Course Of Marriage Research Articles

The Sex Ratio: A Brief Discussion Based on United States Census Figures

is called upon to aid students to infuse new value and meaning into old usages and symbols. He must help in the reinterpretation of earlier group identifications in the light of more recently acquired systems of value, and in quickening new schemes of behavior with old and accepted standards of worth. In this situation a major aim of the marriage course is to aid students to conceive marriage and family relations in terms of the value system and social schemes of that class which they are entering. Much as he might like, the teacher cannot completely overhaul his students' personalities. He must content himself with patching them up, rendering alien and clashing elements as harmonious as possible, and guiding students toward greater degrees of rationality, flexibility, and efficiency. Thus, while contributing to increased harmony and integrity of social roles, the marriage course must also move the students toward conceptions of marriage consonant with the new value system without disparaging the old way of life.

The Factor of Social Mobility in Teaching Marriage Courses in Negro Colleges

The Factor of Social Mobility in Teaching Marriage Courses in Negro Colleges

Counseling in Connection with Marriage Courses

Counseling in Connection with Marriage Courses

Ghattas v. Dame Ghattas.

110Nationality — Married Women — Change of Nationality by Husband during the Course of Marriage — Effect of Treaty of Lausanne of 1923

Courses in Marriage and Family Relations

Courses in Marriage and Family Relations

Marriage Courses in General Education

Marriage Courses in General Education

The Teaching of Family and Marriage Courses by Sociologists and Home Economists

T HERE seems to be some question as to who should be responsible for giving courses in marriage and the family. In many schools the department of sociology assumes the responsibility; in others, the department of home economics. In a few, the department of religion or the department of education may offer the work in this field. Some sociologists have indicated that they feel the course is strictly in the sociological field and that when offered by home economists, the work of the sociologists is duplicated. In order to get an understanding of the general policy being followed in the teacher training institutions of the country, a study was made of the 1944-1945 annual bulletin of the 162 teachers colleges recognized by the American Association of Teachers Colleges. All marriage and family course titles, descriptions of courses, and departments offering courses were studied. In order to gain information not listed in the annual bulletin, a questionnaire was sent to the heads of sociology and home economics departments. This article summarizes the policy being followed in the different teachers colleges. Regional differences and differences in the emphasis placed by home economists and sociologists are noted. It was found that in the teachers colleges marriage and family courses are almost always taught by sociologists or home economists. Approximately one-half (46.3 percent) of the departments of sociology or social science list a course in the family, and approximately onethird (36.4 percent) of the home economics departments. Table 1 gives a summary of the offerings by departments and by regions. It is noted that little training for family life is offered in the Middle Atlantic-New England and the Northwest regions. Less than one school in five offers such work in those regions. In contrast six social science departments in ten offer family training in the Midwest, Southwest, and South-South Atlantic regions. The regions of the country in which the social science departments offer the most training in family living are the same regions in which the home economists offer the most training. In 29 schools both the sociology and home economics departments offer courses in the family. In the remainder, only one course is given in a school.

The Purdue University Marriage Course

The Purdue University Marriage Course

Adjustment in the Family Situation

RESEARCH STUDIES AND TEXTBOOKS for courses in marriage and family relationships have appeared in rapid succession. The trend expressed in textbooks continues to be away from the historical and descriptive emphases to the practical and personal needs of students, with a growing insistence upon functional programs of instruction. Books by Bowman (10), Groves (25), and Himes (26), all growing out of the authors' experiences in teaching and counseling, are typical. The Drummond study (17) was a direct approach to determine what college students consider important materials of instruction with regard to marriage and the family. Becker and Hill (5) and Folsom (18) represent mergers which include the traditional course material on the family and orientation for marriage, whereas Bernard (7), a sociometric approach, and Cavan (14), a socioligical approach, both stressed current family organization and problems with slightly less emphasis on personal interaction. Educational and related professional social groups have also expressed an active interest in problems of marital relations and adult personal adjustments. Folsom (18), the Nineteenth Yearbook of the American Association of School Administrators (2), and the volume edited by Goodykoontz and Coon for the National Education Association (43) discuss the reasons why such professional groups should be concerned with these problems and offer suggested programs for various age levels and geographic and economic social groups. Preparation for teaching and counseling in this area and closer cooperation among the various disciplines are recommended.

The Marriage Course at Stephens College

The Marriage Course at Stephens College

For the Marriage Course

For the Marriage Course