The Effects of Pre-Parenthood Education on High School Students.

A quasi-experimental design was used to assess the effects of pre-parenthood education classes on high school students. Participants were 130 students from 8 high schools in Michigan; 26 students not enrolled in the parenting course served as a control group. In both groups, students' knowledge of child development, and beliefs about appropriate child rearing practices and the extent to which parents influence the development of their children, were assessed at the beginning of the semester and when coursework was completed. Analysis of covariance revealed significant differences that favored students in the parenting course. These students were more knowledgeable about child development than were control students. Students in the program were less likely to believe that infants are spoiled by responsive and affectionate care, and more likely to emphasize the importance of talking and reading to children. Students in the program were also more likely to believe that infants should be given considerable leeway in exploring the home environment, and less likely to be authoritarian in their views on discipline. Finally, students in the parenting classes were more likely to believe that parents exert considerable influence on the developing child. It is concluded that these differences can be regarded as positive outcomes. (RH)