Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This project evaluates high school-based relationship and marriage education in Florida high schools. Taking advantage of students’ mandated course participation, this study uses a sample of students who are randomly assigned to treatment and control groups, in its collection of original quantitative and qualitative data. Quantitative analyses (n=104) demonstrate a modest, but positive and significant increase in students’ relationship skills as a result of course participation. Further analyses indicate that students from two-married-parent families and, surprisingly, students with weaker academic performance benefit more from the class than other students. In interviews (n=17), students described a number of key themes emerging from their relationship and marriage curriculum exposure; their descriptions of what they have learned are supported by the stronger relationship skills found in the quantitative analyses. These themes include the importance of communication in relationships, the differences between healthy and abusive relationships, the necessity of knowing a potential spouse well before entering a marriage, what it takes to make a family function, and the financial costs of getting married. Overall, students are learning general principles and particular strategies that may be important to cultivating and maintaining healthy relationships now and in their future marriages. The implications of these findings for the future of school-based relationship and marriage education are discussed.