Et0-14.1 683

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INSTITUTION

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DOCUMENT ENSURE

. CG 011 504.

Mer Cier, JoyceWe. Are, First of All, Persons. A Manual -of, FiveModules Related to Changing isex Rble4Iowa State Univ. ).of Science !apd Techno0gx, Ames.Cooperative (Extensiron Services15 Nov 75

. 16p.; Paper presented at the Annual Meeting of the.National Conference on Family Relations (October18-23,- 1976, New 'Yo±k, 11.Y.)

MF--$0.83 Ho-$1.67 Plus Pdstage.,DESCJIIPTORS . *Androgyny; .*Feainisat,Manuals; Resource Guides;

Retirement; *Role Perception;. *Sex Role; *SexStereotypes; *Working. Women

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: 'ABSTRACT ., \ -,

. This -is' a 'manual -five nodules related,to seiroles. The modules are set up according to six topics: (1)

-Development of Sex Roles; (2) The.,Stereotyping by Sex Role;/ ,(3) MaleRole; (4) The Emerging Woman; (5) Women:- Up tn,,tr- Career Ladder; and:(6) Changing Sex Roles at Retirement. ^In addiO.on,' each 'lessonproiides teaching Ajectives, -resources, aud suggestio'n fcir teachingthe various units. this manual should -encourage males ant lemales to

-.explore afid develop their, unique potentialities to the fullest extentposetble.. .M.7) ' . / .

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****3Ic* *****;14************* **********r. **I***4****314***ile********(131c*t* .. Documents a6quired by RIC inclade Anany 'informal unpublished *

iperidls not available 'from otfrer" soutces: ERIC saies elfery effort *obtain the best Copy ,a.vailable. Niovertheless, iteas .of marginal *

reProdu'cibility are`often encounter4 and this affects.the quality ** of the mictofiche and hardcopy reprçIductions ERIC makes. available *

vi the EIIC Document Reproduction ervice (EARS) . EDRS .is not *';Nisi e for the quality of ih original document. ReprOductious-P*.1,i by -EDRS are the best tha can be made from the original. *r

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We AFet First of All,?ersons

omen'inn /MUMS

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A Maaual of-Five 4o4ule8 1Related to ChilinginuSex.Roles -

A .s. /i . 0 /1.ZO

P .. by

Joyc Mercier .. :, -' pefartssept ckf,:franiiijr tayiropisent,

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I:. \, -' -7. ...,,,,..4. bigAAIRTENT OP VALT14,,4

., IDUCATIONSWIILPWRE, NATIONALVINSTITOTi cm4 :, 'e. otocAtIori

.1s4 ENT HAS BEEN EPRO.'DU,CED ECJLY.A5 RECEIV D FROMTNE PERS° OCCONDANIZAT ORIGIN-ATING LT POINTS CIF VIEW OR ORINIOISWSTATED DOrNOT NECESS*RILY REPRESENTOPFICIAL NATION/U. INSTrTUTE 0 4 .EDIUCATIOWPOSITION OR POLICY

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November 15, 1975wand

College of Home EconomicsCooperative Extension 'Service

Was State Univers,* hAmes. tows

lava Comidniesion on the Status o1 Women

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To the Leader

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- Included in this manual.are five. Modules related to seXrOles.' Choose thPoSe topici and/or those resodrces whichare most:suitable to.ehe interests of yOur.particulargroup. Allowing each group to ehoose.topica for-them-selves may facilitate. growth Of rapport and "iateresi..Having.resources availabl.e for topics other than those -

*chosen-may enable individuals to pursue areas which, are sHIP

not of Imaadiate concept orinterest to the groupat thattime.

In additionh this manual is fiot an exhaustive

'to,continue learning.in thiaarea7.-it is onlyea-get-yew-aterted.,-

now, to'besirt.

ALL

'.This program and .. this pUb J. a /On

of':CouTse available 11

,.persons'without Tei4r.4.-0 Taco,

'6610t,:,!OX:Or, atiOraal origin'L

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.INTRODUCTION

.'The development of sex roles can coVer a wide range,ef topics.. The

male and female .role complexes are tightly interwoven and, terdependent.It.woulebe difficult to explore one without looking at th other. Thismanual will encouxage miles and females to explore and dev lop theikunique potentialities to the fullest extent possible.

'Topics froci which to select your lesson:

I. Development of Sex Roles.11. Stereotyping.liy .Sex RpleIII, Ma/e RoleIV. The Emerging WotnanV. .14omen: Up the Career Ladder

VI. Changing Sex Roles at Retirement

.prepare for the lesson:

1. Take ,tiine to read about the topicsarticles that are available. Think throughto these topics. Begin to develop your.

-If- yak- went td use -the-filmd o,:training, make arrangements immediate

- 3. Consider thh local resourcduring the presentatfons:

4. A-Mixed group'may .12emixed sexes. ,

re covered. Read thefeelings in relation,

ass as to wherePlou are.,

talje s ch. wiLl have beaalusedso...that heyi,1 be available. 4

,people you may wish to tisk for help

st desirable foi these units: mixed -ages,

I. 'Development of Sei Roles

Teaching Objectives .' .

Those participating in this lesson ;will: .

-begin to develop a pirsonnt understanding of what the term, sexrole, means. . -. -. '. : .-

-. --begin.to perceive'the manner in which traditional.nex rOlezareperpetuaterL '. :'

--develop an understandintof the 'stereotypes involved.in sex roles;--begin to understand.what androgyny is....' f

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A. Sex roles art culturally defined expectationi"which are individually.learned andehangeable. They are not innate to the bialogica/ sexes.1.0ale.and female are gender and,created by physical'atiributes. Mas-

culine and feminine are sex role terms.' In looking at,crass-cultural:

'evidence, we can see that masculine and feminine characteristics can :

'yary,great144 from cUleure to culture. What.thay be labeled:as devigintH

in one culture may be perceived as hormal'An another-culture.

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The term.androgyny actually meansi flexibility in deciding wy.h.characteriseicsareeasculine.or feninine, lt means that alemalecan be aggreisilie.and.competitive and a male nen be emotionaln0-

' warm.'.. -It means that a child can develop ecCording to his/het-Own:

potential and uniqueness..-

Resources

1. Sex Role Development - 1750346This ii a 23 minute color film which call be ordered trail SUI.

li examines sex rol stereotypes and shows haw-they develop

, through soeializet on. It- explores the-coneeet of ,androgyny. ,

which is au.a1terttive socialliation process.. It Alsodemon-etrates haw the fcnl edtication processcan plara role in

this qterna;ive.

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'You Can Fool Mother Nature-MS.. An article' describing crass cultural seX roie'dikference's. It"

discusses differences in the masculine andleminine personality

in varions cultures. ;4A

C. Suggestions for teaching this unit:

k Think of newbdin babieesnuggled in pink and blue blnnkets

in g nursery. What idUges.do you see for these babie819years from now? . .

The leader may wish to differentiate betweerkgender and sex

role for the parficipantso..

Male and female-are genders; .Physical attributes Such 'les

distinctiond'ilgonadal, chromosomal, and horMonal chakacter-A

istics determine gender.

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' sex r91.41$ are-cUlturalIY defieedLexPectatioas which are

individually learned and-changeable. .They are not'innatechiracteristics. ,Terms .used'hare areimasculine and fedinine.

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What kinds of words and phrasei do you-think mbst\ Ameriuse to characterize males compared to femalesTOT!mascversus leminity"? \ \

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These could be listed .on a blackboard with vittiOuecate rie, .

such as physical, functional, adxual,..emotional, inrelle tual;,interpereonal,"other personal. .

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4. When you've finished making the list, 'diac4is your attitu es',,.

Can you,describe both lista?' :,. Is one or the other positive, negatiire, tieutMl;,-passive?,

5. How do these terms apply to the stereotypic male Oi-tiemale?,. .

E.: List famOus men 'and women whose family names begin With,,

certain letters. The following worksheet 'amyl be 'helpful. Then ask salieral 'questions: ..

,. a) Was it easiei'Vester?) to name men -okwomen?

b) Wbatroles:do men and women listed play? .

,..- --men are statesmeti.anil women /lie actresses?c) Are wcssen who Were named active'in their4

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own eright, or because of spous's fame?. ..

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. Take some descriptive,material pertaining to' one meniber of t,.

one six end systematically substitUte the. other 'sex in.all .,references. This may demónitrate just how stereotyped someof our notions are. .

Herb-Denniah-, ,an-notractime ,young,man ,of,' 27,rspoke to the-thine meeting 24r. Denniih was informallyattired in tan slacOgrand a nivy blazer, with Ek lemon-yellowshirt. He wore a fashionably wide tie with,yellow stripea .

-centered by red pinstripes. His jewelry was all gold: watch,.-and...a class ring-

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piogram and the new

two sleeild buttonsr e--4ide4tedding-

Mr. Dennish spoke on the Model Citie: Youth.Opportunity prograr.' He is the Aesistant Model Cities

Directo;.0

.44Mr. bennishis.the husband. o.f Janie 1)enniah,,whO' has a dog-

- .torate fellowihip .4' (iStaCtiline/feniinio4;.Or.16iiiWil::' Chafet.''a, , ,

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8. Have the participants. look'at ;the media' to sie 'whether:andioi-how sex-role .stereotypes are perpetnited? (movies, populat, .)4music, magazinea, TV 'shows and commercials, and TVewspapets)

What, if, any, changes are being- made in the imagee presented?

- If you have both maleand febiale participants, form single- sex groupe and ask each grout; to formulate a list showing the

advantages .ef being 'of the own opposite sex; disadvantages.-,. What does' this show?' Are either nets 'longer?

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p. Looking at tbm-Ust /3 stireotypicaLteaits you devel.mad,determime, whether they'04.1 ba helpf6I:or harmful Au attain-

. ing or performing wel4 in:en occupatienal role.

11.2' What 4bther costs may 14'. avotgea it; these tarftYpic traits?., r

f 1.2. What happens to theoeale when he is no Onser a provider?'

What-problem. Occur to ttuisfislale whin her children Wive hoMe?,

I . 'How' many males do sou knoV tHat ire able to And., .in fact.do,

sit back tnd say, -"I'm!, her , ' "i've artived;np'more44riving"?- ,

What types of activities dii wcisn turn to at .this stage/ mati?,

Are these stages miMUltaneoui tçmen. and ummep?',:.

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. I Stereotyping by Six'Bole ,participatiag in this let. )41.1.:

--40.able- to evaluste..the ixt:nt of .their awarenessiincrOO.,,,stereotrint. ,

--bit, able to begin tO re-sort ideas atid ways of thibkingabOut stirotyping.

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4 A.. A baby' is born knowing' nothing but soon. beginning .toreflect the roles, ,./and value's aplittPriate to .

... the culture and subctriltiUre that makes up his 'environident.By'the tpse child entail. aithool, it<has a fIllr1y good'.picture of who he/sfie iA and *at' is*, expected,of him/

,.' her. Children learn -this by putting. themselves in. tha,plaice of:others and elperiencing themeilvesa1 otheze .. ,

, . . perceive thesil Thie/lisso* will ,be concerned with'. the internalisation' of Wex 'roles .. . \\

-O. Resourcea: V., , .

vSex'Role Devetopment -Free .4EM Ann And Me- Patt II .

. , and Part. III;These films ere.I5 minut duration and'are from theMarlo 'Thomas' effojt . They foCut, on fulfillment, ratherthan ordinary acceptanCe anA that\ one's unique talentsare gifts to be used rather thin hidden. from Planned-Parenthood Media Center, .Des. Moine .

..C. for phi?" reason

r1. Ask' parents how they. treated aixf hdled their newborn babia . 0

Did they vary with sex?, .

2. Do you think the clothing we- wore as bablai 'andctoddlersreflect 'ailfeienies in our moter development todey?

3. Is this changing aa babies, toddler's, gir, ls, women wear motepants "and casual clothing today? 9, _

It is slid that thr-earliest 'and' principal ideritification Ofboth seices-is with the mather because she functions as care-taker: *The girl ,iney then imftate' this identity. The boy may

-not. What probleins*arise here? What advIntages are' seen here?'ik this noim of mother as caretaker -changeé, "what then?

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1 x4.5 a". Peers are thought to .be- very instrumental', in 'tiie socta ization

of males. What have yon learned aboutthis in your experiences?

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, .6. What differences do you perceive between the terms 'sissy'` and'tomboy'.? Is one better than the other? . Ii one often soughtafter? What effects do these terms have- on the child?

Have your participants form small groups to discuss ways 1.41owhich parents-,transmittheir sex roles ta their children.

tr. 'How does language affect sex rOles? buns, enkind, female,chiirmen, manpower,. woman --Think of other words with similar.characteriatics.

9.. trill the changing attitudes tOward.girld participation in inter- ..

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.soholastii sports hav, an dffect on girls, on boys, on competitive".nes*, on- aggression/ How do you feel about this?

10. ,What eLfect dOlChildrenrs too 'and gams and the way they.Are-exhibiTed have on-loix,'keles? It might .be interesting to usetoy Cataloas here to see what differences, ire perceived or hawk*participants view toy ads On Saturday morning te1iVLsLbn. , .

11 It1. what ways de thit'schoels :rei,foreb. lex

12. I. Industriel Arts Available ter 'girl's; 'Homo Boom:cies tor fboys? Are these specie/ sex segregated classes, or mixek:srex,watered-down classes, miked-sex, regular curriculua coiiises? .

, t3. Into what' types okeocupations do school ,counselore encourage. boys and girls? 'a

14.. What kind of tutitiek;dowou.foreiee forTour boyVyour gi'rl?....Whst careerelieuld 'you' encourage them' tit undepaket

15. Both boys en d girls f ace' problem at the sdeleicent stage: 45"

,),Thit "snake of concern do you see for them? _How ca,n you- *bout-relieving ome,.of the pressures? Do you feel boys or'

giris experience mare-preseures? Why?J.

16. Margaret Mead belieyas that' dating is really oriented toward 2matting prestige among peaxa mil* awn gaad thus. itis quite' impersonal., What i you* reaction to tha

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'Male :tole

Those participating rn.this lesson will besabie te understand that themale ,role ha been' as inflexible and' restricting to some men as thefettale role has lilken to siSse womb,' and that liberation is for piople.

vA. In loaiing'at the male rolei * see thet many aspects of 1,1 have

leen rigid and inflexible in defining whit mascUline is-or should. be. The:,stereetypes discuosed in the,previous tleeion shcm thatmles eau ba locked in jus-at tigtitly' as females. 'Young bongrow .uto ,learning whatAinds ,of behaviors ire expected of them.. "eft

They leirwwhat -is- apPskopriate and inappropriate.' Boys learn fp 1.:be:braves and ot cry: Thly learn to be colqiititlie .aa aggressive,)

TfieY.ralixe that they are to be' breactwinners aqd 8911:Tint efamilv.They learn little abqut being fathers. -They do learn they needstoccess, to be men, --' success in sports 7."-; Vith women --with. theircareers' -- end ,so on. hat do they 'kear11e6out themselves 'ff they 1.don! t gain uccss?

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11. biouraes 4.

"Mane Lives" a 43 minute deolmentery following outig men thrmighvarious Stages of theirdevalOpmehi. Produaed by New Day Films,

- IP.O. Box 313, Franklin ,Lakei. New Jersey 1374174

Down the Up tiiircase" N5 .7 en-:article.discussiAg.whotherpOt a man can deeide he haslgone far though and not push himself

further in his puritsit of e career. , . .

."Manhood in the Twenties:: Was it So Great to be Gatiby?" ma.,,June 1974

'This article Aimum.s.the problem, of the middle-class male in

.the iO'i and the confusions.resUltinefroe those problems.

C. suilostions for teachine thjs unit..

It would be-prefereble to have' a milted group. If monfaren't

IA the class, perhaps Min might Attend this 00.0411 I'm& all

90ers).. If 11.9t..41 panel 4100n from variess weer!, agegroups would:be .ihterestikkg.ksk their -reActiOns to the

resourcel Used.2A

2. If the film "Nen.' Lives" is .usid, ask participants to jotdown 'reactions as they watch film.

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3. This topic can be treated AS en open discussion in yokir group.The following questions can be used to help. stimulate dis-'

cusdion:

a: Whet preseures yoy ses being' plaied .on small boys to

identify *Ad the male roie? '

As the :youn.g.boy reaches adolescence,' do you see change,

taking place in his life? Are there different typet, ofpressure* resulting from these changes?

How dofyou feel when ,you see a young Adolescent cryf

is yolr reaction? -

d. Have.-you ever seen. your hAsband or tour father cry?

did ptia feel?

e. Hove you ever cried? Why? How did you feel?

rf. .Are there,cortain occupitions that men ShOu1.4 not enter?

g. .What reaction would *ere be in yiwr,comminity it the male

,sieyed home.te.cere f61.t4, chilATehT. now,PrOvidesjethat a Ake widowet'who wahts to do this likentiilid to

the same binefits_under-law %the female widoW.. Whet is

your riattion? . ,

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What

"h. "Cit.* in the-Cradle"- seems to fit soMe father's, rides

todat. :play the sOug, .Does this sound at 'all Lke anybo

the* 'know? Whet kind-of e model is ..presented? What hai

the child learned? .

Whit happens to the. 10445kaytder Aiho. reaches 49's-50'4.

and, discovers, he ' I net. q,144. tbohe at the tOp7 . lltivedoeshe feel :whop he'e hortwindeOttef ,p1aying bl#ketball .

with hip sou?

Ie. it 'pbesiBle :.for,-ihelkiiaie: to say" thieo .

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IV. The Snarling Women

When this leeson has heen completed the participent will be

able:to: -4-to identify periods of history which coincidewith deVelopmenti of women's rights .

--develovan 'understanding of the hietory behind

the women's movement--to better understand how historical develop-

ments have contributed to today's..mbvement

.A. Do we 'knot what and wher a wome0 014Ce is today?

isn't this one of the most urgeni,.puspling, worryingand hopeful'questions for every woman end, 0 seems, fqr most

Why is there e woman's issue et 411 today/ , .The answer'

is the eame as it is with all situations and problems; theyhave their roots embedded in oar past culture, history, .

e conomics, beliefs and traditions.

B. Resouude:The ;merging Women, 868408, ordr from Iowa Stet. Qniversity

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Thiel 40 minute black and white film explain. the historical Or-.spective of the women's moVement. Topics crealt with.in thii film

are Momen'e status'in the fight for imancipation of the blacke,

women's' status in the labor movement, women's suffragevthe poii-tion of women in the.working,vorld during and after and '

events leadine up to today, 10'1

Suggestions'for teaching i unit on"The Emerging Woman."

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1. If the 4eader suggetts'that the son* jot down areas ofinterest'

to them While watching the fiG, this may facilitate later die:.

cussion. I

Invitini any older women ilLthe community to 'share iheirlmemo-

ries of ectivities regarding mini 'of thi topies in ihetilm, I

would also stimulate discussion.

3 Ask the members Of your grit, *ether W W II.hed any effect

on their home life. In what way?

The-folloWing quiitione miy be used to Stimulate diicussion:

a. What reactions did.you jot down as you retitled We film?,

b. What-use can ah fa:arenas of the histosical perspectivebe to you or to the -idea Of.human liberation? .

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c. In what ways dp you see the situacipn.of the hlacks and

women.as being similar?

d. Why do you think bAteck'wOmen areless interested in ,thip.

movement than whitewoMen?

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e. For vhat teasons his womsm's liberatiodbeen generally

. limited to-the siddle class? Why not to the lower class

or the uppegftlass?,Whit is yextr underdtanding of why the 'mien i n ;he .

posiii7 she is in today?

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..i..ATheit'.if4tOt Your Is,

Yon*: fatite0r-Yillithuilligodost?..

..-s 4' in-apite'of all ibunfiniahed busiuesa",",:times ere ehanigingfox the 'better for *then.. , They are achievingmote eaual

...r41.hca and are beginai.Aig 'to be legelly'.able to 'participate'-in *Omega, .educationliid. social: life is equals.kettourCea e.:

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=next OP"inizitecif

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:1IS:thisiaotbod.e..vilrber. . . , ,. , , . ' '

,: tefr 1iteIge ftf.:01,01:vii*s 7,44 dpitiing jritk:,competitd.Veheas. 21.,e*PettahOna',.

ariiiV4tiOn;1 4) Seaf-ConCep t 5) bdapationi, .and 6frisk-taking4.' : y - . 4

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Wemeni- Up Career. l4idder: ..aO.miñutec&lor film availiblefrom University..of:-'.toitia:.: /013 is.r.iiL.gi0140.440804014.0 viewsand:experienCeS of ,eutit women in.iiii*IOuforeapOniitile:paiitI,OnsSix!..tireati Of discuision ,and concern are presented.' :They- :are:

Competitiveness',- 2). eXpectationi, .3) motiyatiOnc4) .

.concept 5) business-social sitUations'and 6) ..rigictaking.Order 40.. 50330. - '

C. --Suggestions, for-teaching -thia unit

. . 'Follow the format isuggested -in the film mid disci, these Areas,

within the group. ;

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2. Invite a panel- of WOmen in various reiii3Onaiblk positions - ih

your area. Discuss their reactioni .ta these. ancerria. -Ask'them to illustrate wieh personal' examples.

3. The following- questions may, be -Used to stimulate discussion.

a. 'Do you think women are competitive?

b. When did you first feel competitive?

e. Do men expect woolen to be' competitiVe?

d; Whalt expectatIOns .wonld you have for a career?

4Are. wominlocialized with less expectations 4\ the work

. Agerld thaa,men?'

. Do women settle for less?

g.h.

What type "of Motivation 'does a woman need-to succeed?

How do you see self-concept-involved in careers?

i. Does a woman working lead. to business-social situationsthat a man might not, need to contend with or consider?

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. Row Much risk is inVolved- in working? Where Ap you see

risks?. Are you willing to take a risk?

k: Does a woman w rking intimidate a man?" Doesposition?

it, usurp his.

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Changing.:Sex Rotes at-Retirement i 'fr.:." .

Pikktic4ante in this ,Moduie will bc abie :to, ynderaiiind_.\and ded1 with .tbe realit,. of sex in Older

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A. ilheypopulation60"years-ind ovOr V.Singi./-!--T- he iffigi we gets':Of '_people de tRiS dge ;does notsftt 'our iiackt irterebtype. They coMe' ffi

health oOtidi t ions iucpmeit,-42414yels ok education.' ,Some 'Ste -sihgle;:tharriedi- 'Or *cloyed. .:Cimitcilds and.-Waya of be.balqng whiChefine 400 tOleVof retired peop/e Atre almost. don-eFistent Ilecause

retirement As-...fit: relitiyely .neicPhase,-...;Of the life span: EXpectat tonsseem to be :that ':retirecl!peolpIe-fill -their time 'with leisure2actiyi-

sotiyitles .do not provide a sense ;of, self-wortk-i--,and soCial eta Odetoms 'and practice0 by which ihe older pets

'coUld feel thiat'..he ha 41.'-social value and:help him mdiStain a senaseli-worth need to1be deyeloped.

IResources,:I,

. Sex afier. 65 *Ilion:an-M.' Loteniz., ruhic AffairsPamphlet No. _519, 381 NIA Ave..South, New York 10.016 35

A'

-. After 65: Self Reliaikcp4Resoorces.

Pubiic Affairs Pamphlet No. 01.

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Theodore Irwin.

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-3. We* Imsge of the Elderly American. AARP:NeirsNovember 1974., ' '

Questa:1s that cani used to stimulate a discusaion

a. ,What.happens pi_ the male role, at age 65?b. What kinds.Of problems rill fetirement present to the

'mdle role? ) e $

How .does retirement affect the'.feMale.r.b.le?Wh t effect '.can you., see changing sex roles as- haying Oil

.

ret rement?' . ,

.

e. Can anything ha7ppening as the female changes her rolefrom a hommaker, toa career orientation? '

. If the male seeks lees identity of self from his work roleand more from a family role, what may. result here? ,

<As the situation is today what happens to her time, my. time and our time?

h. What d%es soCiety expect from people as they rea h retire.-_ment? ,What do we, expect' of a male? of a f.emalel .

i. What oecere if these eeOp1e don.' t fit our expectations?For-example-, stippose yotyr father 'wanted to remairy; what '.would your reaction be?C

-4

ar

14

:

1-i9yee egefFaini/y Eityironment Dept.'Iowa' Stria:University41,0119 IOrk,

BISLIOGRAPKY

:Changing SO ,Rolestat" Ret1.4rement

utler, R. N. and Lewis M.Row, Ptiblishers, 1976.

Sex /After sixty. Nee YOric:f,

4 Cleveland, W. P. atd nturco, D. T. Remirriage probabitiey/ widowhood. tiestrspec ive method. ,Journal.of Gerontology, 1976-,,

31, (1), '103.

V

Close-No.*1

Gettingiead9 to ietire.. Public Affaics 12amphibt, 1975

for'self-reliance.' Public ,AffairsIrwin, T./ . Afier15: /ResourcesPamphlet, 1973, No..501.

.-

Lobsenz 4-NI ex.tafter Pitblic Affairs Pamlhlet, 1975,. N6. 519.,

McKain, W. C. A net look at oldtir Jarriages.1972, 21, (1), 61-69.i °?*2

Peppers, ris$-G. Patterns of leisure and aThe Gerontologist. 197j),,,16, (5), 441-446.

Robertson,(5), 433-440.

Sheehan, T. Senior esteem as a factor of socioeconomic tolnplexity.The Gerontologist, ,1976, 16, (5), 433-440.

Apt to rétiremAitt.

Grandp nt role. The Geron Niologist 1976, 16,. '

,

Memo 4 ma older-JUne bride.. Retirement Living, 1975....

45..- (0), ifra-3.Ti ..'. :.'-',-/ . .

SomeNille, R. M. The e f e ionships in themiddlfutur ofamily r a , ,11'? ..is .and Older years:' Clues in fictionr- Family COordinator, 1972; 21

v(4), 487-498.

Stinnett, Carter)* M., & Montgomery,. J.. E.-71).der persons'

perceptidns tiarriages Journar'Of Marria e and the rand:1972., 34, (4), 665-72. .

4 .

Trees, JAII0Orran Nifst, A. Mairiage reAtrriage rates amOn : lder4

Americans.. A GerontOlOKIA, 976, .16, (2), 132-136.4

Jo?ce Merc erFaintly En iro1.04a.titete UnArai's, ;Iowa'

,Changing Sex Roles at Re4reteed-

BIALIOGIN1

Noe. 246.- 249,', JunerJuly,. A975.4".

Stitfa). Semirity keePs 'elder6, :.(6),

kutler; It. N. and Lewis, M: \I. sex, a

, Publishere, 1,976. - ...

Cleveland, W. ,g. And .Giantuico, D.

widowhdod: A festrospective metho31, (1), 997103.

Remarriage prot;ability. after

";.Journal'of Gerontology, :11,976,

.!)

7public Affairs Pamphlet,.:1975,"".

Close, . Getting ready to ke,ti

No., 182A.

n,Met, 1.9

,

se lf-reltance Puhlic.Affairs

Lobsena,. . ,

Sec efter sixtNO.. 519:

. .-fi . Public'Affairs Pamphlet, 1975,

A new loOk at older Marriaged..- The Family' Coordinator;

1972,,21., .

: .'.

Peppeors, L. G. Patterns of "leisure and adjustment to retirement.The. Gerontologtat. A976; 16% (5),' 441-446;

. 4

Zobertson, J. V. Grandparent.role. The Gerrontologist, 1976, 16,

(5), 433-440;.-..

gheehan, T. Senior esteem a a facto'r of socioeconomic-:complexity.The Gerontólogist, 197'6, 16, .(5), 03r440.

- :-,-3 if,

Shiek, H., "Memo to an older June brlde. Retirement Living, 1975,

15, (6),.28730. -, .0

Somerville, R.-M. ,The future of familY relationshiPs in the4..miedie

and older years: Clues in fiction. Family Coordinetoi, 1,972, ;14s.- ilk

(4) 487-498. , e'

.

'Stinnett, N., Carter, L. M.; & Mo tgomery, J. E. Older persons'

perceptions- of. their marriages. Journal of Marria e and the Famil

1972, -34, (4), 665-672.,.

Trees, J. and Van Nilst, A. Marriagelthd remarriage rates among older'

,Americani. The Gerontologi3t; 1976, 16, 2), 132-136..