Student Teachers' Expectations of Psychosocial and School Adjustment of Boys from Divorced, Widowed, and Intact Families

Abstract

This study examined student teachers' expectations of adjustment of boys from father-absent and intact families. Subjects' expectations of boys from intact families were significantly more positive than of boys from widowed families. Expectations of the latter, in turn, were significantly more positive than of boys from divorced families. Psychological services and social support systems were perceived as being more important than remedial instruction for pupils from the father-absent homes. Psychological services and social support systems were more strongly recommended for pupils from divorced families than for those from widowed families. The results are discussed in terms of their theoretical and practical implications.