisocial behaviors.

Debra L. Berke. Erin F. Boyd-Soisson, Ashlin N. Voorhees, and Elizabeth W. Reininga

ABSTRACT: Service-learning has been used in a variety of educational settings and is a valued aspect of education. Advocacy as service-learning, on the other hand, is not as widely known or utilized. Advocacy is “the pursuit of influencing outcomes—including public-policy and resource-allocation decisions within political, economic, and social systems and institutions—that directly affect people’s lives” (Cohen, de la Vega, & Watson, 2001, p. 8). Thus, when doing advocacy, individuals engage in “a deliberate process of speaking out on issues of concern in order to exert some influence on behalf of ideas or persons” (Rengasamy, 2009, p. 1). This paper bridges the gap that exists between advocacy and service-learning, and, through a case study of a family policy class using an advocacy as service-learning assignment, explains the advantages of integrating them. The results indicate that, when combined, the two work simultaneously to give students a beneficial and positive learning experience.

Deborah C. Bailey

ABSTRACT: The process of teaching students in family studies courses presents unique challenges. With a conceptual framework that utilized a self narrative process of collecting and analyzing student engagement during a family management theory course, I was able to construct particularizing questions to explore problematic experiences with teaching. Insights into student needs were documented using research found in a scholarly search of literature that later became the basis of critical reflection of personally held beliefs. Insights from research on characteristics of millennial students, meta programme, and Baumrind’s parenting styles are presented.

Kimberly Greder, Jennifer A. Diers, and Melissa P. Schnurr

ABSTRACT: A program evaluation of the Partnering with Parents training program instructed in the traditional (face-to-face) classroom setting and online was conducted. There was a statistically significant increase in all participants’ (n =146) ratings of their parenting education competencies (i.e., knowledge and skills) from before to after the training. Those who participated in the online training rated their competencies before the training higher than those who participated in the traditional setting; however, they also rated their competencies after the training modestly lower than those who participated in the traditional setting. Qualitative analysis revealed that regardless of program delivery format, participants reported a paradigm shift in how they viewed themselves as parenting educators, as well as broadened their understanding of parenting education. Participants reported the following aspects of the program that helped to make it effective: a quality curriculum; formation of a learning community; instructor content knowledge, approachability and professionalism; and flexibility in training design (i.e., a variety of learning tools, options to attend other sites, and asynchronous online learning activities).

Kevin H. Gross, Linda Robinson, and Sharon M. Ballard

ABSTRACT: Maternal depression has been linked to a variety of negative developmental outcomes for children. Using data from Waves I and III of The National Longitudinal Study of Adolescent Health, this study used a three generational model (child, mother, grandmother) to examine maternal depression as it relates to the quality of the mother- daughter relationship and children’s behaviors. The study found that young women were more likely to report feeling depressed both prior to and following childbirth when they perceived problems in relating with their own mothers. Behavior problems were more prevalent for children who had mothers with more depressive symptoms.

Brian J. Higginbotham, Ph.D. & Dan Felix

ABSTRACT. Guided by family stress theory, this study compares newlywed samples of remarried couples from rural and urban areas. More than 900 men and 1,000 women in remarriages responded to questionnaires that assessed their economic pressures, family characteristics, and relationship quality. On socioeconomic characteristics, rural and urban couples differed. Urban couples were more educated, had smaller households, and had higher incomes. However, both samples reported high levels of satisfaction and low levels of relationship instability. Regression analyses identified gender differences in the economic predictors of relationship quality. For wives, both marital satisfaction and marital instability were predicted by financial concerns. For men, relationship outcomes were related to the ability to make ends meet. Material needs (having enough money to afford necessities) also predicted marital satisfaction for women, but not marital instability. Implications for family life education are provided.

Erin Faith Boyd-Soisson and Raeann R. Hamon

ABSTRACT: The Family Folklore Album project is a pedagogical tool in which students interview family members in order to collect stories which are then organized and critically analyzed using concepts and insights gained from a family science course. The Album is designed to help students to gain an awareness of their own family and their place within it, as well as the multiplicity of ways of being family. Formal assessment data of the project reveals that, in general, students appreciate the opportunity to spend time with and learn more about their family members, while at the same time gaining a deeper understanding of family science concepts and their own identity.

Heidi E. Stolz, Ph.D., Denise J. Brandon Ph.D., & Heather S. Wallace, M.S.

ABSTRACT: This manuscript utilizes data from a telephone survey of 312 parent educators across the state of Tennessee to inform research and service efforts of a university-based parenting center. Specifically, we investigated (a) techniques used to disseminate parenting information, (b) specialized populations targeted, (c) curricula used as well as the evidentiary basis of those curricula, and (d) parent educator training and education, all at both state and within-state regional levels. Overall, results indicated that classes were generally available for individuals in various specialized populations, and a range of techniques were utilized to reach parents. Additionally, a variety of curricula were in use by relatively well-trained professionals. Results suggested several areas in which the resources of the university could be directed toward supporting the efforts of parenting educators in Tennessee. University faculty elsewhere are encouraged to similarly connect with front-line parent educators, gather data, and initiate services to help them help others.

Linda S. Behrendt, Ph.D.

ABSTRACT: Social and cultural changes in the 21st century have impacted the task of parenting, and in response to these challenges, the role of parent education has taken on increased importance. The National Extension has defined skills for effective parenting titled Parent Education Model of Critical Parenting Practices, which provide guidelines for educators. Search Institute has identified 40 developmental assets that all children and youth need to aid them in successfully navigating to adulthood. The theoretical question addressed in this paper is whether the Parent Education Model and Asset Development used together would enhance parent education. A review of the Parent Education Model and Asset Development, as well as results from two focus groups, informed the theoretical question. Implications for practice include curriculum suggestions for use in a variety of parent education, social service, and youth settings.

Scott S. Hall, Ph.D.

ABSTRACT. A common perception is that fathers play an important, if not distinct, role in influencing their young daughters’ future, heterosexual relationships, though the means by which paternal influence and relational outcomes are linked is unclear. The current study explores associations between positive paternal influences (paternal support, a father’s treatment of the daughter’s mother) and attachment styles and dispositions toward marriage (beliefs, attitudes, intentions) of young adult women, with emphasis on unique associations for the father-daughter dyad compared to other parent child pairings. A multivariate multiple regression and follow-up regression models yielded some but limited support for unique associations between fathers and daughters. Especially apparent, however, was the tendency for a daughter to be attracted to relationship partners who reminded her of her father when she reported higher levels of positive paternal influences from her childhood.

Mary Jo Katras, Elizabeth M. Dolan, Sharon B. Seiling, and Bonnie Braun

ABSTRACT: Rural welfare mothers receiving Temporary Assistance to Needy Families (TANF) have a difficult time reaching economic security and lessening their reliance on benefits because of the impediments they face regarding employment opportunities, transportation, child care resources, and more. This article focuses on 62 rural mothers, each receiving TANF at some point during the three year Rural Families Speak study. By their third-year interview, only 11 of the 62 mothers had household incomes above 150% of poverty for their family size. These 11 achieved success through educational training in fields offering livable wages. The other 51 mothers were struggling to overcome barriers such as poor health and lack of transportation. The rural economy was a barrier faced by both the successful and non-successful mothers. Mothers representing those who got off TANF and those who did not were both profiled. Their words add to the quantitative findings. Rural residents face barriers measurably different from their urban counterparts, and policymakers have not considered rural-urban differences in creating TANF regulations. The barriers and pathways identified in this study should inform future public policy decisions.

Jane D. Lanigan, Mary Bold, and Lillian Chenoweth

ABSTRACT: This article examines the perceived affect of computers on family time and relationships. A family systems theoretical framework guided the exploratory qualitative investigation. Results indicate that computer use generally replaced solitary or minimal interaction activities. However, the majority of participants (n = 79; 89%) perceived that the computer impacted their family relationships. Of those participants, 45% (n = 36) cited a mostly positive impact; 24% (n = 19) a mixed impact and 20% (n = 16) a mostly negative impact. Themes included connection and the computer as a source of family information. The potential benefit of considering family characteristics was demonstrated as differences emerged based on family type as well as reported family levels of cohesion and adaptability.

Kevin Gross

ABSTRACT: Data from the National Longitudinal Study of Adolescent Health were analyzed comparing the constructs of sexual intercourse and sexual competence using various background characteristics. Forty-two percent of the youth had experienced sexual intercourse during the previous year. Of these, the level of sexual competence was high (Mean = 5.36 on a scale that ranged from 0 to 7). Significant independent effects were found for gender and race in relation to sexual competence and for age, race, family structure, and parental education in relation to sexual intercourse. Both being a male and being black were associated with lower levels of sexual competence; whereas, being older, black, from a single-parent household, and having parents with lower levels of education were all associated with having had sexual intercourse. Findings illustrate the importance of considering sexual competence when investigating adolescent sexuality.

Jacob Priest, Misty Burnett, Rachel Thompson, Anne Vogel, and Paul L. Schvaneveldt

ABSTRACT: This research examines the impact that of relationship dissolutions on romance and mate selection beliefs. A questionnaire was randomly distributed to 261 young adults regarding past breakup history and attitudes toward unrealistic beliefs of romance and mate selection. Age, gender, relationship status, the number of breakups and recentness of a breakup were all shown to affect one or more of these unrealistic beliefs. The study suggests that the more relationship experience an individual has, the less likely one is to hold unrealistic beliefs when choosing a mate.

Jennie E. Long Dilworth

ABSTRACT: Schools and communities conduct sexuality education programs to supplement the information children receive from parents and caregivers. Critics argue that this institutional education supplants parental teaching and fails to include parents as partners in sex education. To assess to what extent current sex education curricula draw parents into this vital process, eight empirically validated sex/HIV education programs were selected for content analysis. Programmatic references to parents were organized into thematic categories representing varying levels of parent inclusion. Results of these analyses can assist schools in selecting parent-friendly sex education curricula. Recommendations for family life educators are presented.

Stephen F. Duncan

ABSTRACT: Upon graduation, many family science graduate students will have opportunities to work with lay audiences in educational settings outside the traditional university and high school classroom. To succeed in educating lay audiences requires a somewhat different skill set than that which students currently gain in many family science programs. Thus, for graduates in family life education to succeed well in educating the public requires different skills than teaching students in traditional classroom settings. This article reports the development, implementation, and evaluation of a course, called The Outreach Class, as an example of what family science graduate programs can do to assure that students gain the skills they need. Evaluation data show the course is experienced as a positive, hands-on learning experience. It is suggested that through a course like this, students gain practical educational experiences that arm them to become more effective ambassadors of family science scholarship to citizens of the world.

Heidi E. Stolz

ABSTRACT: This study explores the effects of an undergraduate parent-child relations curriculum designed to integrate instruction of developmental and parenting theory into an applied skill-based parenting framework. It was hypothesized that students in the applied teaching group would demonstrate significantly more improvement in effective parenting behaviors from pre-test to post-test than control group students who were enrolled in a traditional text-based course. The results suggested the 10 week curricula positively impacted the parenting skills of treatment group participants (N = 54), but not control group participants (N = 25), as evidenced by blind, quantitative coding of responses to hypothetical parent-child scenarios.

Rebecca A. Adams and Scott S. Hall

ABSTRACT: The benefits of using film clips in Marriage and Family Relations classes are numerous. They can be used to teach new concepts, initiate discussion, and assist students in developing “perspective taking,” an important component in feminist pedagogy and in developing critical thinking skills. Suggestions for classroom utilization are included, as well as methods for gathering film clips and information about copyright issues. The appendix includes numerous examples of family related themes, movies in which the clips can be found, descriptions of the scenes and the approximate length of each clip.

Carmel White

ABSTRACT: This study examined college students’ conceptualizations of “busy work” in a course that incorporated student-centered learning and collaborative learning groups. About 40% of the students felt that there was no “busy work.” Those that did most frequently reported that in-class group assignments and providing feedback to group presentations were “busy work.” Examinations were least likely seen as “busy work.” It is recommended that faculty explain the pedagogical rationale when student-centered learning techniques are used.

Laura S. Smart

ABSTRACT: Family science emerged as a separate social science discipline in the last quarter of the 20th century. In the mid 1980s, two organizations gave recognition to the new discipline. The Family Science section of National Council on Family Relations was formed, and a separate organization, the Family Science Association, also was formed. The purpose of this article is to describe the development of family science, with a focus on 1982-2007. Eight categories of family science scholarship from 1987-2007 are reviewed: academic programs, curriculum development, ethical guidelines for practice, philosophy of science, research methodologies, the interface between research and practice, and career development.

Isabel Vega Robles

ABSTRACT: This paper is a translation of the plenary address that Dr. Vega Robles gave at the Groves Conference in San Jose' which is available, upon request, in Spanish. It is drawn from her dissertation research.

Michael P. Farrell

ABSTRACT: This article outlines some of the theoretical issues and research
findings from case study and survey research on the effects of adolescent
boundary testing and development on parents' psychological functioning and
development. It also looks at aspects such as family culture, gender
relationships and feedback between functioning response and behavior from the
point of view of both the parent and the adolescent.

Dina Krauskopf

ABSTRACT: This article explores the meaning of general research and theory of adolescence within the context of social change in Latin America. Generational conflicts within families and the opportunity structure of the emerging countries are discussed. Needs for more careful application and local investigations of adolescent development are identified. Families in the region must confront the changing of their traditions, and large sectors are affected by the effects of political instability and poverty. Thus, adolescence, a period in which new experiences and questions abound, finds a weakening in the structures that could deal with and channel these new experiences and questions. These conditions often cause disturbances in the developmental process.

Davor Jedlicka

ABSTRACT: Immigration for marriage trends before and after the passage of the United States Senate bill on "marriage fraud" in 1986 are examined. The data suggest that marriage fraud was low or negligible before and after the passage of that bill. No statistically discernable changes in immigration trends were found in the direction predicted b1t those who proposed the bill. The results of a survey of participants in international mate selection also confirm these findings. College graduates and professional people who sought love and
marriage on both sides of the ocean were over-represented. These data and the
literature reviewed indicate that most people who immigrate for marriage seek
love and happiness. The mechanisms of international mate selection involve
much communication, and since 1986 face-to-face encounters are required. The implications of the frequently used epithet, "mail order bride," have always been derogatory and misleading. In interviews, immigrant women found the phrase bigoted and hurtful. It is strongly suggested that such vocabulary is, in fact, pejorative. At the same time, the authors of family textbooks are encouraged to discuss in their books the ever-growing proportion of international marriages in America and around the world.

Deborah B. Gentry

ABSTRACT: This integrative essay seeks analyze four exemplary school-based family life education programs. The following elements of family life education, as called for by Thomas and Arcus, will be identified for each program.

Carol Anderson Darling, Sally Hansen-Gandy, & Bonnie B. Greenwood

ABSTRACT: To facilitate cultural awareness in educational settings, a research investigation using focus group methodology was conducted in three Florida cities with varied and diverse populations. Interviews with students, teachers, counselors, and administrators in secondary schools with multicultural populations provided information for qualitative analysis. The findings included the identification of cultural issues pertaining to students and families, as well as successful educational methods, materials, and communication styles that can be used in multicultural settings. Suggestions for educational strategies to enhance cultural awareness are included.

Author info

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Barbara H. Settles, Carolyn Grasse-Bachman, & Marv Lou Liprie

ABSTRACT: Family life educational materials were developed with underserved adolescents in African and Latin American communities as a focus. A set of curriculum materials that had been previously used for minority adolescents were one of the foundations. Focus groups from the community of adults and tested with older youth and young adults and a review of research and curricula and adolescents were used to develop the revisions that included the production and refinement of a peer leader manual and model lessons. A discussion videotape was produced and the whole program was piloted. The total program was distributed in the Delaware school's Family and Consumer Sciences programs administrators in state departments of education throughout the United States.

Deborah B. Gentry

ABSTRACT: An adaptation of a "Conflict Manager" program for an elementary/middle school setting is described. Outcomes regarding school to home transfer of knowledge and skills are highlighted.

Barbara H. Settles

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Isabel Vega  Robles

ABSTRACT: The psychological indicators and family organization and labor practice in microenterprises are examined, and embody three dimensions that share a strong relationship with each other: family dynamics, productive work of the family units, and resources available to do the work. These results came from a study that used in-depth interviews with eleven women in microenterprises to explore the underlying processes. A system of values and very traditional family beliefs was found that underlie women's microenterprises. The perspective of women's work reflects these values. Women in microenterprises may believe that for her to be responsible for her own business it may conflict with family unity and her relationship with a spouse or companion, and will develop some strategies and use resources within her reach to build a platform that will allow her to comply with the many roles imposed on her. The credit and training programs geared to women's microenterprises must be based on the realities on the realities of the women involved and not on ideal economic assumptions.

Roger H. Rubin

ABSTRACT: Family policies in China/Hong Kong, Singapore and Indonesia are discussed and implications for the Americas are considered. Reference is made to the contrasts among these nations regarding the extent of direct government involvement in family life. Programs related to population control, marriage and divorce, social welfare services, child care and protection, housing, education, health care and pensions and retirement are examined.

Regina George-Bowden & Norma J. Burgess

ABSTRACT: Many changes in the lives of women are occurring globally. Women and their families continue to experience significant challenges to the quality of life, educational, health, and economic opportunites. We examine women's lives in Costa Rica regarding these issues to continue the discussion in Latin America.

John T. Deiner & Penny L. Deiner

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Jo Lynn Cunningham

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Julia A. Malia & James E. Malia

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Beverly A. Schroeder & Pamela Boyce

ABSTRACT: Building Strong Families, a parent education program from Michigan State University Extension, is designed for first time, limited-resources, and limited-literacy skill parents of children birth to three years of age. It has incorporated research on normative child development, effectiveness of peer instructors, adult learners with limited resources, and learners with limited-literacy skills. The curriculum stresses the importance of parenting in the child's early development. It is intended to empower the parents to positively impact their children's future. The four units in the program include: How Kids Develop, Helping Kids Behave, Playing to Learn, and Smart Living. The curricula materials include concept sheets, an evaluation kit, experiential activities, videos, flip charts, and trainer's manuals.

Building Strong Families was piloted with African-American, Hispanic, Native American, Asian American, and urban and rural audiences. The feedback to the design team was incorporated into the final development of Building Strong Families. The evaluations of the program indicate positive outcomes in improving interactions between parents and their infants, safer home environments, willingness to access social supports, increase of internal locus of control, and higher levels of positive parenting behaviors.

Georgia L. Stevens & Kathleen A. Lodl

ABSTRACT: Successful coalition development is the basis for citizen action. It is through the working together toward a common goal and the sharing of resources that differences can actually be made for the betterment of society. This paper highlights a 10-year model coalition-buidling project that has been successful at both local and statewide levels. By studying this project longitudinally and exploring various aspects of the coalition building process and its impact of the people it serves, insight can be gained as how to replicate truly successful coalition development.

Barbara H. Settles, James Earl Davis, Carolyn Grasse-Bachman, Kathy A. Janvier, & Scott R. Rosas

ABSTRACT: Families and Centers Empowered Together (FACET) is an intervention program for the prevention of alcohol, tobacco, and other drug (ATOD) abuse by providing family support with a strong parental empowerment emphasis. It was funded as a 5-year demonstration project with a complex process and outcome evaluation design. The program proposed to bring parents of preschool children who were served by daycare centers in at-risk neighborhoods together to support both their children's learning and their own growth and community building. The rationale for its support by a prevention program was based on a review of research and evaluation, which detected a tendency for prevention to be most effective when parents were involved earlier rather than later. The findings in both parts of the evaluation give strong support to the efficacy of the model. Among the recurrent central themes in the project findings are: the parent administered lending library is highly cost effective; parents do take leadership; child care workers are enthusiastic; attendance has been much higher than the original criteria of 50%; continuous training is needed and appreciated; all centers have made their specialist's offices accessible. Parents have taken initiative in recruiting, advocating and presenting the program. FACET has made the transition to a state supported on-going program following the demonstration.

Daniel E. Hanks, III

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Julia A. Malia & James E. Malia

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Esther E. Onaga, John L. McAdoo, & Francisco A. Villarruel

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Gary Schilmoeller & Kathryn Schilmoeller

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Sarah R. Foulke, Nancy B. Potter, & Josephine A. Allen

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Lee Ann De Reus, Eileen E. MaloneBeach, & Mary Kay DeGenova

ABSTRACT: Teaching identity development is vital to a thorough understanding of human development. However, little is known about identity formation in general, and women's identity formation in particular. The purpose of this article was to document experiences that two groups of women perceive as important factors shaping their identity formation, and to purpose applications for teaching human development. Interview data from Avery's (1980) study of critical life events is used to compare college educated African American and European American women's perceptions of the events that shaped their lives and their identities. Marriage and motherhood were the most frequently cited critical events for European American women. Returning to school and racism were the most frequently cited critical events for African American women. The article is specifically organized and conceptualized for classroom use and includes questions to challenge students' thinking and to foster discussion.

Todd M. Edwards & Christopher P. Neck

ABSTRACT: A model for effective teaching is presented to guide new instructors in family science courses. The I-MAC Teaching Model includes: (1) Introduction, (2) Mini-lecture, (3) Application, and (4) Conclusion. Examples of the authors' application of the model, the model's flexibility, and student evaluation of its effectiveness are described.

Bernita Quoss, Karen Cachevki Williams, & Margaret Cooney

ABSTRACT: This study of teaching practices adds to the scholarship of teaching in family science by providing a model of classroom research. Three researcher-instructors systematically investigated their teaching practices, utilizing qualitative methods that included multiple classroom observations as well as semi-structured interviews with students. Their analysis and findings were grounded in a four-stage model of student intellectual development and in Vygotsky's theory of the zone of several teaching practices were identified as being the most useful at specific stages of student development; some problematic practices were identified. In addition, two barriers to intellectual development were identified: affective issues and a rule of social harmony. These findings have implications for instructional practices, curriculum development, and post-graduate professional development in family science. In addition, more classroom research in family science should be encouraged.

Ramona Marotz-Baden, Sandra Osborne, & Holly Hunts

ABSTRACT: A review of educational research identified teaching to students' learning styles as an important component of effective instruction. The evolution of temperament and learning styles was traced. Prominent paradigms of learning styles were explained, emphasizing that one's teaching style reflects one's learning styles. Three examples incorporating different learning styles were presented to illustrated teaching across learning styles. Two implications of incorporating various learning styles into one's teaching which emerged from the literature were (1) improving one's students' abilities to understand Family Science concepts and (2) modeling ways for Family Science graduates to present information to their future clientele.

Richard B. Miller

ABSTRACT: There are three misconceptions about the empirical generalization that there is a curvilinear relationship between marital satisfaction and the family life cycle. These misconceptions are that the generalization is based primarily on cross-sectional data, the slope of the U-Shaped curve is steep and dramatic, and change in marital satisfaction over the life course is primarily a function of changes in parenting. These misconceptions are reexamined using longitudinal research. Implications for family life educators and researchers are discussed.

Karen R. Blaisure & Julie M. Koivunen

ABSTRACT: Many couples face changing gender roles, balancing paid work and family life, and conflict over decision making. This paper reviews research on relationship equality that family life educators can incorporate into existing couples education programs. Informed by feminist and gender perspectives, five aspects of equality are highlighted: consequences of inequality, benefits of equality, definitions of equality, models of equality-based relationships, and steps in developing equality. Recommendations about group facilitation, an outline of the content, and couple and group activities are provided.

Scott P. Gardner and Linda S. Howlett

ABSTRACT: Traditionally, intervention programs addressing serious social issues ranging from crime to family violence, have focused on the individual or on the community as the intervention target. Although evidence exists linking many of our significant social ills to marital distress, the marital dyad is seldom the focus of interventions. After reviewing the literature surrounding the negative effects of marital distress on children, adults, families and communities, the authors explore the need for aiming more interventions at the marital dyad. Established and new approaches to marriage education are presented along with a review of supporting studies. The authors emphasize the need for primary prevention focused at the couple level highlighting a variety of new high school marriage education curricula. Finally, recommendations for agencies, practitioners, policy makers and researches are suggested.

Susan A. Carter & Michael Lane Morris and Priscilla W. Blanton

ABSTRACT: The purpose of this study was to explore what couples preparing to make the transition to marriage believe about marriage and remarriage. Onehundred couples making the transition to marriage from two Tennessee counties were surveyed. Data analyses revealed that the sample possessed beliefs in a variety of myths about marriage and remarriage. Further analyses revealed no significant gender or marital status differences in beliefs about marriage and remarriage. Implications for future family life education research and practice are discussed.

Kathleen Dyer Ramos & Lynn Blinn-Pike

ABSTRACT: Sixty-seven undergraduate college students in a multicultural family course were surveyed to examine feelings that may impede the open discussion of racial or cultural diversity issues. Lack of awareness of racial or ethnic issues and fear of appearing to be racist were identified through a writing assignment as prevalent among the students in the sample. Shame of one's ethnic group and anger over unfair treatment were factors for smaller numbers of students but were intense for those who expressed them. Disownership (separation from or denial of prejudice) was acknowledged by very few students. Suggestions are offered for teaching about diversity in family science courses in such a way that emotions are used to enhance, rather than hinder, the learning process. Suggestions include acknowledging and validating feelings about diversity and exploring and confronting the assumptions on which the feelings are based.

Hilary A. Rose & Suzanne R. Smith

ABSTRACT: Because of a competitive academic job market, it is imperative that graduate students have guidelines for preparing job applications. Empirically based guidelines exist in other disciplines (e.g., Brems, Lampman, & Johnson, 1995), but none exist for positions in family science. Consequently, applications (n=26) for two positions in a department of human development were analysed for quality and completeness. A quarter of the applications (n = 7 or 27%) was coded as both complete and above-average quality. Another quarter of the applications (n = 6 or 23%) was above-average quality but failed to address the particulars of the position announcement. Based on the findings, guidelines were developed and are presented for students and new professionals in family science.

Mudita Rastogi, Jacki Fitzpatrick, Du Feng, & Lin Shi

ABSTRACT: The presence of international students and faculty in the social sciences is growing. These individuals face unique challenges in professional development (e.g., networking, acculturation), yet there are few resources to help them address such challenges. The purpose of this paper is to provide an orientation to important issues in the American university system and human development and family studies (HDFS) program. In addition, concrete advice based upon the literature and the authors' professional experiences is offered.

Randi B. Wolfe

ABSTRACT: An overview of three studies (n = 57) conducted as an empirical evaluation of a parent education program based on Re-evaluation Counseling theory is presented. Study I involved middle income, married mother (n = 25) randomly assigned to a treatment group or an equivalent no-treatment comparison group. Study II, a pretest-posttest design, involved low income, Black mothers (n = 14) associated with a family support center. Study III involved Head Start mothers (n = 18) assigned to a treatment group or an equivalent no-treatment comparison group. Pretests, posttests, and follow-up evaluations examined parental attitudes, parenting stress, and parenting practices. Across studies, significant effects suggest the program can reduce parenting-related stress, improve parental attitudes, and encourage authoritative parenting practices. Some effects tended to diminish over time. The program appears viable with mothers of various social status groups.

Kerry Kazura, Kristine Baber, & Mary Temke

ABSTRACT: Although the number of families with an incarcerated parent continues to increase, few programs address the needs of these parents and their children. The Family Connection Project, developed through a unique alliance among a family studies department, Cooperative Extension, and the Department of Corrections, demonstrates an innovative model for providing family support and helping maintain parent-child relationships despite incarceration. This article reviews the relevant research, details the conceptualization of the intervention program, including needs assessment and goal setting, and explores ethical and pragmatic issues involved in working with inmates and their families.

Dennis K. Orthner

ABSTRACT: The link between welfare theory, research, and practice were at one time more coherent than it is today. The author examines the evolution of theories underlying welfare recipiency and their impact on policy. Whereas at one time public welfare was used to assist families, today's theories place more importance on self-sufficiency. The public welfare system-guided by the principles of functionalism and psychoanalysis-followed the passage of the Social Security Act. Later reforms began when theories such as rational choice and human capital were adopted. Other shifts in theories followed. The current shift in the perception of welfare and in policy formation is only modestly supported by theory and research. If social theory, research, and practice are not reconciled, public policies and regulations will be radically out of sync with the realities of family poverty. The author urges researchers, practitioners, and policymakers to work together to develop a more comprehensive welfare reform agenda.

Gerald R. Adams

ABSTRACT: Constructive criticism of a published manuscript in Family science Review, Vol 2, pp. 249-266, has suggested possible inaccuracy in the reported data. An examination of these data revealed counting errors that have been corrected through a reconstruction of the data. Corrected tables are presented in this report along with an examination of the limitations in using the archival technique for the study of historical data in the documentation of departmental and faculty eminence in family science.

William H. Meredith

ABSTRACT: The preceding article, 'A Study of Departmental and Faculty Eminence in Family Science Reconsidered" by Gerald R. Adams is an attempt to correct errors found in an earlier version of his paper (Adams, Huston, Braeger, & Goff, 1989). This study attempts to evaluate departments objectively by determining first and second authorship based on frequency of authored publications listed in Social Science Citation Index (SSCI).  Authored publications, one indicator of eminence, included the number of book reviews, books in print, and journal articles. A second indicator (a measure of quality) was the number of times an author's article was cited by others. Adams' study, therefore, was an attempt to examine both quantity and quality of publications, and from that to rank the most productive and influential faculty in 30 family science departments. Previous studies have considered only articles with a family focus. The current article includes child development.

Gerald R. Adams

ABSTRACT: Professor Meredith and his associates have made important contributions to the study of the history of family science. Meredith's published reports, along with those by Burr and associates, provide important information in an accumulating sociology of knowledge regarding family science. In Meredith's work on the study of family science, measurement of productivity has been focused on specific journal publications. This work, by nature, is exclusionary and based on a personal preference for a given series of publication outlets. The technique recognizes publications without an estimate of impact. In Burr and associate's work, reputational data are obtained using an available, non-random sample. This technique is limited by subjective measurement and the sampling strategy employed. In contrast, the use of Social Science Citation Index (SSCI) provides a researcher with a much broader (but likewise not fully representative) journal source that offers the potential for examining productivity (frequency) and impact (citation history). I will not labor further on such advantages, given our methodology is detailed in both the original and revised manuscripts that are published in Family Science Review (FSR). However, one's choice of methodology should be based on interests, objectives, and methodological focus.

Karen S. Wampler

ABSTRACT: Research on the Couple Communication Program (CC) is summarized. This review is an update of earlier reviews by the author. Results of recent CC studies are consistent with earlier research which indicate that CC is effective in producing both short-term and long-term improvements in relationships satisfaction as well as short-term changes in communication behaviors. Difficulties in conducting outcome research and suggestions for future research are discussed.

Hyunsook Chung

ABSTRACT: Research on the marital relationship has been one of the most frequently studied areas of investigation in the family field. Yet, there have been many problems with the theory and empirical work in this area. This article is a critical review of this work, including both theoretical and empirical problems that typically have occurred with the previous research. Also included is a section on suggested modifications for future research in this area.

Harriet Watkins Giles & Jacquelyn Mize

ABSTRACT: Professional internships are hypothesized to benefit students by easing the transition from school to work setting through promoting vocational crystallization, lessening the reality shock associated with work-force entry, and affording greater employment opportunities. In recent years, many family and child development programs have incorporated a professional internship into the curriculum. This paper describes one such internship program and presents results of a survey of its graduates. Alumni ratings of internship adequacy were significantly correlated with overall satisfaction with training in the department, and alumni who affiliated themselves with the family and child profession rated the quality of their internships higher than alumni who did not associate themselves with the profession. Directions for future research are based on theoretical and empirical work regarding the value of internships for student development.