Family structure and background have been found to play a key role in the intergenerational transmission of marriage and divorce: certain youth will have more stable and satisfying romantic relationships in adulthood because of the ways their parents reared them, and because of the role model relationships they have observed at home and in their communities. High divorce rates and increasing rates of nonmarital childbearing have lead to popular and political concern over the relationship legacies youth are inheriting from their families. Among the interventions that have resulted from these concerns is high school relationship and marriage education, which aims to teach teenagers relationship skills, the differences between healthy and unhealthy relationships, and to develop proper expectations for marriage. This dissertation simultaneously seeks to better understand the characteristics of the relationship legacies teenagers are carrying into adulthood as well as the ability of high school relationship and marriage education courses to affect their relationship skills and perspectives.;I use original qualitative and quantitative data collected from six high schools in Florida and Oklahoma. Regarding teenagers' relationship legacies, I find in the qualitative data that these relationship orientations crystallize along two primary dimensions: relationship skeptics versus relationship believers and those from higher-risk versus lower-risk family backgrounds. These two dimensions result in four groups of teens with distinctive approaches to relationship communication, divorce and commitment, strength of relationship efficacy, and sense of the appropriate timing of relationship behaviors in the life course. In terms of evaluation of the relationship and marriage education intervention, quantitative analyses show that these courses have the potential to strengthen students' relationship skills, although results are uneven across schools and different types of students, with an indication that students from married-parent families more consistently benefit. Qualitatively, we see that the initial differences in relationship orientations appear to filter students' experiences in their courses, with the four groups focusing on different course lessons and absorbing different information. That is, while these courses can affect students' relationship skills and teach important relationship information, they do not seem to be able to fundamentally disrupt the intergenerational transmission of marriage and divorce, with students remaining on the pathways they have been set on by previous family experiences.
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