|Abstract or Summary
- Concern over the apparent lack of education for personal
and family living for high school students prompted
this study to discover the beliefs of British Columbia Home
Economics teachers regarding classes for Grade 12 students.
A questionnaire was constructed to obtain the opinions
and beliefs of Home Economics teachers concerning the following
1. Who should take such a class? Boys? Girls?
2. How should such classes be organized?
3. What beliefs are held about
a. Home Economics today?
b. organization of a Grade 12 class?
c. how much present trends should influence
teaching Home Economics?
d. goals for a Grade 12 class?
These questionnaires were mailed to each Home Economics
teacher in British Columbia. The data from them were
tabulated and organized into tables so that it could be
analyzed and evaluated to try to determine what teachers
believed about classes for Grade 12 students.
The date answered major questions regarding the organization
of a Grade 12 class, teachers' beliefs about Home
Economics, influence which trends of the times should have
on teaching Home Economics, and goals for organizing student
The majority of the respondents in this study indicated,
when asked specifically, that they preferred a Grade
12 class for girls. When asked, however, for an opinion on
general beliefs, approximately half of them believed that
boys should also be receiving some Homemaking instruction.
On the assumption that the curriculum were to include a
required Grade 12 class for boys, respondents were asked
for an indication of their beliefs regarding such a class.
Teachers felt that such a class should be elective, include
laboratory experience, and be of one year's duration. Most
believed that family living should be taught in the home as
well as at school, and they recognized that organization of
a co-educational class would need to be different from a
Some of the beliefs accepted by a majority of the
respondents were that teachers should emphasize more than
the areas of foods and clothing, be responsible for encouraging
an interest in careers in their field, interpret their program to the community, and exemplify their profession.
They believed that organized educational experiences
contribute to improved family living, that schools
should be providing students with meaningful experiences to
help them in all aspects of living, and that their
teaching should help establish values and increase an understanding
When analyzing data regarding the influence trends of
the times should have on teaching; Rome Economics, some
respondents indicated a lack of awareness regarding some of
the social problems in today's society, and a lack of involvement
in community affairs. Some seemed also to be
unaware of the changing masculine-feminine role. In most
cases, teachers did recognize that trends in society should
have at least much or some influence in teaching Home Economics
Teachers indicated, in the way the goal section of the
questionnaire was checked, a lack of experience end opinion
with respect to teaching boys in the Home Economies department.
Three conclusions to the study were:
1. It would appear that British Columbia Home
Economics teachers show greater belief in a
broad Homemaking program than is indicated
by the scope of their present curriculum
2. The way many of the respondents checked
the questionnaires it appeared that they
did not understand the changing concept
of the masculine-feminine role.
3. Apparently Home Economics teachers who
have not taught boys are somewhat apprehensive
about doing so and would therefore
prefer to teach girls.