"I Don't Want to Make the Same Mistakes": Relationship Education Among Low-Income Single Adults

Objective To examine, through the lens of symbolic interactionism, the experiences and initial outcomes of low-income single adults who received relationship education. Background As relationship education reaches more low-income participants, research is needed to examine how it reaches such audiences and how it works. We used mixed-methods to examine processes and learning outcomes among these participants. Method Focus-group interview data (n = 10) and short-response qualitative data (n = 188) were analyzed phenomenologically. Quantitative data (n = 165) were collected to examine changes in participants' perceived knowledge about healthy relationships using a random-intercept, multilevel regression model. Results The two qualitative analyses yielded four themes, three of which overlapped: participant motivation based on past relationship mistakes, reported and anticipated change, and self-assessment. The quantitative analyses showed a statistically significant increase in perceived knowledge about relationship skills and healthy partner selection. Participants also placed greater importance on a potential partner's past relationship patterns, relationship behaviors, and attitudes. Conclusion Past relationship experiences motivated participants' learning and moved them toward change. Participants increased their relationship knowledge in terms of selection and pacing. Implications Relationship education can be offered as an impactful adjunct service to low-income participants.