A CONTENT ANALYSIS OF SELECTED FAMILY LIFE EDUCATION TEXTBOOKS USED AT THE SECONDARY LEVEL

DISSERTATION

Presented In Partial Fulfillnent of the Requirements for the Degree Doctor of Philosophy in the Qraduate School of the Ohio State University

By JOHN WILLIAM HUDSON, B .S., H.A.

The Ohio State University 1956

Approvsd byt

Adviser Departnent of Sociology and Anthropology ACKNOWLEDGMENTS

The completion of a doctoral dissertation usually represents not only the efforts of the candidate, but also the support, encourage­ ment, and assistance of his teachers and friends and those even closer to him. In this instance the author is conscious of a debt of gratitude to many persons# I am indebted, first of all, to my wife, Dorothy Erskine Hudson, without whose perseverance, patient understanding, and generous assistance this study could not have been carried to completion.

To Dr. Florence G. Robbins of the Department of Sociology and

Anthropology, The Ohio State University, I am especially indebted for friendship and support throughout my graduate training, and for special add and assistance as adviser in this study.

To Dr. Raymond F. Sletto, Chairman, Department of Sociology and

Anthropology, The Ohio State U niversity, I am g ratefu l for technical assistance and for the inspiration provided through the example he sets as a man of principle and integrity.

At The Merrill-Palmer School, I am indebted to Dr. Pauline P. W.

Knapp, Director, for allowing time in my schedule to work on this dissertation. Many of my colleagues at Merrill-Palmer contributed generously of their time. Especially do I wish to thank Dr. Melvyn

J. Baer and Dr. Irving E. Sigel, for assistance in the construction of categories and statistical analysis of data, and Miss Dorothy L.

Tyler, Editor of Publications, for editing the manuscript.

i i H i

Appreciation is extended to the authors and publishers who granted permission to quote from their writings.

J.W. H.

D etroit, November, 1956 CONTENTS Page CHAPTER I STATEMENT OF THE PROBLEM AND BACKGROUND MATERIAL 1 Historical Data 2 Content Analysis (Substance, Form, Producers of Content, Audience of Content, Effects of Content) 7

I I SURVEY OF THE LITERATURE 9 Published Content Studies of Textbooks 9

I I I METHODOLOGY 18 Selection of the Texts 18 Method for Analyzing Subject Matter 22 Subject Matter Content 31 Unscored Material 32 Sampling Procedure 33 Scoring Procedure 33 Reliability 35 Method for Analyzing the Footnotes AD Method for Analyzing the Suggested Readings 43 Qualitative Analysis 44 IV FINDINGS 45 Subject-Matter Analysis 45 Footnote Analysis 59 Analysis of the Suggested Readings 63 Concept of the Family 70

V SUMMARY AND CONCLUSIONS 87 APPENDIXES

A. Major Subject-Matter Categories, Their Definitions and Indicators 97 B. Miscellaneous Subject-Matter Category (Subdivisions), Definitions and Indicators 103

C. Number of Paragraphs Allocated to Major Subject-Matter Content Categories for Each Textbook

D. Number of Paragraphs Allocated to Miscellaneous Subdivisions 1®8

E. Raw Data — Suggested Readings 114

BIBLIOGRAPHY 119 AUTOBIOGRAPHY 128 iT LIST OF TABLES

1. Family Life Education Taxtbooks Used in th is Study and Published in the Last Ten Years Currently in Use at the Secondary Level Arranged Alphabetically According to Title* 2* Subject-Matter Categories and Their Definitions*

3. Percentage of Agreeaient between the Two Judges in Scoring Subject Matter of Three Textbooks*

A* Percentage of Agreement on Subject-Matter Categories by the Test-Retest Method After a Three-Month Interval.

5* Percentage of Space Allocated to Major Subject-Matter Content Categories for Each Textbook*

6* Percentage of Space Allocated to Subdivisions Included under Miscellaneous for Each Textbook*

7* Percentage Distribution of Subject-Matter and Space Allocation*

6* Footnotes Ranked According to the Frequency of Citation of the Fields of Specialisation (of Footnote Authors)*

9* Total Number of Suggested Readings in the Family Life Education Texts by Book* 10* Distribution of Suggested Readings by Field of Specialisation of the Authors*

▼ CHAPTER I STATEMENT OF THE PROBLEM AND BACKGROUND MATERIAL

In secondary education an increasing emphasis is placed on the area of family liv in g . Widely variant and sometimes divergent subject matter characterizes the present-day literature of family life education. This divergence may in part be due to the fact that originally family life education was confined to the home econosiics departments and the study of the family to the sociologist*

Today, however, we see family lif e education as a fusion of subject matter from various disciplines, covering psychological, sociological and home economics points of view. These points of view have not necessarily been coordinated into a single homogeneous systematic discipline, but may be somewhat eclectic in nature. Whatever they involve, it seems reasonable to assume that various types of con­ cepts, values, and attitudes are transmitted via education media in th is Important area.

Knowledge concerning the kinds of concepts, opinions, and approaches u tiliz e d in textbooks from which students learn about family life has important sociological significance. This signifi­ cance lies in the fact that family life educators are attempting to influence the attitudes and values of students. Such education then becomes one of the so cia l forces affecting orientation toward family livin g and may have an important impact on the evolving family structure and organization.

1 2

What we today are calling education for marriage and family life, may In the yeara to cane, be recognised as the first atepa toward a reorganisation of our culture, something of far greater significance than all the contemporary p o litic a l movements, programs, and co n flicts that now engross our attention. 3-

- Lawrence K, Frank, "Opportunities in a Program of Education for Marriage and Family Life." Mental Hygiene. Oct. 1940, fflV, 4, p. 594.

On the basis of this point of view, an intensive study has been made of textbooks used in family life education courses at the secondary level. This group was chosen because texts potenti­ ally reach the largest student population, and many high school graduates never attend college* Consequently, it would seem particularly important for sociological reasons to investigate the content material presented to this group.

The sp ecific problems explored in th is study are:

1. What is the concept of family life described in these textbooks? 2. What types of subject matter are included in high school textbooks on family life? 3. What sources are used to establish the concept of family life, i.e ., what sources do the authors use in presenting their particular point of view?

Historical 0a|£. It is difficult to date the beginnings of a fie ld . 3

It* emergence i* usually the result of a timber of factors, no one of which is singly more responsible than another. The social

forces of industrialization, urbanization, and the emancipation

of women brought with them changes in the family and family life .

Factors which formerly contributed toward the continuance of the marriage tie are no longer operative. Women are not forced to marry as the only means by which they can a tta in so cial p o sitio n or financial support and security. Men no longer have to marry in order to be comfortably housed and fed. The penalties for failure

in the marriage relationship are less severe than formerly. As the mechanics of living demand less time, more time can be devoted to

cultivating the relationships of living.

Between 1871 and 1874 domestic science courses were instituted

a t th e U niversity of I llin o is , Iowa State College, and Kansas

Agricultural College. A 1908 report states that by that date home

economic courses had been established in seven universities and in 2 all but three of the agricultural colleges.

2 Ksturah E. Baldwin, The AHEA Saga, Washington, D.C.t American Home Economics Association, 1949, P» 5

These early courses in domestic science dealt primarily with

cooking, interior decorating, and household management. In 1893 the National Household Economic Association was formed. In 1899 a conference was held at Lake Placid, New York, bringing together a group of persons interested in home science or household econoades. 4 These conferences continued annually until 1909, when it was voted to establish a national organisation known as the American Home

Economics Association. The objective of this organisation was to improve the conditions of living in the home, the institutional household, and th e community.

The first interest in family relationships, rather than in the mechanics of living, appeared in the early 1 9 0 0'a when G.

Stanley Hall began to focus interest on child development. Dr.

Hall is credited with having initiated the Child Study Movement.

In 1924 the American Home Economics Association established sections for businesswomen, homemakers, and those interested in related activities. There followed in 1927 sections on the economic and so c ia l problems of th e home. In 1927 th e American

Home Economics A ssociation received a grant from th e Laura Spelman

Rockefeller Memorial to study child development and parent education.

This culminated in the publication of three books by Lemo Dennis

Rockwood: Living Together in the Family (1934), a text on family relationships for young people of high-school age; Pictures of

Faa'tiv Life (1934), also designed for use with teen-age groups; and Tsacking Faai 1 v Relationships in the High School (1935), prepared to help teachers and administrators in developing a high school program in family relationships.

Paralleling and to a large measure stimulating interest in the family was the work being done in Sociology. W. I. Thomas and

Florian Znaniecki presented the first dynamic study of the family 3 in The Polish Peasant. 5

3 W. I, Thomas and F. Znaniecki: The Polish Peasant in Europe and America. Boston: Gorham Press, Vol. 1 and 11, 1918; Vol. Ill, 1919; Vol. IV and V, 1920, New York.

This study was based primarily on documents, letters and diaries.

Thomas and Znaniecki undertook to study the family as a living form. The work of Cooley, Mead, and Burgess also contributed significant data to the study of the family. Burgess is generally credited with giving impetus to the study of the sociology of the family. In his article, "The Family as an Arena of Interacting

Personalities," he develops the thesis of the influence of the individual family members on one another and on the total family.^

_ Ernest Burgess, "The Family as an Arena of Interacting P e rso n a litie s", The Family*. March, 1926, VII, pp. 3-9 ♦Now called Marriage and Family Living

It was under the pioneering leadership of Ernest R. Groves that functional marriage education came into being. In 1927

Groves wrote the first college textbook dealing with problems of modern family life. He is credited with teaching in 1928 the first functional course in marriage and the family at the college level.

In 1933 he published the first college text for use in marriage courses. Since that first college course the number has increased to a point where at the present time over 800 colleges offer one or mors functional courses in education for marriage, family life, and parenthood. Secondary education has been slower in incorporating courses in family life education into the curriculum. One reason for this has been the fea r of community disapproval. The established local mores are a greater deterrent to progress in developing programs of education for family life at the high school level than at the college or adult levels. In addition there has been a shortage of adequately trained teachers. It is difficult to obtain information on the early beginnings of education for marriage, family life, and parenthood at the secondary level. Prior to 1910 domestic science was offered for girls in some high schools. In 1917 the Smith-

Hughes Act supported "home-making education." In 1922 Denver offered the first course in Home Economics for boys. By 1936, high school core programs were including education for family life. In

1947* 50 per cent of girls and one per cent of boys at the second­ ary level were participating in classes which included subject matter on marriage, family life, and parenthood. There were 8,300 persons serving as part-time or full-time counselors to students.

The number of a r tic le s , pamphlets, and books on marriage, family life, and parenthood has increased steadily. In the ten books used in this study there are 1,283 Suggested Readings—a partial sample, for it does not include articles, pamphlets, or materials directed to teachers.

At present there is no accurate way of ascertaining the number of schools offering courses in marriage, family life, and parent­ hood, nor is it possible to obtain estimates of the number of high school students involved in these courses. Such statistics have not been compiled, owing to lack of uniformity as to what constitutes a "family life education" course.

Content Analysis. Content analysis has been used as a method of research for approximately twenty years. It was first used by students of journalism and sociology to study the content of

American newspapers. With the increased interest in public opinion, propaganda, and mass conmunication, content analysis came into more extensive use in the late 193°1s under the direction of Harold

Lasswell and Paul F. Lazar of eld. Berelson analyzed the number of content studies done in five-year intervals from 1921 through

1950 and found a steady increase from two studies a year in 1921 to twenty-five studies per year in 1950. ^

5 Bernard Berelson, Content Analysis in Communication Research. New York, American Book Co., Stratford Press, In c ., 1952, p. 2 2 .

Presumably the use of content analysis as a research method is still on the increase. The studies using content analysis may be grouped into five general classifications.

Substance. Substance , one of the more important uses of content analysis, has been used to evaluate trends and changes in content.

Form. The studies dealing with form have been concerned with exposing propaganda techniques, measuring readibility of comiuni- * cation materials, and analyzing literary style.

Producers of Content* The research subsuaed under producers of content examines the intentions and other characteristics of the ecauunicators. It has been used to secure political and military information and to determine the psychological state of persons and groups (i.e., Rorschach test).

Audience of Content. Studies falling under this heading hare examined attitu d es, values ("cultural patterns"), and in terests of population groups.

Effects of Content. Content analysis has also been used to reveal the focus of attention and describe attitudinal and behavioral responses to communications.

In addition, there have been attempts to study the content of nonverbal communication, such as paintings, gestures, and voice patterns.

♦ CHAPTER II SURVEY OF CONTENT ANALYSIS STUDIES

Published Content Studies of Textbooks. There have been a number of content analysis studies of textbooks. The f i r s t was made fo rty years ago by W. G. Bagley and H. 0. Rugg. *

1 W. G. Bagley and H. 0, Rugg, "The Content of American History as Taught in the Seventh and Eighth Grades; An Analysis of Typical School Textbooks." University of Illinois School of Education Bulletin. 16, 191&1

Rugg unfolded trends of names and epochs by analyzing a topical outline devised by compiling the material collected frcan graduate students In a seminar on education. The students analyzed 23 history textbooks used in seventh and eighth grades and published during the fifty years preceding 1915* Some of the books used were second editions, leaving the question whether or not each of the books was actually used in these grades. It was assuned that these textbooks were representative of all the books.

The students, each assigned a single time period, noted the topics and names conmon to all of the books, those common to at least three-fourths, and those ccesnon to half. Rugg's topical outline was then devised from the students' outlines and analyzed.

Fourteen years later Bessie Pierce analyzed civic attitudes 2 in American school textbooks.

2 Bessie L. Pierce, Civic Attitudes in American School Textbooks. Chicagot The University of Chicago Press, 193°•

9 10 She chose books used at the elementary, junior, and senior levels.

Her sample Included 97 histories; 67 books in civic, sociological, and economic problems; U5 geographies; 109 readers; and others. Pierce selected quotations that appeared in the books to illustrate points. The books were analyzed to reveal civic attitudes which might be learned by a pupil who read them, to ascertain what re­ action might be engendered toward people and policies of other lands.

The next textbook analysis appeared in 1932, when Irene Blythe

examined history texts to learn the extent to which they had 3 u tiliz e d th e new emphases and view points.

3 Irene T. Blythe, "The Textbooks and the New Discoveries, Qnphases and Viewpoints in American History." Historical Outlook. 23, 1932, pp. 395-1*02.

Blythe selected from current articles and reports what she con­

sidered to be the 32 most important h istorical discoveries, emphases, and viewpoints. She then analyzed 53 secondary American history textbooks, published between 1897 and 1930, to ascertain whether or not the more recent events had been incorporated. Blythe does not state her unit of measurement. She asserts that

76 per cent of the views had been incorporated into less than 10 per cent of the texts. Her conclusion is that the more recent material had not been generally included in secondary American history textbooks. II Homell Hart added an important piece of research to the field k of content analysis when he studied textbooks on the family.

k Homell Hart, "Trends of Change in Textbooks on the Family." American Journal Sociology. Vol. 39. 1933-3*+. pp. 222-31*+.

He included authors whose backgrounds included anthropology, religion, and biology. Eleven books, five preceding World War

I and six following the war to 1931. were compared fo r the amount of space given to 19 subject-matter categories. The unit of measurement is not stated. He concluded that since World War I textbooks on the family have largely abandoned the ethnological and historical treatment of the subject. The trend has turned more toward social problems and the personality relationships of family life.

In 1933 Arthur Waltworth made an intensive analysis of

American history textbooks and textbooks of the former enemy countries, comparing the treatment of America's wars.**

5 Arthur Waltworth, Hjstariaa at Wart 4 Study the Treatment of our Wars in the Sqhopl Bogfca the united states and in Those of Its Former Enemies. Cambridge 1 Harvard University Press. 1958•

His method consisted of selecting sample paragraphs describing the same war from American textbooks and comparing them with similar paragraphs from textbooks of a former enemy country. He con­ cluded that differences in terms of ethnocentrism appeared. 12 The following year, another analysis was done by Robert Park,^

6 Robert E. Park, editor, An Outline of the Principles of Sociology. New York: Barnes and Noble, Inc, 1939.

He sureeyed the content in 17 introductory sociology textbooks. Twenty-nine subject-matter content categories, apparently derived from the chapter titles, were used to determine the amount of space devoted to these categories. The problem of multiple themes arises when this method is employed.

Brewton Berry in 1940 analyzed the content regarding race in 7 sociology textbooks.

7 Brewton Berry, "The Content of Race in Sociology Textbooks.H Social Forces. 18. March, 194°, pp* 411-417.

Berry used the page as the unit of measurement. Nine categories were devised, but the indicators of the categories are not stated.

Twenty textbooks, considered representative of the introductory sociology texts in which race was tre tied, were analyzed. Rough percentages were calculated. Berry asserted that his rough measure of quantity told little about the quality of the material.

He found an amazing diversity of opinion among the textbook authors on such questions as, ( 1 )which race phenomena should be studied? (2 ) where does race belong in the sociological framework?

(3) what are races and how do they differ? Berry stated, however, that at leact six of the books analyzed in his study treat 13 the subject of race In as scholarly and scientific a manner as p o ssib le.

Elementary and secondary American history school textbooks g were examined by Marie Carpenter in 1941•

§ ■ — Marie E. Carpenter, The Treatment of the Negro in American History School Textbooks. Menasha, Wisconsin: George Banta Publishing Co., 1941.

She arbitrarily selected 86 representative texts and examined every book page by page. She abstracted points connected with th e Negro in American l i f e , arranged them according to topic and author, and finally organized the findings into five time periods from about 1830 to 1939. The material was analyzed partly in terms of quality and only roughly quantitatively.

A study conducted also in 1941 dealt with the famous

McGuffey Readers. Dero Saunders examined th e readers to determine how they treated themes related to religion, patriotism, honesty, 9 and the like.

- Dero A. Saunders, "Social Ideas in McGuffey Readers." Public Opinion Quarterly. Vol. V, 1941, pp. 579-589.

Saunders quoted selections from the readers and then coomented on the nature of the social ideology they imparted. His study was n o n -q u an titatire. u C. Wright Mills in 1943 wrote an important paper on his 10 analysis of social pathology texts.

10 ' C. Wright M ills, "The P rofessional Ideology of Social Pathologists." The American Journal of Sociology. XLIX. 1943-44. PP. 165-181.

He does not state his method but suggests that authors of social pathology texts tend to follow the same pattern of thought and lists many reasons why these authors refuse to depart from the standards set by the first of thsm, He carefully delineates the area which he says is their professional ideology.

A careful bit of research was done in 1946 by E. V. Estensen, who selected sample sentences from the McGuffey Readers and 11 measured themes as indicators of his categories.

11 E. V. Estensen, "McGuffey, A S ta tis tic a l A nalysis," Journal of Educational Research. XXXIX. 1946. pp. 445-457.

His analysis was done in tems of five categorical motivations.

Estensen found the percentage that each theme represented of the total aggregate selection of sentences and presented the standard error of percentages and critical ratios.

Bernard N. Desenberg in 1949 studied the trends in fsadly 12 sociology textbooks. 15

12 Bernard N. Desenberg, B. A., M.A., A Survey of the Historical Trends In American Textbooks in the Sociology of the Fandljr. Ph.D. Dissertation. The Ohio State University, 1949.

His sample consisted of 25 family sociology textbooks. They were divided into four time periods from 1912 to 1947. He developed a series of subject-matter categories from The Working Papers of the National Conference on Family Life held at the White House in April, 1947, and from a study done by Hornell Hart, "Trends of

Change in Textbooks on th e Family." American Journal of Sociology.

39, (1933-34), pp. 222-230. His scoring unit was the sentence. He sampled the textbooks by taking one sentence from every tenth page of those books having over 500 pages. For books with from 200 to 500 pages, a sample of one in five pages was used. With books of less than 200 pages, every other page was sampled. Desenberg does not directly discuss the question of reliability in his study, but indicates that he ran a test for self-consistency which yielded a correlation of

*99. In addition to analysing the subject-matter content of the

25 textbooks he also analyzed the texts for sources of authority

and frequency of citations. In his analysis of content material

Desenberg finds a lack of developmental material about the family in the various stages, i.e., child-bearing, preschool, school age,

family with teen-agers, etc., and greater stress laid on psycholo­

gical mechanisms, courtship, early marriage and parent-child

relationships• 16 In his analysis of source material Desenberg found that the United

States Census ranked first as the source of authority. He con­

cluded that there has been a shift away from historical, philosophi­

cal, and anthropological material, with an accompanying increase

in material in the fields of psychology and psychiatry.

A study conducted in 1954 by Abraham Tannenb&um questions 13 "cultural fairness" in primary grade primers.

_ Abraham Tannenbaum, "Family Living in Textbook Town." Progressive Education. March, 1954. Vol. 31» Ho. 5

In order to study this question he analyzed the color illustra?- tions in several series of pre-primers, primers, and first, second,

and third-grade readers published in the last ten years. He

does not in d icate the number of textbooks used in the study. A

series of categories was devised, each aimed at a specific theme,

i.e ., habits of dress, health conditions, food, transportation,

and the like. Tannenbaum states that he included categories that

required the least amount of "subjective judgment", in order to

leave little room for differences of opinion on the numerical

results. He fails to specify the criteria used to determine the

degree of subjective judgment for any category. There is no dis­

cussion of reliability or validity, so we do not know whether or

not he attempted to handle these problems. In spite of these

limitations his findings on social-class bias in primary texts are

striking. He found that the illustrations fail to show the environ- Bents of children from the lower classea. For example, the father is always pictured in business dress with a briefcase, the interior of the home is preserved with unusual tidiness, the houses are all well kept and freshly painted, with abundant yard and playspace, atypical of most urban areas. There is a noticeable lack of anxiety over such basic things as lack of food, presence of illness, or overcrowding because of large numbers of children.

He concludes, that "Textbook Town resembles most closely an upper m iddle-class community and as such f a ils by a wide margin to typify the environments of most primary grade pupils, particularly children from the lower-class." ^4

— Abraham Tannenbaum, "Family Living in Textbook Town." Progressive Education. March, 1954. Vol. 31, No. 5, p. 140. CHAPTER I I I METHODOLOGY

Selection of the Texts. Even a superficial acquaintance with

the field of family life education would make one aware of the

voluminous and diversified writing in this field. The ninber of

pamphlets, articles, motion pictures, and books directly or indi­

rectly associated with the field is impressive. The writings span a period of over twenty-five years and the contributors include

such diverse interest groups as home economists, sociologists, psychologists, insurance companies, ministers, and general writers*

With the increased emphasis on family life education in secondary

schools many teachers have found themselves pressed into teaching

in this area without preparation, experience, or training. Conse­

quently, the textbook takes on central importance, for the teacher

is likely to rely on its content as am outline and source for his

teaching as well as to inform and motivate the student.

It is not the purpose of this study to evaluate the peda­

gogical implications of preceding statements, but merely to recog­

nise and use as a point of departure the fact th*t many persons

teaching in the area of family life education have neither time

nor inclination to familiarise themselves with the existing liter­ ature. Because of the quantity and diversity of articles and

pamphlets in the field the author deemed it not feasible to study

them. Motion pictures showing family life would not present the

same difficulties as articles and pamphlets; however, the extent

IB 19 to which they are used for educational purposes throughout the

United States is not known. The decision to use family life education textbooks was made on the basis of the following assumptions:

1. That the textbook still provides the focus for most classroom teaching.

2. That publishers keep the teachers and school systems informed of current textbooks.

3. That books written as texts for family life education at the secondary level are actually used as texts.

4. That the content of family life education textbooks represents in general the subject matter in family life education.

5. That writers of the texts are leaders in the field and reflect current thinking in the area.

A systematic examination of bibliographies was undertaken. This examination revealed over five hundred books directly or indi­ re c tly re lated to the subject area. However, i t was not possible to determine which were currently in use as textbooks. The review pointed up the necessity of delineating a time period from which to draw the sample. The ten year period from 1945 to 1954 was selected because it represents the period of greatest expansion and growth in family life education. It also eliminated material which had limited or special application stemming from the war and prewar periodst Thirty letters were sent to professional leaders in secondary family life education, requesting the titles of 20 textbooks in current use in the United States. Fifty publishers were contacted, requesting the titles of books they published for use as textbooks in secondary family life education. The American Home Economics A ssociation, the National Council on Family

Relations, various state departments of education, the United

States Department of Health, Education, and Welfare, and others were contacted. These sources provided a list of fourteen texts published in the last ten years and currently in use as textbooks in family life education classes at the secondary level. (See

Table 1.) Four were eliminated from this study for the following reasons:

Schmiedeler1s Marriage and the Family was not included because it is written for use in parochial schools and draws heavily upon C atholic theology, ^

_ Edgar Schmiedeler, Marriage and the Family. New York: McGraw-Hill Book Company, In c ., 1946.

Smart and Smart's Living and Learning with Children, although defined by the publisher as a text for family life education, was not included in this study because the book deals primarily with 2 child care and development.

2 MoHie S. Smart and Russell Cook Smart, Living and Learning with Children. Boston: Houghton Mifflin Company, 1949. 21 TABLE 1. FAMILY LIFE EDUCATION TEXTBOOKS USED IN THIS STUDY AND PUBLISHED IN THE LAST TEN YEARS CURRENTLY IN USE AT THE SECONDARY LEVEL (ARRANGED ALPHABETICALLY ACCORDING TO TITLE)

T itle Author Publisher Date Edition

About Marriage and You Cosgrove, Marjorie Science Re­ 1954 and search Josey, Mary I. Associates

About You Cosgrove, Majorie Science Re­ 1952 and search Josey, Mary I. Associates

Building Your Life Landis, Judson T. P ren tice- 1954 and Hall Landis, Mary G.

Facts of Life Duvall, Evelyn M. Association 1950 and Love Press

Family Living Duvall, Evelyn M. Macmillan 1954 Sixth Living Together in Wood, Mildred W. American 1946 th e Family Home Eco­ nomics Association

Personal Adjustment. Landis, Judson T. P ren tice- 1950 Third Marriage and and Hall Family Living Landis, Mary G.

The Family and Its Groves, Ernest R., J . B. 1953 Relationships Skinner, Sdna L ., Lippincott Swenson, Sadie J«

You and Your Moore, Bernice M. D. C. 1953 Revised Family and Heath Leahy, Dorothy M.

Tour Marriage and Landis, Paul H. McGraw-Hill 1954 Second Familv Living 22 Miller and Laitem's Personal Problems of the High School Girl contains material which parallels in many respects the textbooks 3 used in this study*

3 Frances S. Miller and Helen H. Laitem, Personal Problems of the High School G irl. New York: John Wiley and Sons, Inc., m ST

Because this book is specifically directed to the "high school girl" it was excluded*

Today1s Home Living by Justin and Rust is a high school home economics textbook which contains family life education material, but the greater part of the text is devoted to more traditional 4 home economics subjects.

4 Margaret M. Justin and Lucile 0. Rust, Today1s Home Liring. Chicago: J.B. Lippincott Company, 1953*

It was therefore excluded from the study*

Method for Analyzing Subject Matter. In order to analyze family life education textbooks, it was necessary to devise a system of categories under which the content could be subsumed*

Before an attempt was made to establish the subject-matter cate­ gories, the textbooks were read and reread, so as to become familiar with the general subjeot matter and approach in this field*

Leaders in the field were corresponded with and wherever feasible interviewed to gain as broad a picture as possible of the goals and purposes of family life education courses at the secondary level* 23 Teacher's manuals, course outlines, and articles pertaining to the

philosophy underlying family life education were studied. From

these sources a list of the aims of family life education at the

secondary level was constructed. The following statements are

representative of the aim and purposes of family life education

derived from the various sources. Family life education should:

1 . focus on the individual as a member of his family, helping

him to understand himself in relationship to the other members

of his family.

2 . help the student gain insight into the problems of

adolescence and the importance of attaining maturity as an

individual,

3 . assist the student in the development of social skills in the area of friendship and dating.

i». give the student an understanding of the relationships

in modern m arriage.

5, acquaint the student with the various types of family

patterns existing in the United States today.

6 . help prepare the student for marriage and parenthood.

7 * aid the student gain self-understanding through an aware­

ness of his needs and desires.

8 . help the student develop toward maturity by learning to

face his problems and finding effective methods of solving them.

9. help in reducing existing tensions between parents and

children and facilitate better communication and understanding. !

» 24 1 0 . aid the student in gaining a healthy attitude toward his developing body and physiological processes.

It was hoped that this approach might provide an outline for the development of the subject-matter categories. As is often the case, the aims were described in such general terms that they did not provide categories which would lend themselves to a quanti­ tative analysis of the subject matter, ^he indexes of the books were examined for key concepts, cross-cutting the various texts.

This method did not prove wholly satisfactory, since the complete­ ness with which a book was indexed varied and two books had no index. Several other methods were tried, including an analysis of the chapter headings and study questions. After exploring each of these methods and finding no one method adequate, they were com­ bined and a series of categories was developed from this composite.

(See Table 2.) The categories thus derived emerge from two general sources: (l) those empirically derived and ( 2 ) those arising fran a theoretical framework of family life education. The empirically derived categories which come from the textbooks tnemselves and emerging as the result of the classification of the broad subject areas are: dating; descriptions of families past or present; family life (with at least one child); mate selection; personality development; physical development; and Bocial development.

When these categories were reviewed in the light of the stated aims and purposes of family life education, it seemed that from a theoretical standpoint othor content areas should be included. TABLE 2. SUBJECT-MATTER CATEGORIES AND THEIR DEFINITIONS.

Categories Definitions

Dating This category refers to material which describes the temporary relationship known as dating. Functions, practices, behavior in dating, and influences of family and peers on choice of date are included*

Descriptions of Families* (l) The historical development of the Past or Present * American family (2) Comparative cross-cultural or intra-cultural data on the family

Here we refer to all material which describes rural* urban* suburban family patterns and those of other cultures* We also include here material describing changes in family patterns or organization, such as authoritarian to democratic* institutional to companionship. Not included here is material involving inter­ action of family members. This is scored under Family-Life*

Faadly Disorganization This category deals with factors involved in family disruption: i.e*, divorce* separation* loss of income* and family c r is is .

Family Life (with at This category is concerned with least one child) the American family today. We refer to all aspects of family interaction* organization* and function where there are parents and children involved: e.g.* fam ily economics* roles* p aren t-ch ild relations* interpersonal relationships* adjustments (resolving of conflict).

^Category is concerned with the dynamic aspects of the family* while Family Life (with at least one child) is about the family. 26 TABLE 2. SUBJECT-MATTER CATEGORIES AND THEIR DEFINITIONS. (Continued)

Categories Definitions

Married State (Childless) This category refers to all aspects of "being married". Its areas include those of financial considerations, extra couple relationships, i.e., inlaws, friends, neighborhood, community. We include also adjustments to each other (interspousal relations, methods of facilitating honeymoon, and development of husband-wife roles).

Mate Selection This category includes all material relevant to choosing a marriage partner: engagement, courtship practices, social and economic influences on the choice of a mate and preparation for marriage.

P ersonality Development This category refers to material dealing with all aspects of the personality as it changes through time. Specifically, such character traits as emotional maturity, concepts of self, emotional control and expression, abilities and talents, are included. Material pertain­ ing to the fomation of the personality are also included, e .g ., hereditary and environmental factors. (This is not to be confused with child care and develop­ ment or with material describing the "finished" product, e.g., "the adult personality.") Physical Development This category refers to material concerned with biological changes through time: maturation, body changes at all age levels. Not included here: des­ c rip tiv e m aterial of the body in a completed stage, e.g., the changing adolescent body is included, but a description of the sexual organs is not included here, but scored under sex. 27 TABLE 2. SUBJECT-MATTER CATEGORIES AND THEIR DEFINITIONS (Continued)

Categories Definitions

Sex Here we re fe r to d escriptive material relating to sex processes, structure, and functions* Not included is material discussing personal and social implications of sexual behavior, i.e ., "should a girl pet?", "how far to go on a date." This is scored under Dating. Development of a l l p arts of th e body (including sexual organs) is not scored here, but under Physical Development*

Social Development Social development refers to change through time in ways of interacting with others, nonfamilial people: i.e., peers, teachers, other adults. Included are the changing skills and techniques (etiquette, manners) used in dealing with people, including the formation of habits, attitudes, and values. The development of social roles is also included.

Miscellaneous Here we refer to all material not scored in other categories. This includes paragraphs in which the central theme does not fall into one of the major categories* In general, these represent areas which individual authors have given special a tte n tio n .

Aleshol This category refers to all material which discusses the use, effects, or consequences of use of alcoholic bever­ ages, except where it is discussed in terms of dating. Drinking pros and cons when discussed in the dating context is scored under Dating. 28 TABLE 2. SUBJECT-MATTER CATEGORIES AND THEIR DEFINITIONS (Continued)

Categories Definitions

Childless Homes This pertains to material dealing with infertility, adoption, and the babies of unwed mothers.

Citizenship This category includes material which discusses the individual's roles and responsibilities in the neighborhood, the conmunity, and the state.

Consumer Education Here we refer to methods for selec­ ting, evaluating, and purchasing consumer goods, when directed to the individual, not the family. When directed to the family it is scored under Family Life.

Housing This category includes all material which discusses housing. (The minimum requirements for adequate housing, the housing shortage, city planning, government and architecture, etc.)

Legal Aspects of This category includes material on Marriage and marriage, divorce, and child labor laws. Family Living

Life Expectancy and This category includes material on Infant Mortality Eugenics, Euthenics, and statistics on infant deaths.

Narcotics This category refers to all material which discusses the use, effects, or consequences of use of narcotics.

Orientation This category is used only in M aterial instances in which the content material cannot be placed in one of the other categories — general material which orients the reader to the content subject 29

TABLE 2. SUBJECT-MATTER CATEGORIES AMD THEIR DEFINITIONS (Continued)

Categories Definitions

matter, or considers marriage and family life globally.

Prostitution This category deals with any material discussing prostitution or its ramifications*

School Here we re fe r to m aterial on school and its activities, values of education, and what can be gained by the individual through the school program*

Social Actirities This category refers to material and Recreation discussing the use of leisure time, play, recreation, hobbies, and other activities when directed to the individual. Where social activities and recreation are discussed in terms of the family the paragraph is scored under Family Life.

Tobacco This category refers to all material which discusses the use, effects, or consequences of use of tobacco. Smoking pros and cons when discussed in the dating context are scored under Dating. Venereal Disease This category refers to all material dealing with the subject of venereal disease. 30 Sine* on* of the stated purposes of family life education is to

"help prepare the student for marriage and parenthood," it would seem that material on the marriage relationship, intra-couple adjustments, inlaws, etc., would be relevant. The category married state was therefore established. The areas of dating, mate selection, marriage, and parenthood would suggest the inclusion of some material in the general area of sex. Since for most young people high school represents terminal education, and for many young persons marriage and parenthood follow shortly after gradu­ ation, a high school course in family life education may be their only opportunity for education in this vital aspect of marriage.

With this in mind a category on sex was constructed. Since in the

United States today there is a high incidence of marital discord as reflected in separation and divorce, the student who is to have a well-rounded and realistic picture of family life should be acquainted with material on divorce and separation and its effects on the individual. Therefore a category on family disorganisation was estab lish ed .

A pilot study was conducted in which every other chapter from three of the texts was selected to ascertain whether the categories were inclusive of the "manifest content" and exclusive of on* another. I t was necessary to work and rework the cate­ gories, to redefine many of them, and to establish some new cate­ gories not apparent prior to the pilot study. The result was the establishment of a ten-category system. Whan the category astern was applied to the texts certain specific subject-matter areas were found which would not fit into the

existing categories. It was therefore neceesary to add a miscel­ laneous category. The fourteen subdivisions listed under miscel­

laneous represent special subject-matter areas included by different authors and made it pojsible to score the texts completely.

Subject-Matter Content. Since content analysis is primarily concerned with quantification of content elements, it is important to define clearly the unit of content to be scored. Before this is done a distinction must be made between the recording unit

and the context unit. The recording unit is "the smallest body of content in which the appearance of a reference is counted".

A reference is a single occurrence of a content element. 5

5 Bernard Berelson, Content Analysis in Communication Research. Glencoe, Illinois: The Free Press. 1952. p. 135#

The context unit is "the largest body of content that may be

examined in characterising a recording unit. ^

g------Bernard Berelson, 0£. c i t . . p. 135.

In this study the paragraph is used as the recording unit, the subject section of the chapter as the context unit. Where chapters are not divided into subject sections the chapter is used as the context unit. Initially an attempt was made to use the sentence or sentence-compound as the recording unit. 32 It was quickly discovered that in general the texts tend to be written in a style which does not lend itself to this method. There­ fore, the paragraph was tried. The paragraph provided the most adequate recording unit. A paragraph is defined as a subdivision of the content material set apart by indentation. A paragraph may consist of a single sentence.

A problem was encountered when it was found that some authors group more than one theme in a single paragraph. A theme is "an 7 assertion about a subject matter."

- Bernard Berelson, 0£. cit., p. 138.

This problem was dealt with as follows: when a paragraph contained more than a single theme, the theme expressing the major thought or idea of the paragraph is used and the paragraph is scored under a single category. Where a paragraph contains two or more themes which in the judgment of the scorer are of equal significance, the paragraph is scored in the appropriate categories.

Unscored Material. Prefaces, introductions, charts, graphs, picture captions, readings, suggested activities and projects were not scored. Included under charts are lists of iteais which appear in the text. These lists are used by the authors for purposes of exemplifying, clarifying, or highlighting a particular idea or thought which is being presented. The rationale under­ lying the exclusion of these lists is that they represent a 33 pedagogical or stylistic device used to focus or direct the student's thinking to the material which has already been presented in pre­ ceding paragraphs. The form in which some of the lists are composed would result in the items being recorded as separate paragraphs, and their inclusion would therefore tend to weight certain subject- matter categories.

Sampling Procedure, A major consideration in a content analysis study is the sample. The literature of content analysis does not yield principles for sample construction. It is a time- consuming method, requiring the reading and re-reading of the material under analysis. If the findings are to be valid the sample must be representative and adequate. With these considerations in mind, and an awareness of the variety of formats and typography, it was decided to use the total content the sample. Kxeept for material previously mentioned under Un3cored Material, therefore, this study is based on the total content of the textbooks. Scoring Procedure. In content analysis it is imperative that the scoring procedure be clearly delineated. In this study care was taken to systematize the scoring in order to insure uniformity between judges and uniformity in the classification of the content m a te ria l. The textbooks were f i r s t reviewed and a lin e was drawn diagonally through the material that was not to be scored. This material consisted of charts, graphs, reading lists, and other m aterial referred to in Unsoored M aterial. 34 The paragraphs were numbered on each page. Paragraph number one was the first complete paragraph on a new page. Where a para­ graph was divided between two pages it was numbered as the last paragraph on the page on which it began. The judges were instructed to designate the chapter by a Roman numeral. It was followed by the page number and then the paragraph number enclosed in brackets.

The ch ap ter number was designated at the beginning of each set of entries in a particular category. After all the entries for that chapter had been made the next chapter was designated by a Roman numeral, Example: 11-26 (1,2,3) 27 (1,2,3,4) H I ......

Each judge was instructed in the scoring procedure. Since the books varied in the context unit used, e.g., subject section or chapter, the individual books were gone over with the judges and the context unit specified. Before the scoring was undertaken the judges became familiar with the categories and their indi­ cators. Any questions they had were answered. Specific attention was given to the subcategory orientation material under miscel­ laneous. It was pointed out that this category should be used only when (in the opinion of the judge) the paragraph could not be scored in any other category. It was stressed that the para­ graph should be read for its major theme and a quick decision made as to its proper placement. This instruction proved to be very important and had to be repeated, for difficulty arose when the

Judge began to analyze and reflect on the paragraph. In table 3 it will be noted that the percentage of agreement on physical 35 development in Textbook III ie 72. Ae compared to the other per­ centages of agreement scores of the judges, this percentage is low.

There is some indication that the reason is that the book concerned was the first one scored by one of the judges, and he had consider­ able difficulty refraining from reflecting upon and analyzing the paragraphs. The judges scored each book independently of one another and were requested not to discuss any aspects of the content material or their scoring. Separate scoring tables were given to each judge for each textbook.

Reliability. The content analysis research reported in the literature does not report methods for establishing reliability.

It was therefore not possible to draw upon already established and recognized methods.

Content analysis as a method of research, by definition, must be objective. The researcher's subjectivity must be minimized in order to insure the objectivity of the study. Reliability as used here refers to consistency; that is, the degree to which the judges agree on the scoring of the subject-matter content between themselves and with this researcher. It is necessary in analyzing the data to consider two kinds of consistency: ( 1 ) consistency among Judges — that is, different coders should produce the same results when they apply the same set of categories to the same content; (2 ) consistency through time — that is, a single coder or a group of coders should produce the same results when they apply the same set of categories to the same content but at different times. 36

TABLE 3. PERCENTAGE OF AGREEMENT BITWEEN THE TWO JUDGES IN SCORING SUBJECT MATTER OF THREE TEXTBOOKS

Subject-Matter Textbook 1 Textbook 11 Textbook III Category Percentage Percentage Percentage of of of Agreement Agreement Agreement Between Judges Between Judges Between Judgi

Dating 97 95 100 Descriptions of Families, Past or Present 98 ——

Family Disorganization 97 100 — Family Life (with at least one child) 98 100 98

Married State — 83 — Mate S election 98 100 —

Personality Development 98 89 81

Physical Development 96 91 72

Sea 100 100 —

Social Development 100 99 96

Miscellaneous

Alcohol , - 100 100

C hildless Homes — ——

Citizenship — ——

* The dash indicates no material scored in thsss categories. 37 TABLE 3. PERCENTAGE OP AGREEMENT BETWEEN THE TWO JUDGES IN SCORING SUBJECT-MATTER OF THREE TEXTBOOKS * (Continued)

Subject Matter Textbook I Textbook II Textbook III Category Percentage Percentage Percentage of of of Agreement Agreement Agreement Between Judgee Between Judges Between Judges

Consumer Education

Housing Legal Aspects of Marriage and Family Living

Life Expectancy and Infant M ortality

Narcotics Orientation M aterial

Prostitution

School

Social Activities and Recreation Tobacco

Venereal Disease

The dash indicates no material scored in these categories. 36 In order to teat the first criterion — consistency among judges -- two independent judges were employed. They were each given a set of the content categories with which they thoroughly familiarised themselves. As these individuals were not familiar with this field, it was necessary to instruct them in the definition of some of the terms employed in the categories. Care was taken to define clearly the scoring unit (paragraph) and the context unit (subject section, or chapter). (See Subject Matter Content for defi­ n itio n s.) Three books were selected at random and ro tated between the judges until each judge had had an opportunity to score each of the texts independently of the other. A percentage agreement measure was applied to this material.

The method of percentage agreement used to depict reliability was th a t suggested by Leon Festinger: Pa “ Na (per cent Na ♦ fc) agreement equals the number of Agreements divided by the Number of Agreements plus one-half the Disagreements). ®

§ Leon Festinger, Laboratory Course in Child Psychology. 19A4-A5* Mimeographed.

The assumptions underlying this method for computing reliability are: (l) Where there is disagreement between two judges as to the scoring of an item, the disagreement is considered equally large, no matter which category is involved. (2) Not all these disa­ greements are entirely due to the unreliability of category X; in part they may be due to the unreliability of another category 39 with which, in any specific instance, it was confused.

The percentage agreement on content categories between inde­ pendent judges is shown in Table 3*

As will be seen in Table 3, each book does not have a percentage agreement score for every c ^tegory. In all these cases th ere was 100 per cent agreement that the textbooks contained no subject-matter which could be scored in these categories. A special situation exists in the miscellaneous category. As indicated in the section on category construction, the divisions in this category represent special interest areas of particular authors.

As a consequence we would not expect to find all the subdivisions represented in the scoring by the judges.

The percentage of agreement scores between the two judges is high. In all cases except that of 72 per cent in physical development, the percentage of agreement scores is above 80 per cent. As indicated under Scoring Procedure, the 72 per cent seems to reflect the difficulty that one of the judges had in following the instructions for scoring when he first started. In light of the high reliability and the fact that in no case did a judge score some material in a category in which the other Judge scored no material, it was concluded that the categories afforded a high degree of consistency between the judges.

The second criterion (consistency through time) was measured by this investigator using the test-retest method. Two of the textbooks were selected at random and scored. After a time interval uo of three months the textbooks were rescored and the percentage of agreement was computed. The percentage of agreement of the test retest of the content categories is shown in Table 4.

As will be seen in Table 4, the percentage of agreement for the categories, using the test-retest method, ranges from 86 to

100 per cent. Some categories lack entries. This is a function of the particular text used for the test-retest scoring. As no text contains subject matter falling into all subject-matter cate­ gories, it would be possible to obtain percentage agreement scores for some categories only by scoring all the texts twice. As the percentage of agreement scores was high when the texts were scored by the independent judges, and similarly high percentage of agree­ ment scores was attained by this investigator using the test-retest method, it appeared unnecessary to score all textbooks twice in order to get a measure of their reliability. In all cases the cate­ gory in which percentage of agreement scores was not obtained represents subject-matter areas which had to be included in order to permit the complete scoring of all the textbooks. In general,

it represents an area which a single author selected for special a tte n tio n .

Method for Analyzing the Footnotes. The footnotes were analyzed in an attempt to measure the degree to which authors of family life education textbooks draw upon related fields and disci­ plines and to ascertain to what extent their material reflects current research in related fields and disciplines. 41 TABLE 4. PERCENTAGE OF AGREEMENT ON SUBJECT-MATTER CATEGORIES BY THE TEST RE-TEST METHOD AFTER A THREE MONTH INTERVAL

SubJeot-Matt er Percentage of Agreement Test-R etest Category Textbook I Textbook II Facts of Life About Marriage and Love and You

Dating 98 93

Descriptions of Families t Past or Present 91 Family Disorganisation 100 100

Family Life (with at least one child) 91 86

Married State 90 91 Mate S election 100 96

P ersonality Development 92 96

Physical Development 88 —

Sex 96 —

Social Development 94 — Miscellaneous

Alcohol — —

Childless Homes — Citizenship — —

Consumer Education 100 — 42

TABLE 4. PERCENTAGE OF AGREEMENT ON SUBJECT-MATTER CATEGORIES BY THE TEST-RETEST METHOD AFTER A THREE MONTH INTERVAL (Continued)

Subj ect-Matt er Percentage of Agreement Test-Retest Category Textbook I Textbook II Facts of LLfe About Marriage and Love and You

Heuaing ——

Legal Aspects of Marriage and Family Living __ , — Life Expectancy and Infant Mortality --- — N arcotic8 — — Orientation Material 100 100

Prostitution 100 —

School — —

Social Activities and Recreation ——

Tobacco —— Venereal Disease 100 k3 Each textbook was examined for footnote references and these were catalogued on card s. The books About You, About M arriage and You.

Building Your Life. Facts of Life and Love, and Living Together in the Family, contain no footnote references.

After the footnote material had been catalogued, the field of specialization of the author was ascertained by consulting bio­ graphical dictionaries (see Bibliography) and the card catalogues of the Detroit Public Library, The Merrill-Palmer School Library, and the Wayne State University Library. In addition to the fields of specialization of the authors, the dates of publication were tab u lated *

Method for Analyzing the Suggested Readings. An integral

part of high school family life education textbooks is the Sug­ gested Readings section which appears at the end of units, sections, or chapters. The Suggested Readings were analyzed as a further measure of the breadth and scope of the text. The title , author, publisher, and date of publication of all Suggested Readings in

the textbooks were catalogued on cards. Some authors included articles and pamphlets in their Suggested Readings. Because of the difficulty in tracing the author and the date of publication, articles and pamphlets were excluded from this study. After the data were collected an extensive library search was undertaken to ascertain the field of specialization of the author and the dates of publication of the books cited.

An in itial attempt was made to classify the Suggested Readings uu by title, but this did not prove feasible, since the titles did not lend themselves to this form of classification. Therefore, the analysis of the Suggested Readings was limited to classification by field of specialization of the author and date of publication.

It can be argued that the field of specialization of the author does not necessarily reflect the point of view of his book. For the purposes of this study, however, the analysis of the authors 1 fields of specialization and date of publication should reflect

(l) the scope of subject matter included in family life education textbooks at the secondary level, (2 ) what fields of specialization are drawn upon most heavily in the textbooks, and ( 3 ) how up-to- date are the Suggested Readings included in the textbooks.

Qualitative Analysis. In order to obtain a profile of family life as depicted in the textbooks, those sections whose content material was categorized as descriptions of family life, family life with at least one child, married state, and parent-child relations, were examined for content which was felt to reflect the particular concept or point of view that the author was trying to convey. An attempt was made to devise a category system which could be used for this analysis. It was discovered that a category system would so alter the data that it would not accurately reflect the essence of family life as described by the authors. A q u a lita tiv e method of analysis seemed to be more appropriate.

Wherever possible the material has been taken directly from the text. CHAPTER IV FINDINGS Sub.1 ect-Matter Analysis. In the textbooks used in this study a total of 8,769 paragraphs were analysed in terms of 10 major and one miscellaneous category with 14 subdivisions. In Table 5, the

10 major subject-matter categories for each textbook are listed according to the percentage of space allocation. In Table 6 the subdivisions included under miscellaneous for each textbook are listed according to the percentage of space allocation. The 10 major content categories contain 9 1 .8 per cent of the total content of the ten family life education textbooks analyzed.

Table 5 indicates that personality development ranks first

(2 1 .3 per cent of the total percentage of space) among the ten texts. Five of the textbooks give personality development the greatest amount of space. Among the ten texts the percentage of space devoted to personality development ranges from 42.37 per cent in About You to 4.28 per cent in Your Marriage and Family

Living. Family life ranks second with 19.97 per cent of the total space. Three of the textbooks five family life the greatest

•mount of space. Among the ten texts the percentage of space devoted to family life ranges from 57.18 per cent in Living

Together in the Family to 1.74 per cent in Facts of Life and Love.

Mate selection and dating occupy first place in the two remaining texts. Mate selection comprises 12.09 per cent of the total space and ranges from 3°*20 per cent in Your Marriage sod

Family Living to 6.37 per cent, in You and Your Family, 45 TABLE 5. PERCENTAGE OF SPACE ALLOCATED TO MAJOR SUBJECT MATTER 46 CONTENT CATEGORIES FOR EACH TEXTBOOK*

Categories Book Dating Descriptions Family Dis­ Family Life of Families organization

About You 6 .6 1 — — 7.29 About Marriage and You 6 .4 6 13.69 3.42 13.69 Building Your Life 10.08 —— 1 1 .7 6 Facts of Life and Love 36.28 — 0.25 1.74

Family Life 11.79 13.61 1.94 15.43 Living Together in the Family 4.63 0.23 0.90 57.18 Personal Adjustment, Marriage and Family Living 9 .1 6 3.51 3.83 23.54 The Family and Its Relationships 0.33 17.58 1.76 24.29

You and Your Family 5.84 1 6 .8 6 1.67 2 1 .6 8 Your Marriage and Fatally Living 6 .4 2 11.89 11.53 10.94

Total Paragraphs 621 762 221 1751

Percentage Total 9.36 8.69 2 .5 2 19.97

*The percentages lis te d opposite each book in a category column in d icate space allo cated w ithin each book to a given category. Die percentage total listed at the bottom of a given category indicates the percentage allocated to a given category within the total number of paragraphs (8769), comprising all of the ten textbooks. TABLE 5. PERCENTAGE OF SPACE ALLOCATED TO MAJOR SUBJECT MATTER CONTENT CATEGORIES FOR EACH TEXTBOOK (Continued)

Categories Book Mate Married Personality Physical Selection State Development Development

About You —— 42.37 3.56 About Marriage and You 15.59 17.30 28.71 —

Building Your Life 15.63 2.55 32.69 2.07 Facte of Life and Love —— 25.44 6 .6 1

Family Life 17.25 — 23.94 6.32 Living Together in the Family- 1 0 .4 0 6.55 13.67 — Personal Adjustment, Marriage and Family Living 20.34 16.08 13.74 0.85 The Family and Its Relationships 7.80 1.76 1 1 .2 1 —

You and Your Family 6.37 2 .6 8 25.37 1.37 Your Marriage and Family Living 6.42 11.89 11.53 10.94

Total Paragraphs 1060 506 1869 183

Percentage Total 12.09 5.77 21.31 2.09 TABLE 5. PERCENTAGE OF SPACE ALLOCATED TO MAJOR SUBJECT MATTER 48 CONTENT CATEGORIES FOR EACH TEXTBOOK (Continued)

Categories Book 3"ex Social Development

About You — 14.58

About Marriage and You — —

Building Your Life — 26.23

Facts of Life and Love 11.10 13.34

Family Life 0.24 6.80

Living Together in the Family — 6.44 Personal Adjustment, Marriage and Family Living — 2.13 The Family and Its Relation­ ships — 7.00

You and Your Family — 7.50

Your Marriage and Family Living 0.59 6.66

Total Paragraphs 96 782

Percentage Total 1.09 8.92 TABLE 5* PERCENTAGE OP SPACE ALLOCATED TO MAJOR SUBJECT MATTER 49 CONTENT CATEGORIES FOR EACH TEXTBOOK (Continued)

Book T o tal f o r the Ten Percentage Total for Major Categories Ten Major Categories

About You 439 74.41 About Marriage and You 520 98.06

Building Your life 774 100.00

Facte of Life and Love 760 94.76

Family Life 001 97.33

Living Together in the Family 085 100.00

Personal Adjustment, Marriage and Family Living 900 95.84

The Family and Its Relation* sh ip s 660 72.53

You and Your Family 1500 89.34

Your Marriage and Family Living 837 99.52

Total Paragraph* 0051 9 1 .0 1 TABLE 6. PERCENTAGE OF SPACE ALLOCATED TO SUBDIVISIONS 50 INCLUDED UNDER MISCELLANEOUS FOR EACH TEXTBOOK*

Categories Book Childless Housing Alcohol Homes

About You — — 4.41 About Marriage and You — — —

Building Your Life — — —

Facts of Life and Love — — —

Family Life —— —

Living Together In the Family —— —

Personal Adjustment, Marriage and Family Living 2.26 — 2.98

The Family and Its Relation­ ships — 7.69 1.87

You and Your Family — 1.49 —

Your Marriage and Family Living — — —

Total Paragraphs 25 95 71

Percentage Total 0.29 1.08 0.81

♦The percentages listed opposite each book In a category column indicate apace allocated within each book to a given category. The percentage total listed at the bottom of a given category Indicates the percentage allocated to a given category within the total number of paragraphs (8769), comprising all of the ten textbooks* TABLE 6. PERCENTAGE OF SPACE ALLOCATED TO SUBDIVISIONS 51 INCLUDED UNDER MISCELLANEOUS FOR EACH TEXTBOOK (Continued)

Categories Book Citizenship Consumer Legal Education Aspects

About You — — —

About Marriage and You — — —

Building Your Life — ——

Facts of Life and Lots — 0.87 —

Family Life -- — —

Living Together in the Family — — —

Personal Adjustment, Marriage and Family Living — ——

The Family and Its Relation­ ships — 3.19 4.84

You and Your Family 2.80 0.06 0.71

Your Marriage and Family Living — — —

Total Paragraphs 47 37 56

Percentage Total 0.54 0.42 0.64 TABLE 6. PERCENTAGE OF SPACE ALLOCATED TO SUBDIVISIONS INCLUDED UNDER MISCELLANEOUS FOR EACH TEXTBOOK (Continued)

Categories Book N arcotics Orientation School M aterial

About You 7.12 0.68 13.39

About Marriage and You — 1.14 — Building Your Life —— —

Facts of Life and Love 1.50 —

Family Life — 2.67 — Living Together in the Family —— —

Personal Adjustment, Marriage and Family Living — ——

The Family and Its Relation­ ships — 0.88 —

You and Your Family —— 2.62

Your Marriage and Family Living — — —

Total Paragraphs 42 52 123

Percentage Total 0.48 0.59 1.40 TABLE 6. PERCENTAGE OF SPACE ALLOCATED TO SUBDIVISIONS INCLUDED UNDER MISCELLANEOUS FOR EACH TEXTBOOK (Continued)

Categories Book Social Tobacco Venereal Activities and Disease Recreation

About You —— —

About Marriage and You — — —

Building Your Life —— —

Facts of Life and Love — 1.37 1.25

Family Life — — —

Living Together in the Family — — —

Personal Adjustment, Marriage and Family Living — — —

The Family and I ts R elation­ ships 2.20 — —

You and Your Family — — —

Your Marriage and Family Living — «e«e 0.48

Total Paragraphs 20 11 IU Percentage Total 0.23 0.13 0.16 TABLE 6. PERCENTAGE OP SPACE ALLOCATED TO SUBDIVISIONS 54 INCLUDED UNDER MISCELLANEOUS FOR EACH TEXTBOOK (Continued)

Categories Book Prostitution Life Expectancy and Infant Mortality

About You — —

About Marriage and You — —

Building Your Life — —

Facts of Life and Love 0.25 — Family Life ——

Living Together in the Family — —

Personal Adjustment, Marriage and Family Living — 1.17 The Family and I t s Relation­ ships — 6.81

You and Your Family 2.92 0.06

Your Marriage and Family Living — — '

Total Paragraphs 51 74

Percentage Total 0.58 0.84 TABLE 6. PERCENTAGE OP SPACE ALLOCATED TO SUBDIVISIONS 55 INCLUDED UNDER MISCELLANEOUS FOR EACH TEXTBOOK (Continued)

Book Total for the Percentage Total for Fourteen Fourteen Miscellaneous Miscellaneous C ategories C ategories

About Tou 151 25.60

About Marriage and You 6 1.14

Building Your Life 0 —

Facts of Life and Love 42 5.24

Family Life 22 2.67 Living Together in the Family 0 —

Personal Adjustment, Marriage and Family Living 39 4.15 The Family and Its Relation­ ships 250 27.48

You and Your Family 179 10.66 Your Marriage and Family Living 4 0.48

Total Paragraphs 718 8.19 Dating comprises 9*36 per cent of the total space and ranges from 36*28 per cent in facta of fa gjod. Love to 0*33 per cent In

XbA Family U d Iti& H elatlonahioa. Dating, family l i f e , and personality development are included in all texts; social develop­ ment is included in nine of the textbooks; mate selection and family disorganization appear in eight of the books; description of families, the married state, and physical development appear in seven of the texts; and sex appears in three of the books used in this study*

When the subject-matter categories were analyzed in terms of the amount of space given to a category by various textbook authors a considerable difference was found in the amount of space in each te x t. The content analysis reveals that there is lack of agreement regarding the subject matter which ought to be incorporated into high school texts designed for use in family life education courses*

Further, the analysis reveals that there is no consensus regarding desirable space apportionment for topics dealt with in such texts*

These facts are revealed in Table 7* Thus, the areas of family life, personality development, and dating, which all authors include as subject matter, show a wider range of percentage difference than any of the other categories (family life I 35*^ per cent, personality development z 38*09 per cent, and dating r 35.95 per cent)* TABLE 7. PERCENTAGE DISTRIBUTION OF SUBJECT MATTER AND 57 SPACE ALLOCATION

Number of Subject Percentage Books Categories Highest Lowest Differences

10 Dating 36.28 0.33 35.95

10 Family Ufa 57.18 1.74 55.44 10 P ersonality Development 42.37 4.28 38.09 9 S ocial Development 26.23 2.13 24.10

8 Mate Selection 30.20 6.37 23.83 8 Family Disor­ ganisation 11.53 0.25 11.28

7 Description of Family 17.58 0.23 17.35

7 Married State 17.30 1.55 15.75

7 Physical Development 6.61 0.85 5.76

3 Sex 11.10 0.24 10.86 58 The next highest area, social development, represented in nine texts, has a difference of 26,23 per cent. This same general trend pre-

▼ails throughout the subject-matter categories. This would suggest that there is little agreement among the writers of these textbooks as to the relative importance of specific subjects in family life education.

The area of sex, generally assumed to be of particular interest to high school students, is included as subject matter in only three of the texts. Only one of the texts, Facta of Life and Love, devotes a significant percentage of spa;e to sex. If the material on physical development is combined with th a t on sex we s t i l l find that the percentage of space in all the texts but Facts of Life and

Love is still small in comparison to that devoted to other subject- matter areas.

The subject-matter areas included in the miscellaneous category are ranked from highest to lowest for each text. (See Table 6.)

Of the total text material eight per cent is scored in the miscel­ laneous category. It should be noted that that the template content of two of the texts, Building Your Life and Living Together in the

Family, is scored in the ten major categories. Within the miscel­ laneous category a special grouping of "orientation material" was made to permit the scoring of introductory statements, verse, or other material which would have been distorted had it been placed in one of the other categories. Although material from five of the textbooks is scored in orientation material, the total percentage 59 of space comprises only O.59 per cent. Of the remaining subdivision* in the miscellaneous category, only two — school and housing —

are given more than one per cent of the total space.

The material classified under miscellaneous does not constitute

a significant amount of the total textbook space analyzed in this

study. For particular textbooks the percentage of space assigned

to certain materials classified under miscellaneous is appreciable.

In the text About You. 25.60 per cent of the text was scored in

the miscellaneous category. Of this percentage, alcohol received

4*41 per cent and narcotics 7.1 2 per cent, a combined total of

11*53 per cent of the space. This is the only text that includes

these two content areas. School was given thirteen per cent of the

space in the text — nearly five times as much »paoa ^s was given the

subject in any other text.

The Family and Its Relationships has 27.48 per cent of its

material distributed among seven of the miscellaneous subdivisions.

You and Your Family has 10,66 per cent of its total space dis­

tributed among seven of the miscellaneous subdivisions. Again,

the lack of consistency noted in reference to the major subject- matter categories is reflected in the absence of both agreement of

subject matter and space allocation within the miscellaneous

category. Footnote Analysis. In the ten family life education textbooks

used in this study it was found that 5° per cent contained no foot­

note references. Among those five textbooks containing footnotes 60 there is a total of 143 footnotes, representing 18 fields of special­ ization. In Table 8 the footnotes are ranked according to the

frequency of citation of the fields of specialization of the author.

The fields of sociology (38), home economics (17), education (16),

and psychology (13) account for 59 per cent of the footnotes. Only

three of the citations in the family life education textbooks are made by persons whose field of specialization is family life edu­

cation; all these citations appear in the text Your Marriage and

Family ilring. It is important to keep in mind that the field of

specialization of the footnote author was determined by using the

biographical dictionaries. It is possible that some of the authors may consider themselves to be family life educators while still

being classified in these references under other fields of special­

ization. There are eleven authors of footnote references whose

fields of specialization are tabulated as undetermined, since no

information about them could be obtained in the biographical diotifln-

aries or other available sources. There are eleven footnotes

tabulated under miscellaneous for whom no specific authorship is

given. These include United S tates Government p u blications,

magazines and newspapers, Purdue Opinion Polls for Young People,

and Alcoholics Anonymous.

Because of the lack of uniformity in use of footnotes, it

is difficult to make comparisons. TABLE 8 . FOOTNOTES RANKED ACCORDING TO THE FREQUENCY OF 61 CITATION OF THE FIELDS OF SPECIALIZATION (OF FOOTNOTE AUTHORS)

Titles of Books Containing Footnotes Disci­ Family Personal The Family You and Your T otal pline Living Adjustment, and I ts Your Marriage Marriage Relation- Family and and Family ships Family Living Living

Sociology 2 15 7 1 13 38 Horns Eco­ nomics 6 — 9 1 1 17 Education 2 — 13 — 1 16 Psychology 1 2 6 — 4 13 Child Develop­ ment —— 7 — 1 6 Clergy — 2 3 —— 5 Economics — 1 2 1 — 4 Family Life ———— 3 3 Medicine 1 2 ——— 3 Anthropology — — —— 2 2 Biology 1 — — 1 — 2 Educational Psychology 1 — 1 — — 2 P o litic a l Science —— 2 — — 2 Social Psychology — — 2 — — 2 A rchitect — — 1 —— 1 Law —— — — 1 1 Philosophy 1 — — — — 1 Vocational Guidance — 1 — —— 1 Miscellaneous 1 6 4 —— 11 Undetermined — — 11 —— 11

Total 16 29 68 4 26 143 62 Thar* seems to be a relationship between the field of special­

ization of the textbook author and the field of specialization most frequently cited in his text. Judson T. Landis, whose field

of specialization is sociology, includes 15 references by soci­

ologists or nearly eight times as many as any other field of

specialization he cites. Paul Landis, whose field is also soci­

ology, cites sociologists 13 times or nearly four times as many

as the next highest field of specialization, psychology. Evelyn

Duvall, whose field of specialization is home economics, cites

home economics six times. No other field of specialization

included in her footnotes is used more than twice. Groves, whose

field was sociology, and Skinner and Swenson, whose field is

home economics, depart somewhat from this pattern. They cite

educators 13 times, sociologists seven times, and home economists

nine tim es. Moore and Leahy c ite no fie ld of sp ecializatio n more

than once.

Except for The Family and Its Relationships, the authors of

these texts draw most heavily upon material written in the ten-

year period preceding publication. In percentages such citations

in footnotes, with copyright year, are as follows: You and Your

Family (1953), 100* Personal Adjustment. Marriage and Family

Living (195°), 93.1; Family Living (195°), 87.5; Your Marriage

and Family Living (1954), 50; The Family and I ts Relationships (1953), 10.3. The number of footnotes represented by these

percentages is 4, 27, 14> 13, and 7* 63 The la s t named book (The F»mily and I ts R elationships) , with only

10,3 per cent of i t s footnote c ita tio n s drawn from the ten-year period before publication, also has over twice as many footnotes as any other te x t, and the c ita tio n s are drawn from eleven disciplines. Analysis of Suggested Readings, Suggested Readings innLne of the family life education textbooks used in this study total

1,283. Evelyn Duvall^ Facts of Life and Love has no Suggested

Readings, The Suggested Readings were analyzed in terms of the field

of specialization of their author, as given on the title page of

the Suggested Readings or in biographical dictionaries. (See

Bibliography.) Twenty-five fields of specialization were repre­

sented in the Suggested Readings. These were combined into 18

major classifications, one miscellaneous and one undetermined.

The classification miscellaneous includes fields of specialisation

which are listed only once by any author and which are not dis­

torted by inclusion under a miscellaneous classification. The

fields classified as miscellaneous are: Agricultural Engineering,

Architecture, Journalism, Librarianship, Organic Chemistry,

Statistics, and Technical Executive, The classification

undetermined is included to permit the tabulation of those

Suggested Readings whose authors 1 fields of specialization could

not be traced either through biographical dictionaries or other

library facilities. The use of Suggested Readings is in part a function of the

philosophy of education and the teaching method of the individual writer. Therefore, it is injudicious to make comparisons among the textbooks on the basis of the total number of Suggested Readings given. However, i t is in te re stin g to note the number

of Suggested Readings included in each textbook, (See Table 9*)

Table 10 shows the total distribution of fields of speciali­

zation for Suggested Readings of the nine textbooks. Home

economics ranks first, comprising 22,21 per cent (285) of the to tal Suggested Readings. This would suggest that home economics

has a strong influence on the orientation and subject matter of

family life education. Psychology ranks second, comprising 14.73

per cent ( 189 ) of the total readings, followed by education with

14,34 per cent (184). Sociology ranks fourth, comprising 10,76

per cent ( 138 ) of the total number. These four disciplines account

fo r 62,04 per cent of the total. Family life education ranks

fifth, comprising 9.51 per cent (122) of the total readings. No

other field of specialization represents more than 5 per cent

of the total. The classification miscellaneous has 0,55 per cent

and undetermined accounts for 6.24 per cent.

It is worth noting that the fields of home economics, psy­

chology, and education dominate the Suggested Readings, while

such fields as sociology, family life education and disciplines

directly concerned with the socialisation of the child are

represented in lesser degree. 65

TABLE 9. TOTAL NUMBER OF SUGGESTED READINGS IN THE FAMILY LIFE EDUCATION TEXTS BY BOOK

Book Number

About You 66

About Marriage and You 82

Building Your Life 113

Facte o f Life and Lot# 0 Family Living 242

Living Together in the Family 222

Personal Adjustment, Marriage and Family Living 139

The Family and I t s R elationships 104

You and Your Family 232

Your Marriage and Family Living 83

Total 1283 TABLE 10. DISTRIBUTION OF SUGGESTED READINGS BY FIELD OF 66 SPECIALIZATION OF THE AUTHORS

______Title of Book______D iscipline About You About Marriage Family Living and You Living Together in the Family

Home Economics 4 10 48 70 Psychology 13 18 36 19 Education 15 10 16 32 Sociology 1 5 40 24 Family Life 6 9 33 19 Medicine 5 11 13 2 Educational Psychology 4 3 10 4 W riters 2 1 6 13 Child Development 1 19 0 Clergy 0 1 3 4 Biology 2 3 3 2 Economics 0 1 1 0 Guidance 1 1 1 0 Political Science 0 0 2 Religious Education 1 1 3 2 Philosophy 1 1 4 0 H istorian 0 0 0 Anthropology 0 1 3 0 Undetermined 10 0 28 Miscellaneous 0 1 1 1

Total 66 62 242 222 Percentage of Total Suggested Readings in the Nine Texts 5.14 6.45 18.85 17.27 TABLE 10. DISTRIBUTION OF SUGGESTED READINGS BY FIELD OF 67 SPECIALIZATION OF THE AUTHORS (Continued)

Title of Book D±80 lp lin e Personal Adjust- Your Marriage The Family ment, Marriage and Family and I ts and Family Living Living Relation­ ships

Home Economics 30 18 20 Psychology 33 11 10 Education 4 7 17 Sociology 19 16 6 Family Life 25 16 6 Medicine 8 6 3 Educational Psychology 10 2 0 W riters 0 0 13 Child Development 2 1 3 Clergy 3 1 4 Biology 3 2 1 Economics 1 1 1 Guidance 0 1 1 Political Science 0 0 1 Religious Education 0 0 1 Philosophy 0 0 0 H istorian 0 0 4 Anthropology 0 0 0 Undetermined 1 1 9 Miscellaneous 0 0 4

Total 139 83 104 Percentage of Total Suggested Readings in the Nine Texts 10.72 6.70 8 TABLE 10. DISTRIBUTION OF SUGGESTED READINGS BY FIELD OF 68 SPECIALIZATION OF THE AUTHORS (Continued)

Title of Book D iscipline You and Your Building Family Your Life

Home Economics 75 10 Psychology 22* 25 Education 47 34 Sociology 26 1 Family Life 6 2 Medicine 1 6 Educational Psychology 8 11 W riters 2 0 Child Development 4 1 Clergy 7 0 Biology 0 1 Economics 5 4 Guidance 0 7 Political Science 7 0 Religious Education 0 2 Philosophy 0 0 H istorian 0 0 Anthropology 0 0 Undetermined 20 9 Miscellaneous 0 0

Total 232 113 Percentage of Total Suggested Readings in the Nine Texts 18.06 8.72 TABLE 10. DISTRIBUTION OF SUGGESTED READINGS BY FIELD OF 69 SPECIALIZATION OF TOE AUTHORS (Continued)

D iscipline Total for the Percentage Total for Nine Textbooks the Nine Textbooks

Home Economics 285 22.21 Psychology 189 14.73 Education 184 14.34 Sociology 138 10.76 Family Life 122 9.51 Medicine 55 4.29 Educational Psychology 52 4.05 Writers 37 2.88 Child Development 34 2.65 Clergy 23 1.79 Biology 17 1.32 Economics 14 1.09 Guidance 12 0.94 Political Science 10 0.78 Religious Education 10 0.78 Philosophy 6 0.47 Historian 4 0.31 Anthropology 4 0.31 Undetermined 80 6.24 Miscellaneous 7 0.55

Total 1283 100.00 70

The Suggested Readings were analyzed from two points of view.

First, they were classified in terras of the author's field of specialization and, second, they were tabulated according to their year of publication. (See Appendix E). The time periods were established on the basis of ten-year intervals, using the copyright date of each textbook as the terminal date for the most recent ten-year period. Since textbooks used in this study have different copyright dates, the terminal dates vary. All the Suggested

Readings included by the textbook authors fall within a period of three decades preceding the copyright dates. When all the Suggested Readings are compared on the basis of the ten-year period preceding the copyright date, 73*3^ per cent (941) fall into this period; the second ten-year period accounts for 25.56 per cent (328 ) of the Suggested Readings; and 1.10 per cent (14) is found in the third ten-year period. It can be seen that in general the material included in the Suggested Readings is up to date. In all but one textbook there are more references for the ten-year period preced­ ing the copyright date than for any other period. The exception is Moore and Leahy's You and lour Family, which has more references in the second ten-year period preceding the copyright date.

Concent the Family. In order to obtain a profile of family life as depicted in the textbooks, those sections whose content material was categorized as descriptions of family life, family life with at least one child, married state and parent- child relations were examined for content which appeared to reflect the particular concept or point of view that the author was trying to convey. An attempt was made to devise a category system that could be used for this analysis. However, a category system was found so to alter the data that it would not accurately reflect the essence of family life as described by the authors.

A q u a lita tiv e method of analysis seemed to be more appropriate.

Wherever possible the material has been taken directly from the te x t. Two of the aims of family life education are to help prepare the young person for a more effectiv e and happier home life with his parents and siblings (his family of orientation), and to assist him in becoming familiar with methods, techniques, and knowledge which will facilitate his happiness in his future marriage and family life (his family of procreation). This

raises the question: "What are the characteristics of the family

and family life which the authors are striving to convey to

their readers?" In the textbooks used in this study characteristic patterns

of the home and the family are evident. Host of the authors

agree that the "democratic family" is the ideal type. The

authoritarian and the patmrna 115^amilies are described as

antiquated forms which are rapidly being supplanted by democratic

families in which companionship, equality, and freedom of

expression are the norm. Landis contrasts the authoritarian and

democratic families when he says: 72 The democratic family knows when to relax its grip and how to recognize growing independence* The a u th o rita ria n fam ily of the past never did* Under it, young people never grew up without breaking with the family and suffering the unhappiness this brings* ^

1 Paul H. Landis, Your Marriage and Family Living* New York, McGraw-Hill Book Co., 1954, P« 42.

The authors in general agree that the democratic family affords better personalities, greater happiness, and fewer problems. Representative of this point of view is the statement by Moore and Leahy:

Democracy in family liv in g produces fa r b e tte r individuals than any other method so far tried.

2 Bernice Moore and Dorothy Leahy, You and Your Family. Boston: D. C. Heath and Co., 1953> P» 3&9.

There is general agreement as to the characteristics of the democratic family* The following statements are representative:

I ts emphasis i s on the close re la tio n sh ip o f i t s members*•• giving and receiving affection*.* Equality between husband and w ife. The family makes i t s decisions together and practices democracy in its relationships* Personality development is the chief objective.•• 3

3 Bernice Moore a n d Dorothy Leahy, o jd . c i t . , p. 362.

Democratic parents respect and enjoy their children, welcome their opinions and encourage their independence** Parents share affection with us, give us moral training, meet our needs as dependents.• try to prepare us for choices which adults must make in our society* 73

4 Paul H. Landis, fift. c it. . pp. 42-44

Living in ... a home where each member has a chance to develop in accordance with his abilities is the ideal of democratic home life today .. this ideal can be attained by some of the following practices., talking things over., carrying own share of responsibility., sh arin g ., learning to work and play to g eth er. 5

Mildred Wood, Living Together in the Family. Washington, D. C.: American Home Economics Association. 194o, pp. 46-51.

The democratic ideal involves..exchangii^ opinions, interest in outside people and things, spirit of friendliness and hospitality, members respecting other people's ideas and allowing their own views and actions to be questioned... 6

5------Mildred Wood, op. c it., p. 36.

The authors present to the student the values to be gained both personally and socially through the acquisition of democratic family living. Moore and Leahy state:

Family life must not be underestimated as the training ground for our future. In what parents give their children, in how they live with thsm, in what they teach them as the principles by which they must live to survive lies a future magnificent in promise, or no fu tu re . Fodder fo r atomic bombs, persons with the archaic idea that only war can settle problems, will lead us to destruction. Fodder for democracy, persons with the new idea that cooperation, justice and integrity can run through every phase of our living fromi th e family to th e world, can lead us to a future indescribable in its promise. 7 74

7 Bernice Moore and Dorothy Leahy, op. c it., pp. 426-426.

The impression gained from the te x ts is th at American fam ilies are predominantly democratic in their structure and that other fonts of family life are disappearing rapidly or are already e x tin c t. Such terms as "the modern fam ily," the family of today," the healthy family," and "the good family" are used in describing

"the democratic family." The democratic family is described not only as a means to an end but as an end in i t s e l f . I t has fewer problems and better parent-child relations, and uses reason rather than the whip as the means of control: it has greater potential for individual growth. In the main there are not many references to the literature of sociology documenting the variability of family life in the United States. A notable exception is found in Duvall's Family Living:

There is no blueprint for the model American family. There are many, many patterns of promise being tried in America today. All kinds of families are finding all sorts of fbaily living to be good for them, in th e ir way.

§ cit., p. 379*

The means suggested fo r bringing about and implementing the democratic family is that of increased interaction between family members. Stress is laid upon the establishment of close, well- knit families with enough flexibility within the family to insure 75 the growth and development of each of its members. The textbook family is one in which both parents and children have a voice in planning and management. The values of sharing, family loyalty, freedom of discussion, and respecting individual differences and the rights of others are central. The family council is a recommended procedure for facilitating these values. The follow­ ing quotations are representative of the textbook authors' positions regarding family discussion, planning, and decision making:

Happy families *go into conference" before making any major dicision which affects all members of the family. Sons and daughters have a right to participate in family decisions, and every member needs the happiness and security that comes with being a functioning part of the family. Through family conferences the children get experience in making decisions in a democratic way. This is good preparation for democratic living in a larger world outside the family. 9

9 Judson T. Landis and Mary G. Landis, 0£. cit., p. 228.

... Family members, meeting as a unit, explore their needs and wishes, count up their assets, and decide which are most important and which shall come first. This has great advantages not only in making every member feel a real part of the family, but also in giving the younger members of the fam ily tra in in g in planning and decision-making. 10

10 Evelyn M. Duvall, op. c it., p. 1 4 1 . I

The important thing is th a t young people and th e ir parents join in planning on money matters and agree in the spending of the family income* Not only will the young person thus learn the responsibility of earning, planning and spending but he will also have a greater feeling of maturity, importance and family loyalty. 11 n Paul H. Landis, of. cit., p. 244.

The size of the textbook family and its socioeconomic status are reflected clearly in the illustrations in the text. The pictures show various family situations, with scenes depicting eating, recreation, family conferences, and relaxation predominat­ ing. The number of children pictured in th e fam ily scenes usually is one or two. In keeping with the value of cleanliness, which is frequently expressed, the interiors of the homes are neat and clean and the young children are well dressed and groomed. The adolescent boys are shown wearing neckties and the girls skirts and sweaters. The father is usually wearing a shirt and tie, which is suggestive of his being a white collar or professional man. The mothers are always shown as trim and w ell dressed. In those pictures where household furnishings are in view they leave little doubt that these homes are of the middle class. Relationships among Family Members. Life in the textbook family is a series of adjustment problems. Through the working out of individual and family problems its members are brought closer together and the individual is assisted in gaining insight and growing toward maturity. The parents of the textbook adolescent show an exceptionally high level of maturity. They are willing to discuss issues and try to work out compromises to the mutual satisfaction of all family members. The children in the family are reasonable and show a similar willingness to discuss issues, make compromises, and see the parents' point of view. The sim ilarity among problems discussed in the textbooks would suggest that these problems are universal. The use of the family car, selection of friends, dating behavior, allowances, and selection of clothes sure all viewed as points of contention between the adolescent and his p aren ts. Emphasis is placed upon the use of reason, compromise, discussion, and other techniques which will inhibit or eliminate conflict or open hostility among family members. Cosgrove and Josey include a check list of problesis and suggest:

Check those problems that arise between you and your family. Double check those where the friction may develop into a serious problem. See if you can't go over this list with your parents and work out suitable compromises* 12

— M arjorie C. Cosgrove and Mary I . Josey, About You. Chicago: Science Research Associates. 1952, p. U5*

Duvall also recommends discussion as a technique for solving family problems:

Most problems between teen-agers and their parents yield best to joint planning and decision-making* 76 Within any given family, disagreements are avoided and problems are solved when all of the persons with interests in the situation share in working it out. 13

13 Op. c i t . , p. 132.

The "textbook parent" encourages his child to grow toward maturity and strive toward independence. He look3 for signs of maturity in his child and assists him by giving greater freedom and independence when he demonstrates the ability to act in an adult fashion. Thus, Paul Landis writes:

Later, as he enters the years of adolescence he must have increasing opportunity to make his own decisions and to take rt > jonsibility for his own choices. Only by such a gradual experience in making choices will he become a self-directed adult capable of taking his own place in society as a mature individual, 14

14 Op. cit., p. 293.

The adolescent is encouraged to see the parents' point of view and to understand that the parent is also in the growth process. Landis and Landis make this point in the following quotations: It is true that some mothers are not quick to realise it when their children are old enough to be independent.. If your mother is that way, you will have to be patient until she learns. 15

15 Judson T. Landis and Mary G. Landis, Building Your L ife . New York: Prentice-Hall, 1954, p. 130* 79 Is it not possible to see that perhaps difficulties that arise now between you and your parents are not so much problems as they are just signs of natural development and growth on the part of both your parents and you? You are trying to get on with the business of growing into an independent adult and they are trying to grow toward their future role of being the parents of a young adult instead of the parents of a c h ild . Almost a l l growth involves some awkwardness and fumbling. 16

IS Op.c it., p. 195.

Duvall also stresses the need for the adolescent to understand his parents when she says:

Having children grow up into adolescence is something new fo r p aren ts. They, to o , must grow up to a new status as parents of teen-agers. They, too, experience new feelings about themselves and their children as their young people grow through the teen years. Parents and thexr teen-age young people grow up to g eth er. The way one feels affects the other. Each can help the other understand. 17

17 Op. cit., p. 116.

The result of parent-child understanding is to bring parents and children closer together, thus reducing much of the stress occurring during the period of adolescence and young adulthood.

Although the authors discuss points of conflict that arise among various family members, they suggest that these conflicts are amenable to % relatively quick and easy solution. Throughout the texts there is a great deal of emphasis on the control of negative feelings and the development of positive thinking. 80 Major tragedies and crises are lacking in the textbook families. Illness, unemployment, poverty, death, and other experiences which confront families and pose major problems for them are lacking. Budgets and allowances are described as a means to an end: the attainment of a vacation, new clothes, a car, etc. Families that live from paycheck to paycheck are seldom mentioned. Most authors consider the subject of divorce and agree that at times it may be better for married persons to dissolve their relationship rather than continue one that is likely to damage the personalities of members of the family. The m aterial on divorce tends to be more s t a t i s t i c a l than so cio lo g ical, with attention directed to frequency of occurrence, high risk years in marriage, and relationship to religious affiliation and legal aspects, rather than the impact of divorce on the family and its members and the adjustments concurrent with it. The frequency of separation and desertion and their effects on the family are seldom considered. Persons who find themselves in marital conflict are encouraged to use guidance facilities.

The goal of a happy marriage and family life for the student, as presented in the texts, rests upon the development and wise use of his personality. As indicated in the analysis of the subject-matter content, the authors devote the greatest pro­ portion of space to the subject of personality development. Effort i s made to convey to the student information which will a ssist him in developing a healthy, well-rounded personality which will 81 aid him toward his goal of "happiness" in his own marriage and family living. Two general methods are used: (l) a psychological approach which attempts to aid the student to understand himself

and the influences shaping his personality, and (2) what might be termed a "do it yourself" approach, in which the student is given a series of rules or steps which will assist him in his development• The psychological approach is a mixture of Freudian, neo-

Freudian, and learning theory. The importance of an adequate

supply of security, affection, and tender loving care during

infancy and childhood is stressed. Although the early years are described as important in personality fomation, recognition is given to the fact that some parents, because of their own inade­

quacies, are unable to meet all the child's needs. Where the

unmet needs have resulted in later personality problems, the

student is assured that if he approaches these problems intelli­

gently he can ultimately overcame them and attain the much desired "good personality." The first step is to become aware

of the problems. The individual is told to look at himself

realistically. Typical of this advice is Landis' and Landis'

statem ent:

You may feel that you are handicapped by some of the traits that you now have as part of your personality. Perhaps something often goes wrong in your relationships with others.. You can add up the things that are on the credit side of your personality ledger and balance them against traits or habits that are liabilities. 82 Thia honest evaluation of self is basic for those who want to go ahead meeting life situations with confidence. When we can recognize our good and our weak points, we are ready to do something about the traits we should like to change. 16

— Personal Adjustment. Marriage and Family Living. New York: Prentice-Hall, Inc., 1950, p. 8.

The student is cautioned about rationalization, projection,

compensation, and other defense mechanisms which may prevent him

from looking at himself and his own involvements. The impression

is gained that many of these processes are on a conscious level

and may be controlled more or less at w ill. Some authors leave

the impression that rationalization is always detrimental and should be guarded against at all times. Its positive aspects for mental health are generally not considered. On the other hand, the utility of sublimating one’s sexual energies into creative

and constructive channels is pointed out. When not carried to

excess, the daydream is mentioned as a useful mechanism as a means to an end rath er than an end in i t s e l f .

Throughout the textbooks emphasis is placed upon the

intelligent control of emotions. The positive aspects of hostility,

anger, fear, and crying are seldom suggested for the student's consideration. The impression conveyed is that these "negative

feelings" can be understood and controlled with relative ease

by the application of reason and intelligence. In some of the

books anger is described as the "desire to kill" and fear is 83 usually described in relation to feelings of inferiority (fear of oneself, fear of other people, fear of failure, etc). The student nay "take heart," however, for if he is willing to put forth the effort, the methods for handling these problems would not seem to be too difficult. The philosophy of positive think­ ing will provide the individual with the means by which he o&n control his emotions, conquer his fears, and develop personality characteristics which will gain for him the personality he is seeking. The steps necessary for achieving the control of fears regarding tim id ity and in fe rio rity are lis te d in Moore and

Leahy*8 section on emotions:

The first step in dealing with an emotional habit of this kind is to face it, to admit to ourselves that we are largely responsible for it. Next, we must take the fear under control and do something about it. We begin slowly. We may begin to break the old habit of feeling about ourselves by holding our h eads up, looking people in the eye, and carrying our bodies as if they were something to be proud of instead of something to be dragged around, 19

19 Op. c i t . , p. 1A4,

Duvall also recommends positive thinking and in addition suggests the objective understanding of a friend or counselor in helping the student to overcame his fears: I f you re a lly want to overcome your fe a rs, or get over your temper, or change your other emotional habits, you can do so. First, you must accept yourself as you are. If you can do this without too much feeling of guilt or shame, that is fine. If you can understand something of why you are as you are, that is so much the better. Next you must realise that changes are not going to take place overnight.... Your progress will be more rapid if you have an understanding friend or counselor to encourage you. Step by ste p , you w ill learn more and more co n tro l, you w ill get more and more sa tisfa c tio n from your progress, and, with p ra c tic e , find yourself becoming increasingly grown-up, emotionally. 20

20 Op. cit., p. 15.

One of the methods most frequently mentioned for the development and improvement of the personality is that of cultivating "good" habits and changing "poor" habits. New and more desirable personality characteristics are acquired by practicing those habits and characteristics which one wishes to cultivate and invoking self-discipline to eliminate the undesirable traits. To carry out this process Wood suggests:

There is no short cut, no royal road to a desirable personality. It takes active effort, interest in improvement, practice in acting and thinking in desirable ways, and finally gaining satisfaction from such practice so that it will seem worthwhile to continue....21

21 Op. c i t . , p. 23.

Habits to be cultivated are those of cheerfulness, friendli­ ness, good sportsmanship, dependability, generosity, and the acceptance of people for what they are, not who they are.

Neatness, grooming, and personal cleanliness are given considerable attention by the authors. First impressions are 85 Important if the young person is to achieve success in his social relations. In their section in "Improving Appearance" Groves, Skinner, and Swenson s ta te :

You need to be Immaculately clean—to give adequate care to hair, hands, and teeth. But it is foolish to spend too much time in trying to be attractive. Do your best—and then forget all about it so that you can be interested in others. 22

22 Ernest R. Groves, Edna L. Skinner and Sadie J . Swenson, The Family and Its Relationships. Chicago: J. B. Lippincott Co., 1953, p. 15.

Moore and Leahy, on the other hand, state:

Cleanliness and its close associate, neatness, are most important to personality. They are an indication of our thoughtfulness for others. No one likes to be with a dirty person. No one likes to look at a slovenly, ungroomed, untidy person. Everyone can achieve cleanliness and neatness through developing the proper habits. Cleanliness and neatness are basic to a pleasing appearance. 23

23 Op. c i t . , p. 62.

The importance of cleanliness is stressed also by Landis and Landis in their section on "Rules that Help Your Appearance":

No matter what your type, tall, short, blonde, or brunette, the first essential is cleanliness. There is nothing that money can buy that will do so much for attractive­ ness as a good scrubbing with soap and water ah least once a day. The clothes you wear rate far below cleanliness in what they do for the impression you mafce.*^* 66

Building Your L ife , p. 39.

In addition to cleanliness, the importance of good posture, appropriate dress, and a pleasing voice are emphasized*

Thus we see that the textbook family is democratic, middle class, and upwardly mobile, and places a high value on adjustment,

"good” personality, and cleanliness. It facilitates the growth of each member and attempts to provide ample opportunity for its members to participate in all aspects of its functioning. There is a reciprocal relationship between the child and his family.

The family aids in the growth and development of the individual personality but when, because of certain lacks or inadequacies, the family fails to grow toward the democratic ideal, the child assists in this growth and development by encouraging his parents and siblings to undertake the necessary steps to achieve ultimately this goal. The parents welcome and encourage the child to participate in solving problems and planning activities. Major c o n flic ts and c rise s are ra re , owing to the fa c t th a t each family member is sensitive to the feelings of every other fam ily member. CHAPTER V SUMMARY AND CONCLUSIONS

Family life education is still an elective course in many high schools, but the trend i s toward making i t a requirement fo r all students in secondary education. Because of the possible impact of such education upon the individual and his future family, it is appropriate to investigate the nature and content of family life education.

It was not feasible to observe a representative sample of family life education classes. Consequently, it was decided to examine textbooks in wide current use in these courses today in the United States, with the assumption that the textbook in most instances represents the core of the subject matter presented in the classroom.

The ten family life education textbooks used in this study were selected on the basis of widespread use and representativeness.

Some objection may be raised to including together textbooks which are written for both lower and upper grade levels in the high school. Examination of textbook use revealed that there was no consensus concerning the grade in which a specific text should be used. For this reason no attempt was made to separate the textbooks on the basis of grade level. As would be expected, there was no uniform ity in number of pages in the textbooks. The number of pages ranges from 80 in Cosgrove and Josey's About You to 550 in

The Family and Its Relationships, by Groves, Skinner, and Swenson. 88 The number of papes alone cannot be used as an Index of the breadth of subject matter included by the various authors. It suggests the different views of the scope of family life education held by the authors.

Before th is study was undertaken, textbooks and journals were reviewed and recognized leaders in family life education were reached in order to determine the educational aims of the field*

From these sources a list of ten aims was constructed (see pages

23, 24), which, though not mutually exclusive, were inclusive of the material obtained. From this list, and on the basis of the textbooks, a category system for analyzing subject-matter content was constructed. On this basis 10 major subject-matter categories and one miscellaneous category, comprised of 14 subdivisions, were developed. The miscellaneous category was included to permit the scoring of special content areas included in some texts.

Of the content material 91.31 per cent was scored in the ten major categories and 8.19 per cent in the miscellaneous category*

There is wide variation among the textbook authors in the subject- matter areas given the largest percentage of space. The differ­

ences in the percentage of space devoted to various subject-matter areas is a reflection not only of what the authors consider

important, but also of lack of agreement concerning what consti­ tutes the subject matter of family life education.

The areas of personality development, family lift, end, Astit* are the three areas that all authors include in their texts* 89 Personality development and family life rank first and second respectively in terms of the total amount of space. Dating ranks fourth. Mate selection ranks third, but it occurs in only eight of the ten texts. This would suggest that although the authors do not agree on the apportionment of space, these areas do repre­ sent the core content of the family life education textbooks used in this study. The two books which do not treat mate selection as a part of their content are Cosgrove and Josey's About You and

Duvall's Facts of Life and Love, About You is written primarily for use by high school freshmen and sophomores, and is intended fo r use in conjunction with Cosgrove and Josey*s About Marriage and You, which does contain material on mate selection and is designed for use by juniors and seniors. It is probably assumed that the students who will be using About You will be taking the additional course and material on mate selection will be covered then. Since many students do not complete high school or take any other course in family life education, the question arises whether some material on mate selection should be included in earlier high school courses.

The stated purpose of Duvall's book, Facts of Life and Love. is to help answer teen-agers' questions about how to get a date, what it means to grow up, how one knows when one is in love, how to understand oneself, and others. It is understandable that no text can include all the possible subject areas; however, the factors involved in the selection of one's marriagi partner would 9C seem to be an important consideration if one is to discuss ade­ quately the areas of dating and when one knows he's in love.

On the major content area of sex the authors show least agreement* Duvall's Facts of Life and Love is the only book which gives a significant percentage of space to this area* Two of the books do little more than mention the subject. The small apportionment of space given this subject can probably be attribu­ ted to a number of factors* There has been great resistance in many communities to permitting the teaching of the subject in the

classroom* In March, 1955, Evelyn Duvall's Facts of Life and

Love was banned by the Police Censorship Bureau in Wayne County,

Michigan. "Parts were construed as too stimulating for teenagers'

consumption. It violated laws*** if the teenager read the book without the guidance of an adult..." (See The Detroit hews.

September 20, 1956, p. 27, column 3)« In addition to the objections of parents, many religious organisations have protested the

inclusion of sex education in the public schools on the grounds

that it is, rather the responsibility of the home and church* Religious organizations have contended that sex education in

schools will contribute to the breakdown of morality. Examples

of such opposition are:

Sex education or training in chastity as it is better called, is first and foremost the task of the parent, and not of the teacher or the school* 1

- Edgar Schmiedeler, Marriage and the Family. New York: McGraw-Hill, 19*6, p. 262* 91 We protest In the strongest possible terms against the Introduction of sex instruction into the schools* To be of benefit such instruction must be given individually, 2

- "The Child, A Citizen of Two Worlds," statement by the Bishops of the United States. Washington, B.C.: National Catholic Welfare Conference. 195°.

Undoubtedly these and other factors have discouraged authors and publishers from attempting to treat the subject of sex more fully. Most authors treat sex by implication, as if young people were unaware of the sexual aspects of life. When these aspects esierge in discussions of kissing, necking, and petting, the emphasis is on control and sublimation* In the light of the experience of counselors, as well as the findings from research done by Kirkendall, Kinsey, and others^ it would seem that family life educators should reconsider the handling of this subject. No doubt considerable material is introduced in the classroom both by the teacher and through suggested readings. The failure of textbook authors, however, to treat this subject serves to perpetuate the nineteenth-century attitude that sex is something to be hidden and not discussed as a natural and normal part of human growth and development. The failure to include material on sex in textbooks places an addition­ al burden upon the teacher. If the needs of students are to be met, many teachers must deal with this area without the support of a text, and will find themselves frustrated by conflicting 92 goals: trying to fu lfill the requirements of family life education and the needs of students, and at the same time resisting community pressures.

The footnotes and suggested readings were analyzed on the basis of the author's field of specialization,with the assumption that they indicate the fields of specialization the authors principally rely upon for their material. It is conceiva­ b le, of course, th a t an author whose special fie ld is home economics or psychology may w rite an a rtic le or a book whose emphasis is not that of his field of specialization. Half the texts used in this study do not have footnotes. This absence of footnotes is probably a function of the traditional method of writing high school texts. Because of the possible controversial nature of the subject matter of this field, it would seem that textbook authors should consider the advisability of documenting their material wherever possible. Sociologists were the authori­ ties most frequently cited in the family life textbooks, with psychologists and educators a close second — a circumstance that may indicate a trend toward departing from the traditional home economics orientation and drawing more freely from the behavioral

sciences. The suggested readings, on the other hand, reflect the influence of home economics in the area of family life, an

influence attributable to the historical origins of f amily life education. At its inception, in most instances, family life education was an aspect of a home economics course, as discussed by Lemo D. Rockwood in Highlights of a Study of the Sources and

History of Family Life Education. New York State College of

Home Economics at Cornell University, Ithaca, New Yorks 1948.

Traditionally, home economics has dealt with the operation and management of the home. Consequently, the teachers and students have been primarily women and girls. It has come to be recognised that if a family life educational program is to be effective it must of necessity include both boys and girls. Early attempts were made to encourage boys to take home economics classes in which the content was specifically oriented to family life ediw-

Cation. Recently there has been a movement to shift family life education courses away from their home economics orientation, but the change has occurred too recently to permit the development of a body of content less dependent upon home economics.

The qualitative analysis presented in this study provides a profile of the American family as it is visualized and expressed in the content of family life education textbooks. As shown in the summary at the end of Chapter IV, the authors present a nearly uniform description of the characteristics of f amily life.

The textbook family is democratic, middle class, and upwardly mobile, and places a high value on adjustment, "good personality," cleanliness, and grooming.

In view of the fact that the textbook authors tend to focus on a stereotyped middle-class family as the idealized conception to be advanced and propagated in secondary education, the marked variation of subject matter and space allocation found in the textbooks analysed raises s everal pertinent questions. How representative of American families is the idealised textbook family? Is life in the textbook family reality-oriented? Is the textbook formula for living practical and effective? These

questions will now be examined in the light of our present socio­ logical knowledge concerning the nature of the American family.

There is, of course, a large psychological factor operative in the situation which is beyond the scope of this inquiry.

Various aspects of the American family have been studied by the behavioral sciences for the past fifty years. As a result of this research it has been demonstrated that, although there

are uniformities among American families, there is not a single type that is representative of "the American family." This fact

is noted, fo r example, by Warner and Lunt in The Social Life of

a Modern Community. Vol. I) Davis and Havighurst in Father of

the Man: the Lynds in Middletown: and Hollingshead in Llartown'a

Youth. The authors of the family life education textbooks

reported in this study, however, describe only a rather narrow segment of middle-class families. They almost completely neglect

lower-class, upper-class, rural, and ethnic family patterns* The middle-class family the textbook authors describe would be more

typical of the college educated, professional, white Protestant

fam ily. 95 Since the research to date on personality development and the family has not documented what type of family life is best for the attainment of optimum growth and development of the in d iv id u al, i t would seem appropriate fo r the textbooks to be more inclusive of the various types of family patterns repre­ sented by students.

Are the families in the family life education textbooks analyzed in this study reality-oriented? The family that is democratic in structure is described as "the ideal type" and the goal toward which all families should work. Parent-child relations in the textbooks are characterized by an interest in the growth and development of the child, and the use of reason, conciliation, and compromise where differences arise. No recognition is given to the large number of families who still resolve differences through a mandate or disciplinary action on the part of the parent.

The values of cleanliness, good grooming, social etiquette, and manners are set forth as attributes of the "good personality" and as characteristics which all individuals should strive toward and families should help to cultivate. These values again reflect the middle-cla6s orientation of the textbooks, and fail to take into consideration other value positions held in the society.

In light of such studies as Havighurst and Davis' "Social Class

Differences" 3 and Warner, Meeker, and Sells "What Social Clasd is in America," ^ it would seem that the textbooks present a reality characteristic of only a narrow segment of /unerican families. 96

3 Robert J. Havighurst and Allison Davis, "A Comparison of the Chicago and Harvard Studies of Social Class Differences in Child Rearing," American Sociological Review. Vol. 20, No. 4> August 1955*

4 W. Llojd Warner, Marchia Meeker, and Kenneth Eells, Social Class in America; A Manual of Procedure fo r the Measurement of Social Status. Chicago: Science Research Associates, 1949*

The question of whether the formula for living presented in

the textbooks is practical and effective suggests another step

in research for family life education. The answers to this question

cannot be obtained through the analysis of textbook data. In order

to measure the effectiveness and practicality of the various methods suggested in the textbooks, follow-up studies of students

who have completed family life education programs might be

undertaken. An analysis of tieir family living practices, their methods of handling problems, and the kinds of values they have

found to be effective could then be compared with a sample of the

population which has not been exposed to a family life education

program. APPENDIX A

MAJOR SUBJECT-MATTER CATEGORIES— THEIR DEFINITIONS AND INDICATORS

I. Dating. This category refers to material that describee the temporary relationship known as dating. Functions, practices, behavior in dating, and influences of family and peers on choice of date are included.

Indicators: 1. Dating manners and etiquette. 2. How to call for a date. 3. The first date. A. How to refuse a date. 5. Where to go on a date. 6. What to do on a d a te . 7. Going steady. 8. Kissing and necking. 9. P etting on a d a te . 10. Influences on cnoice of date a . family b. peers 11. Smoking, drinking, pros and cons, when discussed in dating context. When discussed generally they are scored under respective categories — alcohol, tobacco, etc.

II. Descriptions of Families. Past or Present.

(1) The historical development of the American family (2) Comparative (cross cultural or intracultural data on the family

Here we refer to all material that describes rural, urban, suburban, and family patterns of other cultures. We also include here material describing changes in family patterns or organization: authoritarian to dmnocratic, institutional to companionship. Not included here is material involving interaction of family members, which is scored under family life.

Indicators: 1. Historical descriptions of family life. 2. Descriptions of contemporary family life in general. 3* Descriptions of changes in male-feaude roles and responsibilities through history.

97 APPENDIX A MAJOR SUBJECT-MATTER CATEGORIES— THEIR DEFINITIONS AND INDICATORS (Continued)

A* Descriptions of historical and contemporary functions of the family. 5* Changes in family size. 6. Definitions of "the family."

(Note: Descriptions of Families, Past or Present is con­ cerned with the dynamic aspects of the family, while Family Life (with at least one child)is about the family.) Family Disorganization. This category deals with factors involved in family disruption, i.e., divorce, separation, loss of income, and family crisis.

Indicators:

1. Material on separation, divorce, and desertion, including statistical data.

Family Life (with at least one child.) This category is concerned with the American family today. Here we refer to all aspects of family interaction, organisation and function where there are parents and children involved, e.g., family economics, roles, parent-child relations, interpersonal relationships, adjustments (resolving of conflict.)

Indicators:

1. Child care and development within the family. a. Physical care. b. Socialization. 2. Family interaction. a. Parent-child, parent-adolescent relations. 1. Discipline. b. Roles of family members. c. Sibling relationships. d. Family council. 3. Family econoed.cs. a. Allowances. b. Budgeting. c. Consumer education when pertaining to th e fam ily . (When directed to the individual, it is scored under miscellaneous.) APPENDIX A MAJOR SUBJECT-MATTER CATEGORIES— THEIR DEFINITIONS AND INDICATORS (Continued)

A* Parental responsibilities. a. Maintenance of health. b. Religious training. 5. Social a c tiv itie s and recrea tio n .

Married State (childless). This category refers to all aspects of "being married" in areas such as financial consider­ ations, extra couple relationships, i.e., inlaws, friends, neighborhood, community. Here we include also adjustments to each other (interspousal relations, methods of facilitat­ ing honeymoon, and development of husband-wife ro le s.

Indicators:

1. Social activities and recreation (including associa­ tion with friends.) 2. Adjustive — intracouple — honeymoon, sex ro le , inlaw s. 3. Couple economics. A* Pregnancy. Material on process would be scored under sex. Here we refer to material on when to start a family, adjustments to pregnancy, etc.

Mate Selection. This category includes all material relevant to choosing a marriage partner, engagement, court­ ship practices, social and economic influences on the choice of a mate, and preparation for marriage.

Indicators:

1. All aspects of the engagement process and procedure. 2. Influence of family and frisnds on selection of mate. 3. Preparation for marriage. a. Counseling. b. Consideration of questions such as wife's working, handling of th e money, where to liv e , religious differences, etc. A. Premarital sexual behavior as it affects mate sele ctio n . 5. Personal and aesthetic factors in mate selection. 6. Breaking an engagement. 7. Those who don't marry (why some persons remain single, etc.). 100

APPENDIX A MAJOR SUBJECT-MATTER CATEGORIES— THEIR DEFINITIONS AND INDICATORS (Continued)

VII. Personality Development. This category refers to material dealing with all aspects of the personality as it changes through tine. Specifically, such character traits as emotional maturity, concepts of self, emotional control and expression, abilities and talents, are included. Material pertaining to the formation of the personality will also be included, e.g., hereditary and environmental factors. (This category is not to be confused with child care and development or with material describing the "finished" product, e.g., the adult personality.) Here developmental material only will be included.

Indicators: 1. Personality needs: independence, affection (learn­ ing to love and to be loved, self, family, same sex, later opposite sex, puppy love), emotional control, recognition, uwierstanding self. Need to fe e l wanted, new experience. Mechanisms for meeting needs, i.e ., rationalization, compensation. 2. Character traits: honesty, dishonesty, responsi­ bility, loyalty, morality, inmorality, courage, friendliness, self-discipline, self-control, lack of self-control, philosophy of life. Ability to solve problems, make decisions, self-confidence, lack of self-confidence, self-pity, shyness, inferiority, etc. 3. Personal appearance as it affects personality, e.g., posture, voice, stature, grooming, etc. 4. Influence of the family on personality development. 5. Influence of the peer group on personality develop­ ment. 6. Environmental influences (other than family) on personality development. 7. Heredity as it affects personality. 8. Physical influence on personality: nutrition, pubertal changes, menstruation, exercise, rest, etc., psychosomatic symptoms* 9. Ways of assisting personality development. a. Counseling b. Talking it over with fsadly, teacher. c. Self-evaluation, self-improvement (pulling onself up by one's bootstraps.) 101 APPENDIX A MAJOR SUBJECT-MATTER CATEGORIES— THEIR DEFINITIONS AND INDICATORS (Continued)

VIII. Physical Development. Refers to material concerned with biological changes through time — maturation, body changes at all levels — not to be confused with descriptive material in a completed stage, e.g., the changing adolescent body would be included, but a description of the sexual organs would not be included here, but scored under sex.

Indicators:

1. Voice changes. 2. Sex changes (primary and secondary hair growth, breast developsient, and genitals.) 3* Heredity, biological aspects. A. Enotional factors affecting physical developsient. 5. Menstruation (when discussed in terms of physical development)• 6. Height and weight changes.

IX. Sax. Here we refer to descriptive material relating to sex processes, structure, and functions. Not included here is material discussing personal and social implications of sexual behavior, i.e ., "should a girl pet?" "how far to go on a date," which would be scored under dating. Develop­ ment of *11 parts of the body, (including sexual organs), is not scored here, but rather under physical development.

Indicators:

1. Sexual organs. 2. Reproduction (description of cycle or any aspect of). 3. Contraception (description, methods of). 4. Menstruation, when described as a process. 5. Masturbation. 6. Homosexuality. X. Social Development. Social development refers to change through time in ways of interacting with others, nonfamilial persons, i.e., peers, teachers, other adults. Here would be included the changing skills and techniques (etiquette, manners) used in dealing with people, including the formation of habits, attitudes, and values. The development of social roles would also be included here. APPENDIX A

MAJOR SUBJECT-MATTER CATEGORIES— THEIR DEFINITIONS AND INDICATORS

Indicators:

1. Learning to deal with others* 2* Learning to deal with responsibility. 3* Learning to deal with authority* A* Learning aale-fenale social roles, sex roles, occupational roles, other-centeredness. 5* Learning to utilise intellectual capacities* 6* Social s k ills , a c tiv itie s (etiq u ette, Banners) used in getting along with others* 7* Citisanship* APPENDIX B

MISCELLANEOUS CATEGORY — SUBDIVISIONS AND INDICATORS

Her* we refer to a ll material not scored in other categories. This would include those paragraphs in which the central thssM does not fall into one of the major categories.

In general, the miscellaneous category represents areas given special attention by individual authors.

1. Alcohol.

2. Childless homes.

3. Citizenship. 4. Consumer education.

5. Housing. 6. Legal aspects of marriage and family living

7. Life expectancy and infant mortality. 8. Narcotics.

9. Orientation material. 10. Prostitution.

11. School. 12. Social activities and recreation.

13. Tobaeeo.

14. Venereal disease.

103 APPENDIX C

NUMBER OF PARAGRAPHS ALLOCATED TO MAJOR SUBJECT MATTER CONTENT CATEGORIES FOR EACH TEXTBOOK*

Categories Book Dating Descriptions Family Dis- Family of Families organization Life

About You 39 — — 43

About Marriage and 34 72 18 72 You

Building Your Life 78 — — 91

Facts of Life and Love 291 — 2 14

Family Life 97 112 16 127

Living Together in 41 2 8 506 th e Family

Personal Adjustment, Marriage and 86 33 36 221 Family Living

The Family and I ts 3 160 16 221 Relationships

You and Your Family 98 283 28 364

Your Marriage and 54 100 97 92 Family Living

T otal Paragraphs 821 762 221 1751

* The number of paragraphs lis te d opposite each book in a category column in d icate space allo cated w ithin each book to a given category. The total listed at the bottom of a given category indi­ cates the number of paragraphs allocated to a given category within the total number of paragraphs (8769), comprising all of the ten books.

104 APPENDIX C 105 NUMBER OF PARAGRAPHS ALLOCATED TO MAJOR SUBJECT MATTER CONTENT CATEGORIES FOR EACH TEXTBOOK (Continued)

Categories Book Mate Married Personality Physical S election S ta te Development Development

About You — — 250 21

About Marriags and You 82 91 151 —

Building Your Life 121 12 253 16

Facts of Life and Love — — 204 53

Family Life 142 — 197 52 Living Together in the Family 92 58 121 —

Personal Adjustment, Marriage and Family Living 191 151 129 8 The Family and I ts Relationships 71 16 102 —

You and Your Family 107 45 426 23 Your Marriage and Family Living 254 133 36 10

Total Paragraphs 1060 506 1869 183 APPENDIX C 106 NUMBER OF PARAGRAPHS ALLOCATED TO MAJOR SUBJECT MATTER CONTENT CATEGORIES FOR EACH TEXTBOOK (Continued)

Categories Book Sex Social Development

About You — 86

About Marriage and You — —

Building Your Life — 203

Facts of Life and Love 89 107 Family Life 2 56

Living Together in the Family — 57 Personal Adjustment, Marriage and Family Living — 20

The Family and Its Relation­ ships — 71 You and Your Family — 126

Your Marriage and Family Living 5 56

Total Paragraphs 96 782 APPENDIX C 107 NUMBER OF PARAGRAPHS ALLOCATED TO MAJOR SUBJECT MATTER CONTENT CATEGORIES FOR EACH TEXTBOOK (Continued)

Book Total for the Ten Major Categories

About You 439 About Marriage and You 520

Building Your Life 774 Facts of Life and Love 760

Family Life 801

Living Together in the Family 885 Personal Adjustment, Marriage and Family Living 900

The Family and Its Relationships 660

You and Your Family 1500

Your Marriage and Family Living 837

Total Paragraphs 8076 APPENDIX D

NUMBER OF PARAGRAPHS ALLOCATED TO SUBDIVISIONS INCLUDED UNDER MISCELLANEOUS FOR EACH TEXTBOOK*

Categories Book Childless Housing Alcohol Homes

About You — 26 About Marriage and You — ——

Building Your Life — ——

Facts of Life and Love —— —

Family Life — — —

Living Together in the Family —— —

Personal Adjustment, Marriage and Family Living 25 — 28

The Family and Its Relationships — 70 17

You and Your Family — 25 —

Your Marriage and Family Living — — —

Total Paragraphs 25 95 71

*The Number of paragraphs lis te d opposite each book in a category column indicate space allocated within each book to a given category* The total listed at the bottom of a given category indicates the number of paragraphs allocated to a given category within the total number of paragraphs (8769)> comprising all of the ten textbooks*

108 APPENDIX D 109 NUMBER OF PARAGRAPHS ALLOCATED TO SUBDIVISIONS INCLUDED UNDER MISCELLANEOUS FOR EACH TEXTBOOK (Continued)

C ategories Book Citizenship Consumer Legal Education Aspects

About You — ——

About Marriage and You — — —

Building Your Life — — —

Facts of Life and Love — 7 —

Family Life — — — Living Together in the Family — ——

Personal Adjustment, Marriage and Family Living --- T, ---

The Family and Its Relationships — 29 44 You and Your Family 47 1 12

Your Marriage and Family Living mmmrn

Total Paragraphs 47 37 56 APPENDIX D 110 NUMBER OF PARAGRAPHS ALLOCATED TO SUBDIVISIONS INCLUDED UNDER MISCELLANEOUS FOR EACH TEXTBOOK (Continued)

Categories Book N arcotics Orientation School M aterial

About You 42 4 79

About Marriage and You — 6 —

Building Your Life — — —

Facts of Life and Love — 12 —

Family Life — 22 — Living Together in the Family ———

Personal Adjustment, Marriage and Family Living

The Family and Its Relationships — 8 —

You and Your Family — — 44 Your Marriage and Family Living MW m m m t

Total Paragraphs 42 52 123 APPENDIX D 111 NUMBER OF PARAGRAPHS ALLOCATED TO SUBDIVISIONS INCLUDED UNDER MISCELLANEOUS FOR EACH TEXTBOOK (Continued)

Categories Book Prostitution Life Expectancy and Infant Mortality

About You — —

About Marriage and You — —

Building Your Life — — Facts of Life and Love 2 —

Family Life — —

Living Together in the Family — —

Personal Adjustment, Marriage and Family Living 11

The Family and I ts Relationships — 62

You and Your Family — —

Your Marriage and Family Living —m

Total Paragraphs 51 74 APPENDIX D 112

NUMBER OF PARAGRAPHS ALLOCATED TO SUBDIVISIONS INCLUDED UNDER MISCELLANEOUS FOR EACH TEXTBOOK (Continued)

Categories Book Social Activities Tobacco Venereal and Recreation Disease

About You — — —

About Marriage and You — — —

Building Your Life — — — Facts of Life and Love — 11 ID

Family Life — — — Living Together in the Family —— —

Personal Adjustment, Marriage and Family Living

The Family and Its Relationships 20 — —

You and Your Family — — —

Your Marriage and Family Living — — 4

Total Paragraphs 20 11 14 APPENDIX D 113 NUMBER OF PARAGRAPHS ALLOCATED TO SUBDIVISIONS INCLUDED UNDER MISCELLANEOUS FOR EACH TEXTBOOK (Continued)

Book Total for toe Fourteen Miscellaneous Subdivisions

About You 151 About Marriage and You 6

Building Your Tdfa —

Facts of Life and Lore 42

Family Life 22

Living Together in the Family —

Personal Adjustment, Marriage and Family Living 39

The Family and Its Relationships 250

You and Your Family 179 Your Marriage and Family Living 4

Total Paragraphs 693 APPENDIX E

RAW DATA — SUGGESTED READINGS BY YEARS

Book D iscipline About You About Marriage Building Your and You Life "33-42 -'43-52 "35-44 "45-54 "35-44 "45-54

Anthropology — ev e* 1 — --— Biology — 2 1 2 — 1 Child Develop­ ment — 1 — 3 — 1 Clergy — -- 1 — ---- Economics — — 1 — 1 3 Educational Psychology 2 2 — 3 — 11 Education 2 13 3 7 1 33 Family Life 1 5 2 7 2 Guidance — 1 -- 1 —— Historian ———— — Home Economics — k 5 5 1 9 Medicine 2 3 1 10 — 6 Philosophy — 1 — 1 — — P o litic a l Science —————— Psychology 1 12 3 15 1 24 Religious Education — 1 — 1 — 2 Sociology — 1 1 4 — 1 Writers — 2 — 1 —— Undetermined 1 9 — 2 — 9 Miscellaneous 1 1

Total 9 57 20 62 4 109

114 APPENDIX E 115 RAW DATA — SUGGESTED READINGS BY YEARS (Continued)

Book D iscipline family Living Living together In the Family "21-30 "31-40 "41-50 "27-36 "37-46

Anthropology — — 3 — — Biology — 3 — 2 Child Develop­ ment 3 16 —— Clergy — — 3 — U Sconoid.cs — •mmm 1 — Educational Psychology — 2 8 — 4 Education — 11 7 6 26 Family Life — 1 32 1 18 Guidance — 1 — — — H istorian — —— — — Home Economics — 3 45 11 59 Medicine — 5 8 — 2 Philosophy — 1 3 — P o litic a l Science — — — 1 1 Psychology —— 10 26 7 12 R eligious Education — 3 —— 2 Sociology — 6 34 4 20 W riters 2 3 1 10 3 Undetermined — —- — 9 19 Miscellaneous — — 1 — 1

Total 2 52 187 49 173 116 APPENDIX E RAN DATA — SUGGESTED READINGS BY YEARS (Continued)

Book D iscipline Personal Adjustment, The Family and I t s Marriage and Relationships Family Living "31-40 "41-50 "24-33 "34-43 "44-53

Anthropology — ——— — Biology 2 1 — 1 Child Develop­ ment — 2 — 1 2 Clergy — 3 — 2 2 Economics 1 — 1 Educational Psychology --- 10 — — — Education 1 7 2 9 6 Family Life 9 16 — 2 4 Guidance — 1 —— 1 H istorian —— 2 1 1 Home Economics 8 22 — 4 16 Medicine 1 7 — 1 2 Philosophy —— —— P o litic a l Science — --- — 1 1 Psychology 4 29 2 3 5 Religious Education ———— 1 Sociology 2 17 2 1 3 W riters —— 3 4 6 Undetermined — 1 1 2 6 Miscellaneous — — — 3 1

Total 26 113 12 35 57 APHSNDIX. £ 117 RAM DATA — SUGGESTED READINGS BY YEARS (Continued)

Book D iscipline You and Your Family Your Marriage and Family Living "34-43 "44-53 "35-44 "45-54

Anthropology ——— — Biology — 1 1 Child Develop­ ment — 4 — 1 Clergy — 7 — 1 Economics 5 — — 1 Educational Psychology 8 —• — 2 Education 20 27 1 6 Family Life 6 — 5 11 Guidance —— — 1 H istorian ———— Home Economics 18 57 1 17 Medicine — 1 — 6 Philosophy ——— — P o litic a l Science 7 —— — Psychology 21 3 2 9 Religious Education — — — — Sociology 16 10 — 16 W riters 2 — — — Undetermined 19 1 1 — Miscellaneous ————

Total 122 110 11 72 APPENDIX E RAW DATA — SUGGESTED READINGS BY TEARS (Continued)

Discipline Complete Total for Each Discipline

Anthropology 4 Biology 17 Child Development 34 Clergy 23 Economica 14 Educational Psychology 52 Education 184 Family Life 122 Guidance 12 H istorian 4 Home Economics 265 Medicine 55 Philosophy 6 Political Science 10 Psychology 189 Religious Education 10 Sociology 138 W riters 37 Undetermined 80 Miscellaneous 7

Total 1283 BIBLIOGRAPHY

Adams, Clifford R: Preparing for Marriage, New York: £. P. Dutton and Co., 1951* Axtelle, George: "How Do We Know What Values are Read?" Pro­ gressive Education. Vol. 27, No. 6, April, 1950, p. 191*

Baldwin, Keturah E: The AHEA Saga. Washington, D.C.: American Home Economics A ssociation, 1949. Barker, Roger G, Wright, F., Nall, Jack and Schoggen, Vhil: "There is No Class Bias in Our School", Progressive Education. Vol. 27, No. 4, February, 1950.

Barnes, Harry Elmer: An Introduction to the History of Sociology Chicago: The University of Chicago Press, 1948.

Bell, Lawrence S: "Evaluating Education for Marriage and Family Living," Marriage and Family Living, Vol. XIV, No. 2, May, 1952, pp. 97-103. Benedict, Agnes E. and Franklin, Adele: The Happy Home. New York: Appleton-Century Crofts, 1948.

Berelsen, Bernard: Content Analysis in Communication Research. Glencoe, Illinois: The Free Press, 1952.

Berry, Brewton: "The Concept of Race in Sociology Textbooks," Social Forces, Vol. 18, No. 3, March, 1940. pp. 411-418.

Biester, Griffiths and Pearce: Personal Health and Human Relations. Minneapolis, University of Minnesota Press, 1947.

Blythe, Irene T: "The Textbooks and th e New D iscoveries, fiaphases and Viewpoints in American History," Historical Outlook 23, 1932, pp. 395-402. Bogardus, Emory S. and Lewis, Robert H: Social Life and Per­ sonality. New York: Silver Burdett, 1938.

Bossard and Boll: "Ritual in Family Living," American Sociological Review. 14 (1949), pp. 463-469, Bowman, Henry A: "A C ritical Evaluation of Marriage and Family Education," Marriage and Family Living. Vol. XV, Mo. 4, November, 1953, pp. 304-308, Bryden, Catharine T: Personal and Home Problems. Minneapolis, Minnesota, Burgess Publishing Co., 1947, 119 BIBLIOGRAPHY (Continued)

Bulletin of National Association of Secondary School Principals. Washington, D.C. Vol. 39, No. 215, December, 1955*

Burgees, Ernest: "The Family as an Arena of Interacting P e rso n a litie s," The Family (now called M arriage and Family Living. VII, March, 1926. pp. 3-9.

Burnham, Helen At, Jones, Evelyn Gi, and Bedford, Helen Dt, Boys W ill Be Men. New York: J . B. L ippincott, 1942.

Carpenter, Marie: The Treatment of the Negro in American History School Textbooks. Menasha, Wisconsin: Banta Publishing Co., 1941*

Cavan, Ruth S: The American Family. New York: Thomas Y. Crowell, 1953*

Centers, Richard: The Psychology of Social Class. Princeton, New Jersey: Princeton University Press, 1949.

Child, Fotter and Levine: "Children's Textbooks and Personality Development: An Exploration in the Social Psychology of Education," Psychological Monographs LX, No. 3, 1946. Claus, M.G: "Introducing Family Living to Homemaking Classes," P ra c tic a l Home Economics. 32, 13, December, 1953.

Cons, Clara Lee: "A High School Course in Family Living," Marriage and Family Living. Vol. XIII, No. 4, November, 1951, pp. 154-155. Cook, Lloyd A. and Cook, Elaine F: A Sociological Approach to Education. New York: McGraw-Hill, 1950. Cosgrove, M arjorie C. and Josey, Mary I: About You. Chicago: Seience Research Associates, Family Living Series, Vol. 1# 1952.

Cosgrove, Marjorie C. and Josey, Mary 1: About Marriage and You, Chicago: Science Research Associates, Family Living Series, Vol. II, 1954. Davis, Allison and Dollard, John: Children of Bondage. Washington, D.C.: American Council on Education, 194D. Davis, W. Allison, Gardner, B. and Gardner, M: Deep South. Chicago: The University of Chicago Press, 1941. 120 BIBLIOGRAPHY (Continued)

Davis, W. Allison and Havighurst, Robert J s Father of the Man, Boston: Houghton M ifflin , 1947. Dawson, Margaret C: "Can We Educate for Family Living?" Child Study. New York: Child Study A ssociation of America (132 E. 74th St.), Vol. 32, No. 1: 1954, pp. 20-30. Dennis, L—o Rt Living Together in the Family. Washington, D.C.: American Hons Economics Association, 1934.

Drunsond, L.Wi "Family Life Education, Whose Job?" Journal of Social Hygiene. 39: May, 1953, pp. 201-208.

Duvall, Evelyn M: Family Living. New York: The Macmillan Co., 1950. Duvall, Evelyn M: Facta of Life and Love. New York: Associated Press, 1950. Duvall, Evelyn M. and H ill, Reuben: When You Marry. Boston: D. C. Heath, 1953. Engle, T.L: "An Analysis of High School Textbooks in Psychology," School Review. 58, 1950, pp. 343-347.

Estensen, E.V: "McGuffey — A S ta tis tic a l A nalysis," Journal of Educational Research. February, 1946, pp. 445-457. Faegre and Anderson: Child Care and Training. Minneapolis, Minnesota: The University of Minnesota Press, 1953.

Faegre, Marion L: Understanding Ourselves. Pamphlet. Minneapolis, Minnesota: The University of Minnesota Press, 1943.

Farnsworth, D.L: "Impact of Our Times on Teenagers," N ational A ssociation Deans of Women. 17:31: 7, January, 1954. Festinger, Leon and Katz, Daniel, editors: Research Methods in th e Behavioral Sciences. New York: The Dryden P ress, 1953.

Groves, Ernest R. and Groves, Gladys H: The Contemporary American Family. Chicago: J.B. Lippincott, 1947.

Groves, Skinner and Swenson: The Family and Its Relationships. Chicago1 J.B. Lippincott r 1941.

121 BIBLIOGRAPHY (Continued)

Hagood, Margaret J: S ta tis tic s fo r S o cio lo g ists. New York: Henry Holt and Co., 1947. Handwork, Esther S: "Selected Bibliography on Education for Marriage and Family Life in the Schools", Marriage and Family Living. Vol. XIV, No. 3, August, 1952, pp. 207-214.

Hart, Hornell: "Trends of Change in Textbooks on the Family," The American Journal of Sociology. Vol. XXXIX, July, 1933-^tay, 1934, PP. 222-314.

Havighurst, Robert Jt Human Development and Education. New York: Longmans, Green and Co., 1953.

Havighurst, Robert J: "Social Class Differences at the Secondary Level," Marriage and Family Living. Vol. XII, No. 4, Fall, 1950 , pp. 133-135. Hollingshead, August B: Elmtown's Youth. New York: John Wiley and Sons, 1949. Hollingshead, A.B: "Selected Characteristics of Classes in a Middle Western Community," American Sociological Review. 12, 1947, p p . 385-395. Home and Family Living. Pamphlet, The Board of Education of the City of Detroit, 1952. Jenkins, Bauer and Shacter: Teenagers. Chicago: Scott, Foresman and Company, 1954. Jo in t Committee on Curriculum Aspects of Education fo r Home and Family Living: F*n>ily Living and Our Schools. New York: Appleton- Century-Crofts, 1941.

Jordan, Helen M., Ziller, M. Louisa and Brown* Johnl Home and Faod^, New York: The Macmillan Co., 1935. Kaess, W.A. and Bausfield, W.A: "The Use of Citations of Authorities in Textbooks of Introductory Psychology," American Psychological Review. 9, 1954, pp. 144-148.

Kirkendall, L.A. and Hamilton, A: "Current Thinking and Practices in Sax Education," High School Journal. 37: February, 1954.

122 BIBLIOGRAPHY (C on ti r>uad)

Kirkendall, Lester A: "Family Li-c Lducatior in the High School, Looking Ahead", Marriage and Family t.jvitjg. Vo1* X III, No. 3, Sum er, 1951* pp* 109-112.

Kaoidar, Joeeph S: American Hie r.' ■ y 7f /.t jocks for Different Educational Levels: A Comparative ^ s . of ^he Origins of the Constitution fch.D. Dissertatic1 . l” rsrsity of Chicago, 1948.

Landis, Judson T. and Landis, Mary •: Your Life. New York: Prentice-Hall, 1954.

Landis, Judson T. and Landis, M a r y C : r e ? lonal Adjustment. Marriage and family Living. New York: P> o».t ic. y Iiall, 1950.

Landis, Paul H: Your Marriage ari r.nisy Living. New Yorki McGraw-Hill, 1954. Lee, Dorothy: "Discrepancies in t.ic Teaching of American Culture," Education and Anthropology. Stanfc’' i, Califor.iia, Stanford University Press, 1955.

Lee, Margie R: "Current Trends in Family Life Education," Marriage and Family Living. Vol. XIV, No. 3, August, 1952, pp. 202 -206.

Levlngston, Alberta M: "How Can the Secondary Schools Improve Marriage and Family Life Education?" Marriage and Family Living. Vol. 41, No. 2, Spring, 1949, pp. 41-42. Lorens, Alice ■: "Education for Marriage and Family Life in the Schools," Marriage and Family Living. Vol. XI, No. 2, Spring, 1949, p. 45. Lows, Camilla M: "The Neglect of the Personal Social Needs of Youth", Progressive Education. Vol. 28, No. 2, November, 195°•

Lynd, Robert S. and Lynd, Helen: Middletown. Harcourt-Brace, 1929.

Lynd, Robert S. and lynd, Helen: Middletown in Transition. Harcourt-Brace, 1937. Mastens, Fannie B: "Family Life Education at Central High School, Charlotte, North Carolina," Marriage and Family Living. Vol. XV, No. 2, May, 1953, pp. 105-109.

123 BIBLIOGRAPHY (Continued)

McGuire, Carson: "Family Life in Lower and Middle Class Homes," Marriage and Family Living. Vol. XIV, No. 1, February, 1952, pp. l-o . Metcalf, Lawrence: "The Failure to Promote Values or to Promote Valuing," Progressive Education. Vol. 28, No. 2, November, 1950.

Miller, Frances S. and Laitem, Helen H: Personal Problems of the High School G irl. New York: John Wiley , 1945* Mills, C. Wright: "Ths Professional Ideology of Social Pathologists," The American Journal of Sociology. XLIX, 1943-44, pp. 165-181.

Moore, Bernice and Leahy, Dorothy: You and Your Family , Boston: D. C. Heath, 1953. Morgan, Mildred I: "Teaching Family Relationships in High School," Marriage and Family Living. Vol. XI, No. 2, Spring, 1949, pp. 43-44.

Moss, Leonard W: A Preliminary Survey of Selected Programs of Marriage Education"in Public School Curricula in the United States. Masters Thesis, Detroit, Wayne University, 1950.

Ojemann, Ralph H. and A ssociates: "A Functional Analysis of Child Development Material in Current Newspapers and Magazines," Child Development. Vol. 19, Numbers 1 and 2, March—June, 1948, pp. 76-93.

Park, R. E., Editor, An Outline of the Principles of Sociology. New York: Barnes and Noble, 1939. Perry, W. D: "Some Approaches to Education for Family Living for Secondary Schools," Marriage and Family Living. Vol. XI, No. 2, Spring, 1949, pp. 41. Pierce, Bessie L: Civic Attitudes in America School Textbooks. Chicago: The University of Chicago Press, 1930.

Rhodes, K: "Family Life Education that Includes the Family," National Educational Association, 43* 34, January, 1954. Robbins, Florence Greenhoe: Educational Sociology. New York: Henry Holt, 1953. Rockwood, Lemo D: Highlights of a Study of the Sources and History of Family Life Education” lthlca^New lorET ITT.“S ta te College of Home Economics at Cornell University, 1948. 124 BIBLIOGRAPHY (Continued)

Rockwood, Lemo D: Teaching Family Relationships in the High School. Washington, D.C.: American Home Economics Association, 1935*

Rust, Lucile 0: Today's Home Living. Chicago: J. B. Lippincott, 1953*

Ryan, W. Carson: "Marriage and Family Education in the School," Marriage and Family Living. Vol. XI, No. 3, Spring, 19A9, pp. 40-41.

Saunders, Dero A: "Social Ideas in McGuffey Readers," Public Opinion Quarterly. 5, 1941, pp. 579-89. Shultz, Gladys G: L etters to Jane. New York: J . B. L ippincott, 1948.

Smart, Mollie S. and Smart, Russell C: Living and Learning with Children. Boston: Houghton M ifflin, 1949. Sowers, Ray V. and Mullen, John W: Understanding Marriage and the Family. Chicago: Eugene Hugh Publishing Company, 1946.

Sperry, Irwin: A Study of a Secondary School Program in Preparation for Marriage and Family Living with Instructions for the Prepara­ tion of Secondary School Teachers in the Area of Home and Family Living. Ph.D. Dissertation, Detroit, Wayne University, 1949.

Stendler. Celia B: "Class Biases in the Teaching of Values," Progressive Education. Vol. 27, No. 4, February, 1950, p. 123.

Stevenson, Elizabeth: Home and Family Life Education in Elementary Schools. New York: John Wiley, 1946. Strawn, Alice: "A Human Relations Class," Marriage and Family Living. Vol. XI, No. 2, Spring, 1949, pp. 44-45. Strengthening Fami ly Life Education in Our Schools. Report of the Midwest Project on In-Service Education of Teachers, New York: The American Social Hygiene Association, 1955.

Study of National History Textbooks Used in the Schools of Canada and the United States: Washington, D.C.: The Canada-United States Committee on Education, 1947. Textbooks. Their nation and Improvement: Library of Congress European Affairs Division, 1948. Tannenbaum, Abraham: "Family Living in Textbook Town," Progressive Education, Vol. 31, No. 5, March, 1954, p. 133. 125 BIBLIOGRAPHY (Continued)

Vreeland, E.F: "T M arital Counseling Developing Our Resources," National Association Deans of Women. 17:77-82, January,1954*

Waltworth, Arthur: School Histories at War: A Study of the Treat­ ment of Our Wars in the Secondary School History Books of the United States and in Those of Its Former Enemies. Howard University Press, 1938*

Warner, W. Lloyd: Democracy in Jo n e sv ille , New York: Harper and Brothers, 1949. Warner, W. Lloyd, Havighurst, Robert J. and Loeb, Martin B: Who ShayL Be Educated? New York: Harper ana Brothers, 1944.

Warner, W. Lloyd and Lunt, Paul S: The Social Life of a Modern Crum un ity . New Haven: Yale U niversity P ress, Yankee City S eries, Vol. I, 1949.

Warner, W. Lloyd and Lunt, Paul S: The Status System of a Modern Community. New Haven: Yale U niversity P ress, Yankee City S eries, Vol. II, 1947.

Warner, W. Lloyd, ■maker, Marchia and Nells, Kenneth: Social Class in America. Gtolffsgot Science Research A ssociates, 1949. White, Ralph K: Value Ag^Jjrgis, Society for the Psychological Study of Social Issues, 1951.

Wood, Mildred wj Living Together in the Family. Washington, D.C.: American Home Economics Association, 1948.

Wright, Herbert F: Barker, Roger G., et. al.: "Children at Home in Midwest," Progressive Education. Vol. 28, No. 5, March, 1951.

York, Mary E» "What is Being Done in Marriage and Family Life Education in the School?" Marriage and Family Living. Vol. XI, No. 2, Spring, 1949, PP. 42-43. Young, Kimball: Social Psychology. New York: Appleton-Century- Crofts, 1944. Ziemerman, Carle C: Family and C iv ilisa tio n . New York: Harper and Brothers, 1947.

126 BIBLIOGRAPHY (Continued)

BIOGRAPHICAL DICTIONARIES

American Home Economics Association Home Economists 1929

American Men of Science 6th Edition 1949

American Men of Science Vol. 2-9th Edition 1955

Directory of American Scholars 2nd Edition 1951

Education Index Vol. 1 - 9 1929-1955

Journal of Home Economics Vol. 32 - 45 1940-1953

Leaders in American Education 1st Edition 1932

Leaders in American Education 2nd Edition 1941

Leaders in American Education 3rd Edition 1948

Parents Magazine Vol. 5 ■ 1930-1952

Who's Who in America Vol. 24 1946-1947

Who's Who in America Vol. 29 1956-1957

Who's Who in American Vol. 15 1951-1952

Who's Who in American Vol. 16 1953-1954

Who's Who in American Vol. 17 1955-1956

127 128 AUTOBIOGRAPHY

I, John Willi M i Hudson, was born in Cleveland, Ohio, March

26, 1926* My undergraduate tra in in g was taken a t Kent State

University and at The Ohio State University, from which I received the degree of Bachelor of Science in 1949* From The Ohio State

University, I received the degree of Master of Arts in 195° •

While in residence at The Ohio State University I acted in the capacity of Assistant in the Department of Sociology and

Anthropology during the years 1949-51* In September 1951 I received a Orant Fellowship at The Merrill-Palmer School, where

1 specialised in Counseling and Family Life Education. In

September 1952 I was given a staff appointment in the Counseling and Teaching Divisions at The Merrill-Palmer School, and have been serving in those capacities ever since. From 1953 to the present I have been on the part-time teaching staff of the

Department of Sociology and Anthropology at Wayne State University.