- The major purpose of this study was to develop a guide to teach
family clothing at the twelfth grade level stressing decision-making in
An interview-questionnaire was administered to Canby Union
High School senior girls to discover information about their families,
to find what they believed was important to learn in their instruction
in a unit on family clothing, and to find how they would like to be
taught family clothing.
Sixty-three out of 82, or 77 percent, of the Canby Union High
School senior girls answered the interview-questionnaire. From the
results of the family clothing interview, a composite of a Canby Union
High School senior girl was formulated. Her father's occupation was
that of an operative and kindred worker. Her mother was a full-time
homemaker. No one but the immediate family lived in her home. Two children lived at home. The family lived on a farm. The senior
high school girl did no work other than her school or home responsibilities.
She made five garments a year. The father was more likely
to purchase all of his clothing than any other member of the family.
At least 50 percent of the respondents said it was most important
to them to know about the following areas of family clothing:
types of stores and their services, sales, attitudes about family clothing,
the clothing needs of the individual; the effects of income of the
family on clothing, climate, costs, and fashion trends; and suitable
or adequate clothing for infants, children, teen-agers, young women,
young men, expectant mothers, and people in middle adulthood.
Teen-agers, young women, and young men were the age levels
of family members chosen most frequently in which the respondents
believed topics of family clothing should be studied.
The composite girl regarded the following teaching methods
very valuable when she was learning about family clothing:
1. The students and the teacher should plan cooperatively what
they need to learn.
2. The class should interview clothing authorities.
3. The class should make observations of clothing for different
ages. 4. The students should plan and carry out a family clothing
project, such as comparing homemade children's clothing,
comparing men's shirts of different qualities, or planning
a wardrobe for a boy.
5. The class should examine articles of clothing.
6. The class needs to take field trips to clothing stores.
The concepts developed in the family clothing resource unit
were concerned with:
1. The influences which the history of clothing, the clothing
industry, and the legislation related to clothing have on the
clothing available to the family today.
2. The characteristics of families, family activities, and
family locations which influence clothing decisions.
3. The factors which affect clothing selection.
4. The factors which affect the clothing needs of individual
A variety of learning experiences and references were provided
to help the high school seniors understand the needs and problems of
clothing the family today.
Twenty-one high school and university home economics teachers
and home economics education graduate students criticized the behavioral
goals, behavioral objectives, concepts, generalizations, and
learning experiences in order to perfect the family clothing resource