The purpose of this paper is to indicate how the ambivalent posture of the government toward families has affected federal support of research on the family and studies of the family as educator. After an introductory section providing background information about American public policy, families, and education, the discussion centers on the fragmentation of support for family research. Specific topics discussed include patterns of support among federal agencies and diversity in support for research related to families and education. Subsequent discussion explores the uncertain path between knowledge and practice in terms of the federal emphasis on research utilization and the use of family research in education. The concluding section focuses on program priorities at the National Institute of Education. Current efforts of the Institute concerning families and education and the continuing dilemma for agencies attempting to support family research are discussed. Appended materials provide a partial list of family research supported by federal agencies and an organizational chart of federal interagency panels. (RH)