Image Description for Figure 1.5

Bar chart visualizing the data in the following table:

Notes: Data regarding cohabitation are not available for 1960 and 1980. In those years, children with cohabiting parents are included under “single parent.”

Data source: Pew Research Center analysis of 1960 and 1980 Decennial Census and 2014 American Community Survey (IPUMS). https://www.pewresearch.org/social-trends/2015/12/17/1-the-american-family-today/

Designed by Elizabeth Pearce and Michaela Willi Hooper, Open Oregon Educational Resources, CC BY 4.0.

Return to Figure 1.5

Image Description for Figure 1.6

Line chart from the US Census Bureau shows age at first marriage.This dipped down from 26 for men and 22 for women in 1890 to about 20 for women and 22 for men in the 1950s and ‘60s. The lines then rise quickly to 2020, when there is again a slight dip downwards. In 2022, the median age of first marriage was about 30 for men and 28 for women.

Source: US Census Bureau, Decennial Census, 1890-1940, and Current Population Survey, Annual Economics Supplements, 1947-2022. Note: Starting in 2019, estimates for marriage now include same-sex married couples.

Return to Figure 1.6

Image Description for Figure 1.7

Rate per 1,000 total population. Bar chart of marriage and divorce rates.

Data table

Data sources

National marriage and divorce rate trends for 2000-2020 (https://www.cdc.gov/nchs/nvss/marriage-divorce.htm) and Monthly Vital Statistics Reports (https://www.cdc.gov/nchs/products/mvsr.htm). Recent data are provisional. See CDC sources for full notes.

Licensing Statement

Design by Elizabeth Pearce and Michaela Willi Hooper. Open Oregon Educational Resources.

Return to Figure 1.7

Image Description for Figure 1.9

A bar chart shows that the number of people living in multigenerational households (represented in millions) increased steadily from around 15 million in 1971 to 60 million in 2021.

Notes

Data are represented in ten year intervals. Multigenerational households include at least two generations of adults mainly 25 and older or grandparents and grandchildren younger than 25.

Data source

“Financial Issues Top the List of Reasons U.S. Adults Live in Multigenerational Homes,” Pew Research Center analysis of Current Population Survey Annual Social and Economic Supplement (ASEC) data files for 1971, 1981, 1991, 2001, 2011, and 2021(IPUMS).

Licensing Information

Design by Michaela Willi Hooper and Elizabeth Pearce, Open Oregon Educational Resources, CC BY 4.0.

Return to Figure 1.9

Image Description for Figure 1.17

A wheel with three rings divided into sections of attributes.

Inner ring

These are individual characteristics. Attributes include:

• Values
• Beliefs
• Motivations
• Skills
• Behaviors
• Goals

Middle ring

These are social identities. Attributes include:

• Nationality
• First Language
• Religion
• Ability
• Neurodiversity
• Health
• Body size
• Age
• Sex
• Gender
• Sexuality
• Race
• Culture
• Ethnicity
• Socioeconomic Status (SES)
• Geography

Outer Ring

These are roles and relationships. Attributes include:

• Job
• Hobbies
• Family
• Friendships
• Professional
• Interests

Return to Figure 1.17

Image Description for Figure 1.22

A flower-like visualization with a semi-opaque circle in the middle. Rainbow-colored ovals radiate from the middle like petals. These overlap with the oval on either side and with the circle in the middle. Each oval has one of the following social identities written in it:

• Nationality
• First Language
• Religion
• Ability
• Neurodiversity
• Health
• Body size
• Age
• Sex
• Gender
• Sexuality
• Race
• Culture
• Ethnicity
• Socioeconomic Status (SES)
• Geography

Return to Figure 1.22

Image Description for Figure 2.3

“The Scientific Process” A circle of arrows around the words Scientific Process. The top arrow says Identify a Social Issue or Find a Research Topic and Ask a Question. This points to the next arrow, which says review existing literature and sources. Build a broad understanding of work previously conducted, identify gaps in understanding of the topic, and position your own research to build on prior knowledge. The next arrow says Formulate a Hypothesis: What are the general causes of the phenomenon you’re wondering about? The next arrow says Select a Research Method and Design a Study: Select a research method appropriate to answer your question. Typically, your research question influences the method you will use. The next arrow says Collect data: Collect information on the topic using the research design. The next arrow says Analyze data: Organize and analyze the data after it is collected. If the analysis does or does not support the hypothesis, discuss implications for theory or policy. From here there is an arrow that goes back to Select a Research Method that says Based on findings, what new questions do you have? How can these new questions help develop future projects? Another arrow from Analyze Data continues the circle and says Report Findings: Share results at conferences and in academic journals. Before the conclusions of a study are widely accepted, the studies are often repeated. New research questions may emerge to inspire more research projects. This arrow points back to the top arrow where we started. There is also an attribution statement saying this image is CC BY 4.0 and created by Jennifer Puentes and Michaela Willi Hooper.

Return to Figure 2.3

Image Description for Figure 2.14

The theories in the book are represented by icons and brief definitions.

• Ecological Systems Theory states that individuals are part of a group of concentric systems, impacting their development. It’s symbolized by a series of six concentric circles.
• Social Exchange Theory states that individuals enter into relationships via the evaluation of costs and benefits. It’s symbolized by scales.
• Life Course Theory states that individual actions are influenced by their linked lives, social & historical events. It’s symbolized by a globe.
• Structural Diversity Theory states that social structures shape all families, but in different ways. It’s symbolized by a wheel shape with concentric circles.
• Feminist Theory states that society is structured in a way that privileges men over women; goal is to transform inequalities. It’s symbolized by the equals sign.
• Postmodernist Theory states that society emphasizes choice, reflexivity and individuality. It’s symbolized by a question mark.
• Symbolic Interactionist Theory states that the changing nature of social symbols affects current and future interactions. It’s symbolized by the icon of a landline phone with an arrow pointing to a smartphone.

Return to Figure 2.14

Image Description for Figure 3.1

Two triangles next to each other. The first triangle represents the western perspective. From bottom to top, the levels are:

• Physiological
• Safety
• Belongingness/Love
• Esteem
• Know/Understand
• Aesthetic
• Self-actualization
• Transcendence

The second triangle represents the First Nations’ perspective. From bottom to top, the levels are:

• Self actualization
• Community actualization
• Cultural perpetuity

Return to Figure 3.1

Image Description for Figure 3.16

A bar chart shows that unmarried, female-headed households have a much higher rate of poverty (37.2%) compared to unmarried, male-headed households (18.1%), or married couple households (the lowest, at 6.7%).

Data source: Table A-2. Families and People in Poverty by Type of Family: 2020 and 2021. US Census Bureau: https://www.census.gov/library/publications/2022/demo/p60-277.html

Design by Elizabeth Pearce and Michaela Willi Hooper, Open Oregon Educational Resources, CC BY 4.0.

Return to Figure 3.16

Image Description for Figure 4.10

A line chart shows the number of births in millions and the fertility rate per 1000 women aged 15-44. Both lines went down in the mid-’90s and up around 2006. They then steadily declined, with a slight bump around 2014, until 2020. There was a slight uptick in 2021.

Data table

Notes and Licensing Information

Note: Data for 2021 are provisional. Data sources: National Center for Health Statistics, Vital Statistics Rapid Release and National Vital Statistics Reports. https://www.cdc.gov/nchs/products/index.htm

Design by Elizabeth Pearce and Michaela Willi Hooper, Open Oregon Educational Resources, CC BY 4.0.

Return to Figure 4.10

Image Description for Figure 4.11

Line chart visualizing life expectancy at birth, in years.

Data table

Data sources

Life Expectancy at Birth, by Sex: 2014–2018 data table; Provisional Life Expectancy Estimates for 2020 and 2021, Vital Statistics Rapid Release, CDC.

Licensing information

Design by Elizabeth Pearce and Michaela Willi Hooper, Open Oregon Educational Resources, CC BY 4.0.

Return to Figure 4.11

Image Description for Figure 4.12

Life Expectancy at Birth (in Years) visualized as a bar chart.

Data table

Data source

Data sources: 2008–2018 United States Life Tables; Provisional Life Expectancy Estimates for 2020 and 2021, Vital Statistics Rapid Release, CDC.

Licensing information

Design by Elizabeth Pearce and Michaela Willi Hooper, Open Oregon Educational Resources, CC BY 4.0.

Return to Figure 4.12

Image Description for Figure 4.24

A line chart shows that, in 2009, child poverty was measured at 20.7% by the official measure and 17% by the supplemental poverty measure (SPM). The SPM continues to be lower, and in 2021 falls steeply to 5.2%. Since 2019 the official measure has diverged from the SPM and in 2021 stands at 15.3%.

Notes: Adapted from: https://www.census.gov/library/stories/2022/09/record-drop-in-child-poverty.html. Population as of March the following year. Official* includes unrelated individuals under 15. The Supplemental Poverty Measure (SPM) estimates for 2019 and beyond reflect the implementation of revised SPM methodology. The data for 2017 and beyond used an updated processing system. The data for 2013 and beyond use different questions about income. The data points are placed at the midpoints of the respective years.

Data source: U.S. Census Bureau, Current Population Survey, 2010-2022 Annual Social and Economic Supplements (CPS ASEC). See original figure for recession and methodology information.

This updated, accessible version by Elizabeth Pearce and Michaela Willi Hooper,

Open Oregon Educational Resources, CC BY 4.0.

Return to Figure 4.24

Image Description for Figure 5.2

Two circles intersect in a Venn diagram. One of the circles is labeled “Family

Routine.” The words and phrases inside this circle are:

• Ordinary
• Functional
• Changes based on family needs and values
• Responds to stress and transitions
• Daily life

The other circle is labeled “Family Ritual,” The words and phrases inside this circle are:

• Traditional
• Intergenerational
• Relatively unchanging across life course
• Extraordinary
• Celebratory

The intersection of the two circles includes the words and phrases:

• Symbolic
• Repetitive
• Role expectations
• Structured
• Collective identity

These concepts by Monica Olvera and design by Michaela Willi Hooper, Open Oregon Educational Resources, CC BY 4.0.

Return to Figure 5.2

Image Description for Figure 5.3

A box has four quadrants, providing a summary of the supportive or disruptive elements of family routines and rituals. Arrows point both directions on the horizontal axis, which is labeled Disruptive in one direction and Supportive in another. The vertical axis does not have arrows but is labeled Ritual Meanings and Routine Activities. Below is a table representing the categories in the image:

Based on ideas from Fiese, B. H. (2007). Routines and rituals: Opportunities for participation in family health. OTJR: Occupation, Participation and Health, 27(1_suppl), 41S-49S. https://doi.org/10.1177/15394492070270S106. Design by Monica Olvera and Michaela Willi Hooper, Open Oregon Educational Resources, CC BY 4.0.

Return to Figure 5.3

Image Description for Figure 5.8

A Venn diagram of four circles intersecting. The center is labeled A Sense of Belonging. The four circles are labeled Competencies, Perceptions, Opportunities, and Motivations.

Based on ideas from Allen, K.-A., Kern, M. L., Rozek, C. S., McInerney, D. M., & Slavich, G. M. (2021). Belonging: A review of conceptual issues, an integrative framework, and directions for future research. Australian Journal of Psychology, 73(1), 87–102. https://doi.org/10.1080/00049530.2021.1883409

Design by Monica Olvera and Michaela Willi Hooper, Open Oregon Educational Resources, CC BY 4.0.

Return to Figure 5.8

Image Description for Figure 5.10

A rectangle is divided into four quadrants. The axes have arrows pointing both directions. A plus sign and the word high are on one end of the axes, while a minus sign and the word low are on the other end. The Y axis is labeled Issue 1: relationships sought among groups. The X axis is labeled Issue 2: maintenance of heritage and cultural identity.

The low seeking of relationships and low maintenance of heritage and cultural identity quadrant is labeled marginalization.

The high seeking of relationships and low maintenance of heritage and cultural identity quadrant is labeled assimilation.

The high maintenance of heritage and cultural identity and low seeking of relationships quadrant is labeled separation.

The high maintenance of heritage and cultural identity and high seeking of relationships quadrant is labeled integration.

Based on ideas from Sam, D. L., & Berry, J. W. (2010). Acculturation: When individuals and groups of different cultural backgrounds meet. Perspectives on Psychological Science, 5(4), 472–481. https://doi.org/10.1177/1745691610373075

Design by Monica Olvera and Michaela Willi Hooper, Open Oregon Educational Resources, CC BY 4.0.

Return to Figure 5.10

Image Description for Figure 6.9

Overview

A multicolored wheel that visualizes an individual’s or group’s relationship to power and privilege. From a center that says power, two intersecting lines with arrows at each end point outwards and are labeled marginalization. There are 16 slices or segments in the wheel. Each segment represents categories of identities or social locations. Social locations near the center of the wheel experience more power. Social locations near the edge of the wheel experience more oppression and are more marginalized. Gray words outside the circle indicate forms of oppression and discrimination directed at people with those social identities.

Please keep in mind that as we try to describe the relationships between socially constructed power and identity, the categories we use can be imprecise, overlapping, and unstable.

Category descriptions and social identities/locations

• Race/Ethnicity: Black and Indigenous People of Color are the most marginalized identities, white passing is in the middle, and white is closest to the center of power. Racism is a form of oppression marginalized people in this category experience.
• Skin color: Dark is the most marginalized identity, medium shades in the middle, and white closest to the center of power. Colorism is a form of oppression marginalized people in this category experience.
• Indigeneity: Indigenous is the most marginalized identity, and Settlers are closest to the center of power. Colonialism is a form of oppression marginalized people in this category experience.
• Citizenship: Undocumented is the most marginalized, documented non-citizen is in the middle, and citizen is closest to the center of power. Nativism is a form of oppression marginalized people in this category experience.
• Language: Non-English speaking is the most marginalized identity, English speaking is in the middle, and native English is closest to the center of power. Xenophobia is a form of oppression marginalized people in this category experience.
• Geography: Rural/inner city is the most marginalized identity, suburb is in the middle, and city is closest to the center of power. Classism is a form of oppression marginalized people in this category experience.
• Social class: Poor/working poor is the most marginalized identity, middle class is in the middle, and wealthy is closest to the center of power. Classism also affects people in this category.
• Housing status: Houseless is the most marginalized identity, sheltered/renting is in the middle, and property owner is closest to the center of power. Classism also affects people in this category.
• Education: Elementary education is the most marginalized identity, high school is in the middle, and college or university is closest to the center of power. Credentialism is a form of oppression marginalized people in this category experience.
• Neurodiversity: Significant neurodivergence is the most marginalized identity, some neurodivergence is in the middle, and neurotypical is closest to the center of power. Ableism is a form of oppression marginalized people in this category experience.
• Physical and mental health: Vulnerable is the most marginalized identity, mostly stable is in the middle, and robust is closest to the center of power. Ableism also affects people in this category.
• Ability: Severe disability is the most marginalized identity, mild disability is in the middle, and able-bodied is closest to the center of power. Ableism also affects people in this category.
• Body size: Overweight or obese is the most marginalized identity, average is in the middle, and slim is closest to the center of power. Sizeism is a form of oppression marginalized people in this category experience.
• Gender identity: Trans/intersex/nonbinary is the most marginalized, cisgender women are in the middle, and cisgender men are closest to the center of power. Sexism and cisgenderism are forms of oppression marginalized people in this category experience.
• Sexual orientation: Lesbian, bi, pan/asexual are the most marginalized identities, gay men are in the middle, and straight is closest to the center of power. Heterosexism is a form of oppression marginalized people in this category experience.
• Marital Status: Single/nonmonogamous are the most marginalized identities, engaged/partnered are in the middle, and married is closest to the center of power. Heterosexism is a form of oppression marginalized people in this category experience.

Attributions and license

Based on the work of Patricia Hill Collins, Kimberlé Crenshaw and Allan Johnson, and the visual images of Sylvia Duckworth and the Canadian Institutes of Health Research. This version designed by Kimberly Puttman, Michaela Willi Hooper, and Lauren Antrosiglio, Open Oregon Educational Resources, CC BY 4.0.

Return to Figure 6.9

Image Description for Figure 6.12

A wheel with three rings divided into sections of attributes. The inner and outer are blank segments.

Middle ring

These are social identities. Attributes include:

• Nationality
• First Language
• Religion
• Ability
• Neurodiversity
• Health
• Body size
• Age
• Sex
• Gender
• Sexuality
• Race
• Culture
• Ethnicity
• Socioeconomic Status (SES)
• Geography

Return to Figure 6.12

Image Description for Figure 7.10

Image Description: Rate per 1,000 live births; 1) Non-hispanic Black, 10.8, 2) Native Hawaiian or other Pacific Islander, 9.4, 3) American Indian or Alaskan Native, 8.2, 4) Hispanic, 4.9, 5) Non-Hispanic White, 4.6, 6) Asian, 3.6.

Return to Figure 7.10

Image Description for Figure 7.12

A bar chart represents percentages (crude prevalence):

• Hispanic or Latino: 32.3%
• Non-Hispanic White: 30.7%
• Non-Hispanic Black or African American: 43.5%
• Non-Hispanic American Indian or Alaska Native: 38.2%
• Non-Hispanic Asian: 30.5%
• Non-Hispanic Native Hawaiian and Other Pacific Islander: 47.0%
• Non-Hispanic Multiracial: 39.5%
• Non-Hispanic Other: 38.0%

Note: Short sleep is defined as less than 7 hours for adults. Data source: CDC Behavioral Risk Factor Surveillance System (BRFSS), 2020.

Design by Elizabeth B. Pearce and Michaela Willi Hooper, Open Oregon Educational Resources, CC BY 4.0.

Return to Figure 7.12

Image Description for Figure 7.13

A map shows that age-adjusted prevalence of adults who reported short sleep duration varied by state in 2020, ranging from 29.3% in Colorado to 42.8% in West Virginia. The map breaks the short-sleep prevalence down into four categories.

States where the age-adjusted prevalence of short-sleep duration was 37% – 42.8%

• Alabama
• Arkansas
• Louisiana
• Georgia
• Hawaii
• Indiana
• Kentucky
• Michigan
• Mississippi
• Nevada
• Ohio
• Pennsylvania
• West Virginia

States where the age-adjusted prevalence of short-sleep duration was 34.7% – 36.9%

• Alaska
• Arizona
• Delaware
• Florida
• Maryland
• Missouri
• New Jersey
• Oklahoma
• Rhode Island
• South Carolina
• Tennessee
• Texas
• Virginia

States where the age-adjusted prevalence of short-sleep duration was 32.9% – 34.6%

• California
• Connecticut
• Illinois
• Iowa
• Kansas
• Maine
• Massachusetts
• New Hampshire
• New York
• North Carolina
• Utah
• Wisconsin
• Wyoming

States where the age-adjusted prevalence of short-sleep duration was 29.3% – 32.8%

• Colorado
• District of Columbia
• Idaho
• Minnesota
• Nebraska
• New Mexico
• North Dakota
• Oregon
• South Dakota
• Vermont
• Washington

Data source

CDC PLACES, 2021. The model-based estimates were generated using data from CDC Behavioral Risk Factor Surveillance System (BRFSS) 2018, American Community Survey (ACS) 2014-2018, and 2018 Census county population estimates. See all data and original public domain map.

Design by Elizabeth B. Pearce and Michaela Willi Hooper, Open Oregon Educational Resources, CC BY 4.0.

Return to Figure 7.13

Image Description for Figure 8.5

On a single night in 2022, there were 582,00 people who were experiencing houselessness

An infographic with the title in the middle circle, which has statistics about all people experiencing homelessness. Of all people experiencing homelessness, 40% were unsheltered and 60% were sheltered, which is represented with two bars. Four sections around the circle provide statistics about four specific groups of people experiencing houselessness.

Veterans

• Total number: 33,129
• Percent unsheltered: 59%
• Percent sheltered: 41%

People in Families with Children under 18

• Total number: 161,070
• Percent unsheltered: 10%
• Percent sheltered: 90%

Accompanied Children aged 0-18

• Total number: 95,440
• Percent unsheltered: 10%
• Percent unsheltered: 90%

Unaccompanied people aged 18-24

• Total number: 27,395
• Percent unsheltered: 43%
• Percent sheltered: 57%

Definitions

• Sheltered: refers to people who are staying in emergency shelters, transitional housing programs, or safe havens.
• Unsheltered: refers to people whose primary nighttime location is a public or private place not designated for, or ordinarily used as, a regular sleeping accommodation for people.

Data Source

“The 2022 Annual Homeless Assessment Report (AHAR)

to Congress,” U.S. Department of Housing and Urban Development.

Licensing information

Design by Elizabeth Pearce and Michaela Willi Hooper, Open Oregon Educational Resources, CC BY 4.0.

Return to Figure 8.5

Image Description for Figure 8.19

Two triangles next to each other. The first triangle represents the western perspective. From bottom to top, the levels are:

• Physiological
• Safety
• Belongingness/Love
• Esteem
• Know/Understand
• Aesthetic
• Self-actualization
• Transcendence

The second triangle represents the First Nations’ perspective. From bottom to top, the levels are:

• Self actualization
• Community actualization
• Cultural perpetuity

Return to Figure 8.19

Image Description for Figure 9.2

Heading: The ACE Pyramid. Subheading: ACEs (Adverse Childhood Experiences) potentially impact health outcomes later in life.

A layered pyramid is shown, starting with dark blue layers at the foundation and getting lighter toward the top. An identically-colored bar to the right shows a gradient from “Conception” at the bottom to “Death” at the top. On the pyramid, the layers read as follows from the bottom up:

1 – Generational Embodiment/Historical Trauma

2 – Social Conditions/Local Context

3 – Adverse Childhood Experiences

4 – Disrupted Neurodevelopment

5 – Social, Emotional, & Cognitive Impairment

6 – Adoption of Health Risk Behavior

7 – Disease, Disability, & Social Problems

8 – Early Death

Return to Figure 9.2

Image Description for Figure 11.8

A line chart shows the arrest rate per 100,000 people for Black people and white people from 2010 – 2018. The Black arrest rate is much higher, starting around 650, dropping to just under 500 in 2015, and then going back up to around 600 in 2018. The white arrest rate follows a similar trend but is much lower, between 100 and 200. Arrest rates were lower in 2018 than in 2010 for both Black and white people, but remained much higher for Black people.

Notes, Data Source, and Licensing Information

Note: Florida and Washington, D.C. did not provide data.

Data source: FBI/Uniform Crime Reporting Program Data and U.S. Census Data originally compiled by the ACLU in A Tale of Two Countries: Racially Targeted Arrests in the Era of Marijuana Reform: https://www.aclu.org/report/tale-two-countries-racially-targeted-arrests-era-

marijuana-reform

Design by Elizabeth Pearce and Michaela Willi Hooper, Open Oregon Educational Resources, CC BY 4.0.

Return to Figure 11.8

Image Description for Figure 13.6

Categories of neurodiversity often overlap with each other including these examples, 1) Dyscalculia: innovative thinking and verbal skills shares creativity with, 2) Dyslexia: visual thinking, 3D mechanic skills shares authenticity with, 3) ADHD (Attention Deficit Hyperactivity Disorder): creativity, energy and passion shares hyper-focus with, 4) Tourette Syndrome: observational skills, cognitive control, creativity and shares innovative thinking with, 5) Acquired Neurodiversity: adaptability, empathy and shares resilience with, 6) Mental Health: depth of thinking, expression and shares sensory awareness with, 7) Autism: concentration, fine detail processing and shares memory with, 8) DCD/Dyspraxia: empathy, intuition and shares verbal skills with Dyscalculia.

Return to Figure 13.6

Image Description for Figure 13.7

A heading on a note reads, “I like being Autistic because:” and is surrounded by brightly colored doodles of a yellow lightbulb and a pink brain with a red heart inside. The next part of the note reads, “The same parts of my brain that disable me, also allow me to develop multi-disciplinary talents. Nevermind savantism; I have many skills which I attribute to the exact same aspects of my neurology that handicap me. Disability is nothing to be ashamed of and the spectrum is rife with ability too!”

Return to Figure 13.7

Image Description for Figure 13.11

A bar chart shows the percentage of U.S. adults ages 18 and older who are married, by education, by decade from 1970 – 2020, broken down into four categories by education level: less than high school (hs), high school, some college, and bachelor or more.

Data source: Pew Research Center analysis of 1970-2000 decennial census and 2010-2021 American Community Survey (IPUMS), “The Modern American Family”

Design by Elizabeth B. Pearce and Michaela Willi Hooper, Open Oregon Educational Resources, CC BY 4.0.

Return to Figure 13.11

Image Description for Figure 13.18

Line chart from the US Census Bureau shows age at first marriage.This dipped down from 26 for men and 22 for women in 1890 to about 20 for women and 22 for men in the 1950s and ‘60s. The lines then rise quickly to 2020, when there is again a slight dip downwards. In 2022, the median age of first marriage was about 30 for men and 28 for women.

Source: US Census Bureau, Decennial Census, 1890-1940, and Current Population Survey, Annual Economics Supplements, 1947-2022. Note: Starting in 2019, estimates for marriage now include same-sex married couples.

Return to Figure 13.18

Image Description for Figure 14.1

Two triangles next to each other. The first triangle represents the western perspective. From bottom to top, the levels are:

• Physiological
• Safety
• Belongingness/Love
• Esteem
• Know/Understand
• Aesthetic
• Self-actualization
• Transcendence

The second triangle represents the First Nations’ perspective. From bottom to top, the levels are:

• Self actualization
• Community actualization
• Cultural perpetuity

Return to Figure 14.1