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• 1. [Article] Housing for nuclear and single parent families : a comparison by two methods

  The vast majority of housing in the United States today has been created to conform to a family definition that does not match current demographic realities. The "traditional family" - a married couple ...

  Citation × Citation Citation Abstract Copy Title: Housing for nuclear and single parent families : a comparison by two methods Author: Asam, Susan Lynn The vast majority of housing in the United States today has been created to conform to a family definition that does not match current demographic realities. The "traditional family" - a married couple with an employed husband, a homemaker wife, and several children has been the model family that housing designers have strived to accommodate on a grand scale since at least the mid-1940's. This type of family, however, comprises only 10% of all American families; the remaining 90%, despite being a majority, have had their housing needs ignored. One family group often considered to be non-traditional and often left out of housing considerations is the single parent family. This family type is an established household form in the United States; currently nearly one third of all American families are single parent families, most of which are headed by women. During the past few years housing projects have begun to appear that are designed to house "non-traditional families" such as single parent families. It has been generally assumed that the spatial needs of single parent families are different from those of nuclear families or the "traditional family". This research will focus on the analysis of housing as designed for single parent families in comparison to housing as designed for the American nuclear family. Floor plans of the two housing types were obtained from the following cities: Denver, CO, Hayward, CA, Providence, RI, and Minneapolis, MN. The intent of this study is to examine what, if any, differences occur in the spatial orientation of housing designed for single parent families and housing designed for the nuclear family: the single family detached home. The study examined room layout in relation to use and commonly accepted social function. Two methods of analysis were employed: gamma analysis as developed by Hillier and Hanson and annotated analysis developed specifically for this research. The method of gamma analysis was used to determine if the housing as designed for the two family types is different in form and social function, while the annotated analysis was used to measure the "fit" of the housing for each of the family types. It was originally expected that the single parent family dwellings would exhibit a higher degree of integration than the single family detached homes based on predictions gleaned form the literature. However, the gamma analysis revealed a lower mean relative asymmetry value for the single family detached houses (0.308), indicating a higher degree of integration, than the mean relative asymmetry value for the single parent family dwellings (0.368). This difference was not found to be significant (p = 0.276). The annotated analysis results indicated single family detached houses scored a better fit to their intended family type (mean annotated analysis score = 0.638) than did the single parent family dwellings to their intended family type (mean annotated analysis score = 0.533). Again, this difference was not found to be significant (p = 0.385). The findings of this study provide a glimpse at the interior spatial arrangements of housing as designed for the two family types in question. While the results of the two analysis methods seems to indicate that the interior spatial arrangement of housing is not meeting the needs of either family type, more research should be conducted to further substantiate the findings. These findings will be of interest to designers of homes, housing developers, planners and policy makers, and researchers in the field of housing, all of whom can have an effect on the shape of the housing environment and can help make it more suitable for all family types. Title: Housing for nuclear and single parent families : a comparison by two methods Author: Asam, Susan Lynn The vast majority of housing in the United States today has been created to conform to a family definition that does not match current demographic realities. The "traditional family" - a married couple with an employed husband, a homemaker wife, and several children has been the model family that housing designers have strived to accommodate on a grand scale since at least the mid-1940's. This type of family, however, comprises only 10% of all American families; the remaining 90%, despite being a majority, have had their housing needs ignored. One family group often considered to be non-traditional and often left out of housing considerations is the single parent family. This family type is an established household form in the United States; currently nearly one third of all American families are single parent families, most of which are headed by women. During the past few years housing projects have begun to appear that are designed to house "non-traditional families" such as single parent families. It has been generally assumed that the spatial needs of single parent families are different from those of nuclear families or the "traditional family". This research will focus on the analysis of housing as designed for single parent families in comparison to housing as designed for the American nuclear family. Floor plans of the two housing types were obtained from the following cities: Denver, CO, Hayward, CA, Providence, RI, and Minneapolis, MN. The intent of this study is to examine what, if any, differences occur in the spatial orientation of housing designed for single parent families and housing designed for the nuclear family: the single family detached home. The study examined room layout in relation to use and commonly accepted social function. Two methods of analysis were employed: gamma analysis as developed by Hillier and Hanson and annotated analysis developed specifically for this research. The method of gamma analysis was used to determine if the housing as designed for the two family types is different in form and social function, while the annotated analysis was used to measure the "fit" of the housing for each of the family types. It was originally expected that the single parent family dwellings would exhibit a higher degree of integration than the single family detached homes based on predictions gleaned form the literature. However, the gamma analysis revealed a lower mean relative asymmetry value for the single family detached houses (0.308), indicating a higher degree of integration, than the mean relative asymmetry value for the single parent family dwellings (0.368). This difference was not found to be significant (p = 0.276). The annotated analysis results indicated single family detached houses scored a better fit to their intended family type (mean annotated analysis score = 0.638) than did the single parent family dwellings to their intended family type (mean annotated analysis score = 0.533). Again, this difference was not found to be significant (p = 0.385). The findings of this study provide a glimpse at the interior spatial arrangements of housing as designed for the two family types in question. While the results of the two analysis methods seems to indicate that the interior spatial arrangement of housing is not meeting the needs of either family type, more research should be conducted to further substantiate the findings. These findings will be of interest to designers of homes, housing developers, planners and policy makers, and researchers in the field of housing, all of whom can have an effect on the shape of the housing environment and can help make it more suitable for all family types. 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• 2. [Article] Sex role patterns of school age children in time used for household work : an analysis of single parent/two-child and two-parent/two-child California households

  Systems theory and role theory were used in this study to develop a management model, integrating the managerial and psycho-social subsystems of the family system. The integrated theory and model were ...

  Citation × Citation Citation Abstract Copy Title: Sex role patterns of school age children in time used for household work : an analysis of single parent/two-child and two-parent/two-child California households Author: Peters, Jeanne M. Systems theory and role theory were used in this study to develop a management model, integrating the managerial and psycho-social subsystems of the family system. The integrated theory and model were used to derive hypotheses concerning whether or not type of task and actual/relative amount of time spent on household tasks performed by school age children varied according to the sex of the child, attitude toward feminism of the homemaker, number of parents, and employment status of the homemaker. Whether parents were more sex-segregated than school age children in the performance of household tasks was also assessed. The sample used in this study included 325 school age children from 79 single parent families and 208 two parent families interviewed for the Northeastern Regional Research Project, 113: "An Interstate Urban/Rural Comparison of Families Time Use." Families included in this study were limited to those with at least one school age child, since time data were not collected for children Less than six years of age. Data were collected using two face-to-face interviews, and three instruments: a survey questionnaire, a time-use chart, and a 20-item attitude toward feminism scale. The data were evaluated using both univariate and multivariate analyses. Conclusions reached on the basis of the data analyses were: (1) increased demands in the households of employed women and single parent homemakers were associated with more relative time spent on household tasks by their children, (2) boys in single parent families were more traditional in sex role behavior in the performance of household work than boys in two parent families, (3) girls in single parent families were undifferentiated in sex role behavior in the performance of household work, (4) children in both single parent and two parent families were less sex-segregated than parents in the performance of household work, and (5) the homemaker's attitude toward feminism was not directly related to children's time use in the performance of household work. The results of this study have provided baseline data for examining changing sex roles and time use for household work in the next generation of adults. Title: Sex role patterns of school age children in time used for household work : an analysis of single parent/two-child and two-parent/two-child California households Author: Peters, Jeanne M. Systems theory and role theory were used in this study to develop a management model, integrating the managerial and psycho-social subsystems of the family system. The integrated theory and model were used to derive hypotheses concerning whether or not type of task and actual/relative amount of time spent on household tasks performed by school age children varied according to the sex of the child, attitude toward feminism of the homemaker, number of parents, and employment status of the homemaker. Whether parents were more sex-segregated than school age children in the performance of household tasks was also assessed. The sample used in this study included 325 school age children from 79 single parent families and 208 two parent families interviewed for the Northeastern Regional Research Project, 113: "An Interstate Urban/Rural Comparison of Families Time Use." Families included in this study were limited to those with at least one school age child, since time data were not collected for children Less than six years of age. Data were collected using two face-to-face interviews, and three instruments: a survey questionnaire, a time-use chart, and a 20-item attitude toward feminism scale. The data were evaluated using both univariate and multivariate analyses. Conclusions reached on the basis of the data analyses were: (1) increased demands in the households of employed women and single parent homemakers were associated with more relative time spent on household tasks by their children, (2) boys in single parent families were more traditional in sex role behavior in the performance of household work than boys in two parent families, (3) girls in single parent families were undifferentiated in sex role behavior in the performance of household work, (4) children in both single parent and two parent families were less sex-segregated than parents in the performance of household work, and (5) the homemaker's attitude toward feminism was not directly related to children's time use in the performance of household work. The results of this study have provided baseline data for examining changing sex roles and time use for household work in the next generation of adults. Close

• 3. [Article] Parental marital status and child self-regulation

  Parents play an essential role in their child’s development of the skills needed for self-regulation. The current study examined the relationship between parental marital status and child self-regulation. ...

  Citation × Citation Citation Abstract Copy Title: Parental marital status and child self-regulation Author: Gooding, Elisa K., Schmitt, Sara, McClelland, Megan M. Parents play an essential role in their child’s development of the skills needed for self-regulation. The current study examined the relationship between parental marital status and child self-regulation. Analyzing a sample of 328 preschool children, results indicate having married parents is related to higher self-regulation in children. These results suggest that living in a single-parent or married parent household Title: Parental marital status and child self-regulation Author: Gooding, Elisa K., Schmitt, Sara, McClelland, Megan M. Parents play an essential role in their child’s development of the skills needed for self-regulation. The current study examined the relationship between parental marital status and child self-regulation. Analyzing a sample of 328 preschool children, results indicate having married parents is related to higher self-regulation in children. These results suggest that living in a single-parent or married parent household Close

• 4. [Article] Children's housework in single-mother and single-father families

  Using data from the 1987-1988 National Survey of Families and Households, this study compared time children of single mothers (n = 717) and fathers (n = 78) spent on housework. Housework takes time and ...

  Citation × Citation Citation Abstract Copy Title: Children's housework in single-mother and single-father families Author: Hall, Leslie Duke Using data from the 1987-1988 National Survey of Families and Households, this study compared time children of single mothers (n = 717) and fathers (n = 78) spent on housework. Housework takes time and many parents combine it with employment and child rearing. Characteristics of families headed by single mothers and fathers differ: mothers have more and younger children, fathers have more. The purpose of this study was to use a nationally representative data set to examine participation in housework by children in single-parent families. It examined whether the pattern of labor differed by gender of parent or child, or by an interaction between the two. Central to the theoretical perspective is the nation that the gendered division of labor in unpaid family work is part of socially constructed gender. Because parent characteristics and child characteristics influence children's housework, these and other variables were explored. Variables which were significant in preliminary analyses were entered into the final analyses. The dependent variables were time children spent in housework, both absolute (hours) and relative (percentage of time spent by children of the time spent by children and parents), measured for overall, "feminine," and "masculine" housework. General Linear Models were used in the first set of analyses, testing for differences by gender of parent as if mother households and father households were equal on all covariates. Multiple regression models were used in the second set of analyses exploring the impact of child gender. Multiple regression models with an interaction factor (gender of child and gender of parent) were used in the final analyses. Families headed by single fathers overall did less housework than families headed by single mothers. Children of fathers spent a higher percentage of time in housework than children of mothers. There was no interaction between parent gender and child gender that would show only fathers or only mothers burden their daughters. As in two-parent households, daughters in single-mother and in single-father families do more housework than sons. Title: Children's housework in single-mother and single-father families Author: Hall, Leslie Duke Using data from the 1987-1988 National Survey of Families and Households, this study compared time children of single mothers (n = 717) and fathers (n = 78) spent on housework. Housework takes time and many parents combine it with employment and child rearing. Characteristics of families headed by single mothers and fathers differ: mothers have more and younger children, fathers have more. The purpose of this study was to use a nationally representative data set to examine participation in housework by children in single-parent families. It examined whether the pattern of labor differed by gender of parent or child, or by an interaction between the two. Central to the theoretical perspective is the nation that the gendered division of labor in unpaid family work is part of socially constructed gender. Because parent characteristics and child characteristics influence children's housework, these and other variables were explored. Variables which were significant in preliminary analyses were entered into the final analyses. The dependent variables were time children spent in housework, both absolute (hours) and relative (percentage of time spent by children of the time spent by children and parents), measured for overall, "feminine," and "masculine" housework. General Linear Models were used in the first set of analyses, testing for differences by gender of parent as if mother households and father households were equal on all covariates. Multiple regression models were used in the second set of analyses exploring the impact of child gender. Multiple regression models with an interaction factor (gender of child and gender of parent) were used in the final analyses. Families headed by single fathers overall did less housework than families headed by single mothers. Children of fathers spent a higher percentage of time in housework than children of mothers. There was no interaction between parent gender and child gender that would show only fathers or only mothers burden their daughters. As in two-parent households, daughters in single-mother and in single-father families do more housework than sons. Close

• 5. [Article] Forging new paths : life course transitions for American women and their families

  Families of remarriage constitute a growing number of American families. The spiraling divorce rate of the 1970s was accompanied by a concomitant increase in the number of remarriages. Forty percent of ...

  Citation × Citation Citation Abstract Copy Title: Forging new paths : life course transitions for American women and their families Author: Schmiege, Cynthia J. Families of remarriage constitute a growing number of American families. The spiraling divorce rate of the 1970s was accompanied by a concomitant increase in the number of remarriages. Forty percent of American families today contain at least one spouse that has been previously married, thus studying relationships within families of remarriage is crucial to understanding the experiences of both children and adults in American families. This study uses a life-span perspective to examine the qualitative accounts of 62 women 43 of whom divorced, spent some time as a single parent of at least one child, and remarried and 19 of whom had divorced and did not remarry. Some of those women also had a remarriage end in divorce. Both qualitative and quantitative analysis techniques were used to both explore relationships within families of remarriage, and differences between those women that remarried and those who remained single parents. Quantitative analyses revealed that women who did not remarry were better educated and had more conflict with their former spouse over time. Women who were younger when they became a single parent for the first time, had more children, had jobs rather than careers, and had less education reported more marriages overall. Qualitative analyses showed that particular problem areas in families of remarriage centered around the adjustment period between the children and the new partner, finances, and communication. Remarriages that failed were characterized by problematic relationships between children and their mother's partner. As this was predominantly a white, middle-class sample, generalizations to other populations should be made with caution. Directions for future research are discussed. Title: Forging new paths : life course transitions for American women and their families Author: Schmiege, Cynthia J. Families of remarriage constitute a growing number of American families. The spiraling divorce rate of the 1970s was accompanied by a concomitant increase in the number of remarriages. Forty percent of American families today contain at least one spouse that has been previously married, thus studying relationships within families of remarriage is crucial to understanding the experiences of both children and adults in American families. This study uses a life-span perspective to examine the qualitative accounts of 62 women 43 of whom divorced, spent some time as a single parent of at least one child, and remarried and 19 of whom had divorced and did not remarry. Some of those women also had a remarriage end in divorce. Both qualitative and quantitative analysis techniques were used to both explore relationships within families of remarriage, and differences between those women that remarried and those who remained single parents. Quantitative analyses revealed that women who did not remarry were better educated and had more conflict with their former spouse over time. Women who were younger when they became a single parent for the first time, had more children, had jobs rather than careers, and had less education reported more marriages overall. Qualitative analyses showed that particular problem areas in families of remarriage centered around the adjustment period between the children and the new partner, finances, and communication. Remarriages that failed were characterized by problematic relationships between children and their mother's partner. As this was predominantly a white, middle-class sample, generalizations to other populations should be made with caution. Directions for future research are discussed. Close

• 6. [Article] The effects of the family context and parent involvement on perceptions of children's school achievement

  The study examined dimensions of the family context associated with variations in parent involvement and parent perceptions of children's school achievement using data from 1,085 male and 2,239 female respondents ...

  Citation × Citation Citation Abstract Copy Title: The effects of the family context and parent involvement on perceptions of children's school achievement Author: Katzev, Aphra R. The study examined dimensions of the family context associated with variations in parent involvement and parent perceptions of children's school achievement using data from 1,085 male and 2,239 female respondents with a child between the ages of 5 and 18 years collected in the 1987-88 National Survey of Families and Households. Small but significant differences in parent perceptions of school achievement were found in favor of children being raised in a first-married two-parent home. Negative effects on school outcomes were centered on children who experienced family disruption. Living in a one-parent household with a parent who was previous married was associated with parent reports of poorer performance for elementary school children and lower grades for adolescents. Neither living in a one-parent household with a continuously single parent nor living in a stepfamily was significantly related to achievement. Parent employment status was not directly related to children's achievement but did have indirect effects through parent involvement both at home and school. Parent involvement at school and in child-centered home activities was associated with perceptions of improved school performance for elementary school children and higher grades for adolescents. Mothers were more likely to be involved in children's schooling than fathers. Single and cohabiting mothers were less involved at school than first-married mothers, but single fathers tended to be more likely to participate than their first-married counterparts. There were no significant differences between the home involvement of single mothers and their first-married counterparts but single fathers were more involved at home than first-married fathers. For both mothers and fathers, receiving tangible aid from a wide network of relatives and friends was associated with higher levels of school and home involvement. Findings suggest that educators who have negative beliefs about single parents' engagement in school-family partnerships may be influenced by these parents' low presence at school. Recognizing that single parents are as involved with their children at home as parents in traditional families can lead to educational practices that support home involvement and result in positive effects on children's academic progress. Title: The effects of the family context and parent involvement on perceptions of children's school achievement Author: Katzev, Aphra R. The study examined dimensions of the family context associated with variations in parent involvement and parent perceptions of children's school achievement using data from 1,085 male and 2,239 female respondents with a child between the ages of 5 and 18 years collected in the 1987-88 National Survey of Families and Households. Small but significant differences in parent perceptions of school achievement were found in favor of children being raised in a first-married two-parent home. Negative effects on school outcomes were centered on children who experienced family disruption. Living in a one-parent household with a parent who was previous married was associated with parent reports of poorer performance for elementary school children and lower grades for adolescents. Neither living in a one-parent household with a continuously single parent nor living in a stepfamily was significantly related to achievement. Parent employment status was not directly related to children's achievement but did have indirect effects through parent involvement both at home and school. Parent involvement at school and in child-centered home activities was associated with perceptions of improved school performance for elementary school children and higher grades for adolescents. Mothers were more likely to be involved in children's schooling than fathers. Single and cohabiting mothers were less involved at school than first-married mothers, but single fathers tended to be more likely to participate than their first-married counterparts. There were no significant differences between the home involvement of single mothers and their first-married counterparts but single fathers were more involved at home than first-married fathers. For both mothers and fathers, receiving tangible aid from a wide network of relatives and friends was associated with higher levels of school and home involvement. Findings suggest that educators who have negative beliefs about single parents' engagement in school-family partnerships may be influenced by these parents' low presence at school. Recognizing that single parents are as involved with their children at home as parents in traditional families can lead to educational practices that support home involvement and result in positive effects on children's academic progress. Close

• 7. [Article] Relations between Parental Marital Status, Residential Mobility, and Children’s Academic Achievement and Self-Regulation in Kindergarten

  Children’s self-regulation and academic achievement are important factors in predicting school readiness and later academic outcomes. This study examined relationships between parental marital status and ...

  Citation × Citation Citation Abstract Copy Title: Relations between Parental Marital Status, Residential Mobility, and Children’s Academic Achievement and Self-Regulation in Kindergarten Author: Tracy, Alexis, Bukres, Aya, McClelland, Megan M. Children’s self-regulation and academic achievement are important factors in predicting school readiness and later academic outcomes. This study examined relationships between parental marital status and residential mobility on children’s academic achievement and self-regulation in kindergarten. Using a diverse sample of 131 kindergarten children, results indicated that the number of family moves was related to lower literacy skills at the beginning of kindergarten In addition, being a single parent was significantly related to lower self-regulation in children. Title: Relations between Parental Marital Status, Residential Mobility, and Children’s Academic Achievement and Self-Regulation in Kindergarten Author: Tracy, Alexis, Bukres, Aya, McClelland, Megan M. Children’s self-regulation and academic achievement are important factors in predicting school readiness and later academic outcomes. This study examined relationships between parental marital status and residential mobility on children’s academic achievement and self-regulation in kindergarten. Using a diverse sample of 131 kindergarten children, results indicated that the number of family moves was related to lower literacy skills at the beginning of kindergarten In addition, being a single parent was significantly related to lower self-regulation in children. Close

• 8. [Article] Perceptions of family of origin health, self-esteem, and the divorced single mother among college students

  This study sought to determine the contributions of college students' perceptions of family of origin health and self-esteem to their perceptions of the divorced single mother. It was hypothesized that ...

  Citation × Citation Citation Abstract Copy Title: Perceptions of family of origin health, self-esteem, and the divorced single mother among college students Author: Burke, Susan J. This study sought to determine the contributions of college students' perceptions of family of origin health and self-esteem to their perceptions of the divorced single mother. It was hypothesized that individuals who hold more positive views of their family of origin health will also view themselves and, consequently, the divorced single mother more positively. Participants were 170 college students, 113 of whom lived only with their biological parents, and 57 of whom lived at sometime in their lives with a divorced single mother. Four instruments were used to collect the data, including the Family of Origin Health Scale (Hovestadt et al., 1985), the Self-Esteem Scale (Rosenberg, 1965), the Perception of Divorced Mother Scale (Ganong & Coleman, 1983), and a demographic questionnaire. A series of hierarchical regression analyses were used in data analyses. Generally, results indicated that family type made no major impact on participants' perceptions of the divorced single mother. Among participants in the biological parent group and the divorced single mother group, family of origin health significantly predicted more positive perceptions of the divorced single mother. In this analysis, the regression model for the biological parent group was significant, while for the divorced single mother group it was not. Self-esteem was not found to contribute significantly to participants' perceptions of the divorced single mother, and thus did not mediate the relationship between family of origin health and perceptions of the divorced single mother. Finally, among the biological parent group, amount of interaction with single parent families headed by a divorced single mother significantly predicted more positive perceptions of the divorced single mother. Among the divorced single mother group, however, amount of time lived in a single parent family headed by a divorced mother did not significantly predict their perceptions of the divorced single mother. Title: Perceptions of family of origin health, self-esteem, and the divorced single mother among college students Author: Burke, Susan J. This study sought to determine the contributions of college students' perceptions of family of origin health and self-esteem to their perceptions of the divorced single mother. It was hypothesized that individuals who hold more positive views of their family of origin health will also view themselves and, consequently, the divorced single mother more positively. Participants were 170 college students, 113 of whom lived only with their biological parents, and 57 of whom lived at sometime in their lives with a divorced single mother. Four instruments were used to collect the data, including the Family of Origin Health Scale (Hovestadt et al., 1985), the Self-Esteem Scale (Rosenberg, 1965), the Perception of Divorced Mother Scale (Ganong & Coleman, 1983), and a demographic questionnaire. A series of hierarchical regression analyses were used in data analyses. Generally, results indicated that family type made no major impact on participants' perceptions of the divorced single mother. Among participants in the biological parent group and the divorced single mother group, family of origin health significantly predicted more positive perceptions of the divorced single mother. In this analysis, the regression model for the biological parent group was significant, while for the divorced single mother group it was not. Self-esteem was not found to contribute significantly to participants' perceptions of the divorced single mother, and thus did not mediate the relationship between family of origin health and perceptions of the divorced single mother. Finally, among the biological parent group, amount of interaction with single parent families headed by a divorced single mother significantly predicted more positive perceptions of the divorced single mother. Among the divorced single mother group, however, amount of time lived in a single parent family headed by a divorced mother did not significantly predict their perceptions of the divorced single mother. Close

• 9. [Article] The effect of social support on the well-being of single-mothers enrolled in a rural community college

  The primary purpose of this research was to examine the effects of informal social support on the psychological sense of well-being of single-parent mothers who are enrolled in a rural Oregon community ...

  Citation × Citation Citation Abstract Copy Title: The effect of social support on the well-being of single-mothers enrolled in a rural community college Author: Stenson, Julie Ann The primary purpose of this research was to examine the effects of informal social support on the psychological sense of well-being of single-parent mothers who are enrolled in a rural Oregon community college. A secondary purpose of this study was to investigate the effects of selected demographic indices upon the mothers' well-being. A 32-item questionnaire was mailed to a randomly selected population of 1,000 female spring term enrollees at Linn-Benton Community College, resulting in an 82 percent rate of response and 781 usable surveys, including 76 (10 percent) from single-mother students. Characteristically 35 to 39 years of age, Caucasian, and maintaining her own household on a gross monthly income of $1,000 or less, the single-mother student worked part-time, had been a single-parent for more than two years, raised one child, and was enrolled for six or fewer credits during the spring term. Analyses of variance among demographic indices and well-being measures indicated that single-mother students employed part-time scored lowest on Total Well-Being, Problems and Isolation. There was a significant effect on Problems from those enrolled in a degree program for seven or more credits and receiving financial aid. Simple linear and multiple stepwise regressions between components of Support and Well-Being, showed that: (1) Total Support had an effect upon Problems, Loneliness, Happiness, and Total Well-Being; (2) Personal Conversations influenced or affected all measures of Well-Being; (3) Relatives influenced Isolation, Loneliness, Happiness, and Total Well-Being; (4) Friendship affected Problems, Loneliness, Happiness, and Total Well-Being; and (5) Neighbors influenced Total Well-Being. Stepwise multiple regressions indicated that (1) Total Well-Being was affected by Conversations and to a lesser extent by Relatives and Friends; (2) Problems and Loneliness were influenced by Friends; (3) Isolation was affected by Relatives, and (4) Happiness was influenced by Conversations and to a lesser degree by Relatives. Recommendations for further research and implications for educational and family professionals working with single-mother students are discussed. Title: The effect of social support on the well-being of single-mothers enrolled in a rural community college Author: Stenson, Julie Ann The primary purpose of this research was to examine the effects of informal social support on the psychological sense of well-being of single-parent mothers who are enrolled in a rural Oregon community college. A secondary purpose of this study was to investigate the effects of selected demographic indices upon the mothers' well-being. A 32-item questionnaire was mailed to a randomly selected population of 1,000 female spring term enrollees at Linn-Benton Community College, resulting in an 82 percent rate of response and 781 usable surveys, including 76 (10 percent) from single-mother students. Characteristically 35 to 39 years of age, Caucasian, and maintaining her own household on a gross monthly income of $1,000 or less, the single-mother student worked part-time, had been a single-parent for more than two years, raised one child, and was enrolled for six or fewer credits during the spring term. Analyses of variance among demographic indices and well-being measures indicated that single-mother students employed part-time scored lowest on Total Well-Being, Problems and Isolation. There was a significant effect on Problems from those enrolled in a degree program for seven or more credits and receiving financial aid. Simple linear and multiple stepwise regressions between components of Support and Well-Being, showed that: (1) Total Support had an effect upon Problems, Loneliness, Happiness, and Total Well-Being; (2) Personal Conversations influenced or affected all measures of Well-Being; (3) Relatives influenced Isolation, Loneliness, Happiness, and Total Well-Being; (4) Friendship affected Problems, Loneliness, Happiness, and Total Well-Being; and (5) Neighbors influenced Total Well-Being. Stepwise multiple regressions indicated that (1) Total Well-Being was affected by Conversations and to a lesser extent by Relatives and Friends; (2) Problems and Loneliness were influenced by Friends; (3) Isolation was affected by Relatives, and (4) Happiness was influenced by Conversations and to a lesser degree by Relatives. Recommendations for further research and implications for educational and family professionals working with single-mother students are discussed. Close

• 10. [Article] A descriptive study of the perceptions of employers, teachers and graduates of Oregon single parent/displaced homemaker programs regarding non-technical employment qualities needed on the job

  The purpose of this research was to explore the perceptions of employers, teachers and graduates of the Oregon Carl Perkins Single Parent/Displaced Homemaker Programs regarding non-technical employment ...

  Citation × Citation Citation Abstract Copy Title: A descriptive study of the perceptions of employers, teachers and graduates of Oregon single parent/displaced homemaker programs regarding non-technical employment qualities needed on the job Author: Anderson, GwenEllyn The purpose of this research was to explore the perceptions of employers, teachers and graduates of the Oregon Carl Perkins Single Parent/Displaced Homemaker Programs regarding non-technical employment qualities. The Luft "Non-Technical Employment Qualities Survey Instrument" and open-ended questions were used to elicit personal responses from members of each group for the purpose of comparing the results. The research questions addressed the perceived rankings of non-technical employment qualities, the extent to which programs were perceived to have addressed these nontechnical employment qualities, the extent to which graduates were perceived to possess these non-technical employment qualities, the extent to which graduates were perceived to seek and receive feedback regarding these non-technical employment qualities, the specific non-technical employment qualities that were perceived as essential prior to entering the workforce, the perceptions as to why employees were terminated and the perceived reasons why graduates left employment. The findings concluded that the respondent populations were in general agreement as to their perceptions. Employers and teachers agreed more frequently regarding their perceptions as to the extent graduates possessed these non-technical employment qualities and the extent to which graduates sought and received feedback. Graduates agreed more frequently with the employers as to their rankings of the qualities needed, but there was great disagreement between graduates, and their employers as to the number of qualities possessed and the amount of feedback sought. Employers and teachers disagreed more frequently in their rankings as to which qualities were the most important. The principle implication of this research for education with regard to these populations is that a close relationship between employers and the instructors preparing graduates for employment is imperative. The principle research recommendation entails further inquiry into the specific behaviors that demonstrate the possession of these skills and that would prevent employment termination. Title: A descriptive study of the perceptions of employers, teachers and graduates of Oregon single parent/displaced homemaker programs regarding non-technical employment qualities needed on the job Author: Anderson, GwenEllyn The purpose of this research was to explore the perceptions of employers, teachers and graduates of the Oregon Carl Perkins Single Parent/Displaced Homemaker Programs regarding non-technical employment qualities. The Luft "Non-Technical Employment Qualities Survey Instrument" and open-ended questions were used to elicit personal responses from members of each group for the purpose of comparing the results. The research questions addressed the perceived rankings of non-technical employment qualities, the extent to which programs were perceived to have addressed these nontechnical employment qualities, the extent to which graduates were perceived to possess these non-technical employment qualities, the extent to which graduates were perceived to seek and receive feedback regarding these non-technical employment qualities, the specific non-technical employment qualities that were perceived as essential prior to entering the workforce, the perceptions as to why employees were terminated and the perceived reasons why graduates left employment. The findings concluded that the respondent populations were in general agreement as to their perceptions. Employers and teachers agreed more frequently regarding their perceptions as to the extent graduates possessed these non-technical employment qualities and the extent to which graduates sought and received feedback. Graduates agreed more frequently with the employers as to their rankings of the qualities needed, but there was great disagreement between graduates, and their employers as to the number of qualities possessed and the amount of feedback sought. Employers and teachers disagreed more frequently in their rankings as to which qualities were the most important. The principle implication of this research for education with regard to these populations is that a close relationship between employers and the instructors preparing graduates for employment is imperative. The principle research recommendation entails further inquiry into the specific behaviors that demonstrate the possession of these skills and that would prevent employment termination. Close