- The major purpose of this study was to develop a resource
unit in family life education for boys. To plan this unit, which was
divided into two parts, personal and family relations and child development,
1. Surveyed the homemaking teachers in Oregon to discover
who taught boys homemaking classes.
2. Utilized the experiences of a selected few in planning the
family life education unit, and
3. Using all other possible resources, finalized the unit.
To discover what innovative classes were being taught in five
areas of homemaking, a post card questionnaire was sent to 285
homemaking departments in the state of Oregon. Of the questionnaires
sent out, 114 were returned and 111 (39 percent) were returned
in time to be used. The breakdown of innovative classes was as follows:
33 schools had boys homemaking classes;
22 schools had family life classes;
17 schools had specialized classes;
14 schools had coeducational classes;
13 schools had consumer education classes.
A total of 13 of the boys homemaking teachers agreed to be con-.
sultants, so they were asked to spend not more than one hour discussing
their class on a tape, using a tape recorder. A tape was sent to
them along with a list of questions to be answered.
Based on the findings of this study, the following conclusions
1. There is a small percentage of boys classes in Oregon,
but judging from the 111 schools represented in this study
this percentage is greater than any other innovative program.
2. Most of the home economics teachers felt the boys class
would be most beneficial if taught at the senior high level.
3. Authors in writing about boys homemaking seem to believe
that it should be taught differently, but the majority of the
respondents did not feel that they taught boys much different
4. The respondents felt that bachelorhood should be emphasized.
They recommended that a study be made on personal and family living needs of the adolescent and the young man
before he marries rather than emphasizing marriage.
5. There seems to be a need for courses emphasizing changing
roles of men and women, consumer education, and
6. Many of the respondents stated that they taught predominantly
foods because they needed teaching resources in the
other areas. They particularly stated that they needed
more in depth curriculum planning for boys homemaking
units in family finance, grooming, care of clothing, and
7. There is a dearth in the recent literature on the characteristics
of the adolescent male and studies in either boys or
coeducational classes in homemaking education.
In light of the findings in this study, the investigator would like
to point out the need for studies which answer the questions:
1. At what grade level would boys gain the most from a consumer
and homemaking course?
2. What characteristics of adolescent males are important to
recognize in order for maximum learning to take place?
What teaching methods are most effective in teaching boys ?
3. What are the characteristics of the most effective teachers
of boys homemaking?
Other curriculum studies need to be made in the consumer and
homemaking areas of housing, household equipment and home furnishing;
consumer education, personal and family finance; personal
and family relations; and child development. Another curriculum
study needs to be made emphasizing the changing life styles of young
men so that homemaking will attract more boys and be taught by
meaningful and exciting methods.
The investigator developed a resource unit which contains concepts,
generalizations, behavioral objectives, learning experiences,
and resources in the areas of family relations and child development
for boys homemaking classes.