Family Science Review
Research Articles
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.
