1. Using the Statistical Abstract of the United States Module 1, Class Assignment A Teaching Module Developed by the Curriculum Task Force of the Sloan Work and Family Research Network

2. Statistical Abstract of the United States The National Data Book http://www.census.gov/statab/www/
“The National Data Book contains a collection of statistics on social and economic conditions in the United States. Selected international data are also included. The Abstract is also your Guide to Sources of other data from the Census Bureau, other Federal agencies, and private organizations.”
The National Data Book uses a wide variety of sources from both the U.S. Government and non-government agencies. A full listing of these sources can be found in Appendix I, and sources for particular tables can be found in the citations below the tables.

3. The Statistical Abstract of the US contains statistics on…
Section 15. Business Enterprise
Section 16. Science and Technology
Section 17. Agriculture
Section 18. Natural Resources
Section 19. Energy and Utilities
Section 20. Construction and Housing
Section 21. Manufactures
Section 22. Domestic Trade
Section 23. Transportation
Section 24. Information and Communications
Section 25. Banking, Finance, and Insurance
Section 26. Arts, Entertainment, and Recreation
Section 27. Accommodation, Food Services, and Other Services
Section 28. Foreign Commerce and Aid
Section 29. Puerto Rico and the Outlying Areas
Section 30. Comparative International Statistics
Section 1. Population
Section 2. Vital Statistics
Section 3. Health and Nutrition
Section 4. Education
Section 5. Law Enforcement, Courts, and Prisons
Section 6. Geography and Environment
Section 7. Elections
Section 8. State and Local Government Finances and Employment
Section 9. Federal Government Finances and Employment
Section 10. National Defense and Veterans Affairs
Section 11. Social Insurance and Human Services
Section 12. Labor Force, Employment, and Earnings
Section 13. Income, Expenditures, and Wealth
Section 14. Prices

4. Sections Most Relevant to Work-Family Studies Include:
Section 1. Population – Tables 1-6
Section 2. Vital Statistics – Tables
Section 4. Education – Tables
Section 5. Law Enforcement, Courts, and Prisons –
Tables
Section 11. Social Insurance and Human Services –
Tables
Section 12. Labor force, Employment, and Earnings –
Tables
These are the relevant sections in the Statistical Abstracts. A new edition of the SAUS is published most years, and past editions back to 1878 are available online.
When compiling trend data, the students may need to use past editions of the Statistical Abstracts, but they must be sure to double check the table and data they are using because the tables, data, and definitions of terms may change from one edition to the next.

5. Step 1: State a Research Question
Examples:
How have family structures changed over the past twenty years?
In what ways are race/ethnicity associated with family structure?
How have employment opportunities shifted over the past twenty years?
To what extent is poverty associated with family structure?
Etc.
The class should be encouraged to share their personal definitions of family. This discussion should help them to remember that it is important to check to see how the source has defined terms.
For example, students often confuse “family” with “household.”

6. Step 2: Define Key Concepts
How do you define “family”?
Check to see how the data source has defined “family.” The Statistical Abstract defines family as:
“Family—The term family refers to a group of two or more persons related by birth, marriage, or adoption and residing together in a household. A family includes among its members the householder.”
Source: U.S. Census Bureau. (2005). Statistical Abstract of the United States Washington, D.C.: Department of Commerce, pp. 6.
The definition for “family” comes from the introduction to the population section of the National Data Book. It should be pointed out to students that although many agencies use the federal government’s definitions of fluid terms, such as family, not all agencies will be using the same definitions. They must be sure to read the fine print associated with each table they use.

7. Step 3: Identify Relevant Tables
Students should be reminded at this point that in many tables, the numbers provided must be multiplied by 1000 to get the actual population numbers.
It can be useful to remind students that they should be careful to designate exactly what pages are of interest before they start printing (to avoid printing the entire section). This should be done by selecting the “Current Page” or “Pages from __ to __” option in the “Print” dialogue box.

8. Often multiple tables must be used to answer different parts of each question. The students should explore how and when each set of data should be used, as well as how the different data sets can be combined to answer different questions.

10. Step 4: Enter data into a database. Create a graph
Step 4: Enter data into a database. Create a graph Average Family Size by Year
Creating a graph such as this one can be done either in Powerpoint or excel.
Source: U.S. Census Bureau. (2005). Statistical Abstracts of the United States: Washington, D.C.: Department of Commerce.

11. Interpret the Data to Answer the Question
Describe what you observe in words
Compare and contrast the data
Consider how the trends might impact work-family experiences