ton with which the family life teacher may broaden her understanding of sex-role differences and identification, and around which she may organize her material. She must, of course, deepen her own understanding and feel secure with it before she can interpret the material constructively to her students. From such material, properly presented, the student may gain greater comprehension of sex-role differences, increased tolerance of the future marriage partner, as well as greater understanding of child development. Therefore, it may be worth the family life teacher's effort to explore further the literature concerning sex-role differences and identification.
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Larry D. Barnett (1963) studied this question.