Researchers and policymakers have become interested in the use of relationship education programs as a means to remedy the effects of family instability. Research suggests that relationship education produces positive outcomes with some groups. However, whether populations who are socially and economically more at-risk of relationship problems and relationship dissolution are gaining from relationship education remains an open question. Ecocultural Theory is used to conceptualize the research question and to illustrate the importance of studying diverse populations. The purpose of this study is to assess relationship education outcomes for select at-risk groups. The sample for this study (n=1,907) comes from participants of a relationship education program in a Southern state in the United States. Ordinary Least Squares regression was used to analyze interactions between race, gender, and income in predicting change in individual empowerment, relationship quality, and relationship commitment following participation in a relationship education program. Results did not indicate any significant difference between subgroups of race, gender, and income. Clinical implications for relationship educators working with diverse and at-risk populations and future directions for research are discussed.
College and Department
Family, Home, and Social Sciences; Marriage and Family Therapy
BYU ScholarsArchive Citation
Thompson, Andrew K., "Interactions Between Race, Gender, and Income in Relationship Education Outcomes" (2015). Theses and Dissertations. 4429.
relationship education, at-risk, low-income, race, gender, demographic