Attitudes of eighth grade girls toward home-making classes in Washington Junior High School, Pasadena, California Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/cn69m787z

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  • The study was designed to answer the following questions 1. What do eighth graders think is important in homemaking classes? 2. Who do eighth graders believe should enroll in homemaking classes? 3. What factors influence whether eighth graders take homemaking? 4. How do eighth graders rate the importance of homemaking classes in relation to other subjects? 5. How do eighth graders describe homemaking classes? Attitudes toward the following areas and other related factors were investigated in this study. 1. Child development 2. Clothing, textiles and related arts. 3. Consumer buying 4. Foods and nutrition 5. Family relationships 6. Housing, home furnishings and equipment 7. Management of resources (use of time and money) 8. Homemaking classes as a recognized part of the secondary school program for girls 9. Value of homemaking classes to all students regardless of their future plans A questionnaire was constructed, revised, and administered to 176 eighth grade girls at Washington Junior High School, Pasadena, California, to acquire reactions to the five questions as they related to the nine areas and factors of home economics. The majority of the respondents (98 percent) were 13 and 14 years of age. Few respondents were in the 12 and 15 year category. Nearly 100 percent were enrolled in homemaking classes as seventh graders. Fewer than 20 percent were presently enrolled in homemaking classes. Findings showed that the respondents held favorable attitudes toward homemaking classes in general. Over one half of the respondents felt that most of the present emphasis in homemaking classes is in cooking and sewing. Respondents felt very strongly that homemaking should be offered only as an elective. Replies in the positive category most often suggested the type of classes offered in the homemaking program influenced whether eighth graders take homemaking. Over one half of the respondents believed it is important for the student leaving school before graduation to have some homemaking classes. The respondents generally implied the major goal of homemaking classes is the improvement of family life in our society. Positive replies indicated homemaking is a popular subject with students of all level abilities. Respondents strongly disagreed equally in the following areas. 1. Homemaking classes are planned more frequently for the less able student than for the able student. 2. The student leaving school before graduation may marry young and can learn homemaking skills after marriage. The following conclusions were reached. 1. The majority of the respondents held favorable attitudes toward homemaking classes. 2. Homemaking classes are interesting and challenging. 3. Homemaking is a popular subject with students of all ability levels. 4. Homemaking classes may show opportunities for interesting and rewarding careers.
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