A S'roIJI OF THE PBINCIPAL'S ROLE
IN
THE DEVELOPMENT CIt HOME ECONOMICS
by Joamw Ger:lts, B.S.
A Theas aubmttted to tbe raculty or the OraduateSchool, Marquette UntveraiV in Partial Pulti1lMnt of the Re. qu1remsDts tor the Degsoee of Master of Arts· in EdueaUon
Milwaukee, Wisconsin Juq.1962 ~CIIOWLEOOJDI1'S
!be vrlter 1I1abes to ~.a her ...pvat1tude to aU t.ho8e who generouaq afforded this opportuntty to pur.. gndllate stucH.ee
at Marquette Uld:V8mtT.
tnadd!~n-! the Wl'1ter wu1d ua togiftapec1al tbanka to !be _YereM~hn P. a.,nor, 5.1., Vlce-Preaiden'-'Aead.... c Atta:1re. • ~ . i. " I. ) ,, +
, . j' ,, " , , • , Dr• .rOM I"flInOft, and Dr~ WUlia fbei88n who bft gl'V811 80 81cb ot
tbeir Taluable experience, adT.1ce. and 8DCOUl"ageMnt toget.her with
a keen inalght into the field of rese81'Ch.
SbI also expresses her appreciation tor the help and
eo-operaUon accorded bar by Siater M. Cuthbert, 0.$,.'. t Head of the Home Econanic8 Department at Al"t'el"110 College, am SlaterM. CaroUta, 0.5.'. Acknowledgement 18 ala<) Made to the principals and facultq members ot the tour echools upon vh10h this •• based. i. G.
111 TABLE OF CON'l'SNTS
Page LIST OF TABLES • • • • • • • • • • • • • • • • • •• • • • • • • v IJTRQ1)UCTION •••• • • • • •• • • • • • • • • • • • • • • • • 1
Chapter I . STUDYC'JF HISTORICAL :DEVELOPMENT AND TRENDS IN HOME, ECOJIOOCS ,Enoo!'l'iOH Ii • Ii . ' • • • • • • • • • • • • · .' 5 II. STUDY (I' TlmORY AND PRACTICES IN SCHOOL ADMINISTRATION 19
nI. SURVEY C'JF '1'8E PRiNOIPAL' S ROLE IN THE HOME ECONOMICS PROGRAM IN FOUR SENIOR HIOH SCHOOLS • • • • • • • • •• 26
Adm1n1etratiw Conception of Home Econ<*lic8 Educat10n Ii 26
AdDd.aistraUft lIIpl-.ntat1cm.s of the OonceptlGID of RC1118 Bconca1,C8 •••' ••••••••• Ii • • • • • •• 36 IV,. SUMMAR! OF THE PRINCIPAL FlNDI NOS AID OF '!HE SIGRDICAlfT COIGIJJSIONS COJfCIllNDlQ THE PRINCIPAL' S ROLE II THE Ham ECOHCIfIGS PROGRAM OF FOUR SENIOR HIGH SCHOOLS ••••••••••••••••••••• 54
Su.ar.Y . Ii • • • • • '. • • • • • • • • . ' • • • ' . • '. . 54 Conclusions Based upon Each SChool ••• • • •• • •• 56 BeCClllllltndatioDS • • • • • • • • • • • • • • • • • • • • 64 Suggestions tor FUrther Stu~ • • • • • • • • • • • •• 73
APPENDIX Ii • Ii • • • Ii • • Ii Ii • Ii • • • • • • • • • • • • • • • A. Interrl.ew Quide • • • • • • • • • • • • • • • • • • • • 74 B. Sample rorm Sheets of SUl""1ey8 91 • • • • • Ii • • • • • • • BIBLIOGRAPHY • • • • • • • • • • • Ii • • • • • · ., . • • • • •• 101
tv LIst at TABLES
table Page
1. f.ype ot Discipline • • • • • • • • • • • • • • • • • • • • 28
2. Pr1naary Objective •••••••••••••••••••• 30 3. Source of Content • • .. • • • • • • • • • • • • • • • • • 32 4. Specilic Areas ot Home Econoaic8 .. • • • • • • .. • • • • • 3h 5. lfUIaber ot Aspects to Be Iacorporated into the Bame EC~C8 CurriculUJI • •• • • • • • • • • • • • • • • •• • 38 6. Bar. Economics Progr81l., • • • • • • • • • • • • • • • • • 41 7. Qual1t1cationa of Home Economic8 Teachers •••••••• 44 8. Type ot Student Enrolled in 80_ ECOnCC8 Based upon I. Q. • • • • •• • •• • • • • • • • • • • •• 49
.,. 1
ftl'RODUC'fIOI
Bacgpe!.t F~ S'!4r. \'tl$n tbI f11'" .trd.k ... I8n\ inw orbit, ~~ • • ttona w atud¥ and aa.alfse edUaUoul \ft'" an4 phOt1cea on all leYe1. _" 1D.teJl8i..t1ed. l4ucatora ~cae '"1"1 aoh coacetD8d with t.he goal od __ of AMrioan Kuoatton in C01IPariaoft with tho.. ot SoT1et Ruse1a. !be _eel ,. powel'Nl at... ill U.. ·of teuion t ••'ddent, bU.t • .,.11 tbough tbe nlu Of _DW ao.u.c. e_ be __, in ..aU:tq, the yalue8 ac~ Sa the taat,q, the t1nt _
JIOat u-p1ueable ceU of 8001e'" vUl save our nattoa. It t. ilIpen;Uft that, durlI.Dg tbe space age, IpIc1al eJIphaal. ahould also be placed upon t.ra1n1Dg atudeata to be leadanU tbe .., the
~lOC1oloa1cal \Ud.tt, upon which the etftole...,. of other
8OO1al OI'gudsaUo.. , the ehtarch, the aebool, and. tM state are depeJJJ.eftt.
'lhl8 ,.tatA ~ attatre U. 1n1pired high _bOo1 principals _,
0ft1.r' to aa.alfse their role 111 the adId.D1nraUon and superrtslon of t.he ttnt1re iM'tftctlou1 progra, but btatteJrlpt1ng to ..M.8 'tlleb !"Ole in tbII spec1t1a uea U . qu8ati.OI'l, bola ecollOlliC8 •
• ta.. ~* Stu.". Studte"1'81ate4 to tbe hale ecoaaalo.
~f'_ OIl the aecoDdal7 lew]. ha'ftl be. a.peat..d1T UDdertatc.a r.
I'l'UIIerotUl pointe ot 91n. lIow...r, recentl1' there lwa. been U,tJ.e or no work doDe speoU1oaJ.:q on the pr:tao1pa1' 8 role 111 the ~ ___ of ... ecoDOld.es 111 the aeeondaly school.. 2
~ ot M!t s'tudf_ By a.na.1.ys1ag the high school princlpal" rol. ill relation to the administration and supemelon of the hcae ecOl1OlllLca pl'O~ and bT· defining the g1". area o~ study, haDe ecODCllliC8, the present atuct.r wUl attempt to make· a 8tat4mfmt of t.he principal'. conception ot ha. ecODOld.c., to ~ze tli4' pt1Deipal.' e t'Ole 1n the. dtave1OJ*1lt o~ home ecOIlQIIicl 111 re1at101l to CU1"l'1Ou1.\1IL devel~t, npernslon, teaoher qualification. 8tl14al1taelectlon, ad f1naDce .. awl to ou.tl.ineauggeate4 cOunlea ot action t0CU8~ 1lpOIl the tole 01 the princ1paL s.. thedeft1.opaent of b-. ec __c • .meatlon.
Spec lticeJ.l.y' , tb18 study w:Ul ' atteJlpt to t.nftW the tol101d.ng
·'r ') io t f ·,i· queR101l8t
1. 'What general conception do the toUl' prtncipala 1ntem..wd hava of home eoODOJd.•• as atleld ot stud;y 1B te~tton to t~ or 41eclpl1ne, prl.mar;r object!.,., eource otcon*t. aDd apeclt10 are.. ? a. What 1s t.he statue ot the adl1m.rat!:,. l'Ole of the tOUl" pr1.noipa1. in the h .priDdpat, a cono~tlC1l0t hoM .~c. u ' a Aeld c;fatud:r and hie adldrdatrati'V8o.h':fior relaU~ to thePMg~) this It'U.d¥ vas ·mada em. the ~$ of fov aenier high ecshOO1 priDclpal. in fo1Uo. • .,nior high achoala 1n a large metropolitan oity of the ~..1.. st~ ftut iDtQnu:t.1on ob\d.Ded tziallthe principals _$ lUPPl __ted by' 1l1terri.... wlth h,** f f f ( ,., ~ I 0 I l ,(. ,0\ V\ z:::-w I' W i' 'N ' :( .... .- IS.' r. ,... . 0 .' • •• • •N.... • "'" • it ...I.. ' -lSI' ' f r ~ ~~ ~ f r· l 5 . ~ ; t • ~ • ~ , a r 5 I ~ , ~ ! ~l·'. ' I~ ! I · I iii I I ! I I "... I , ! : i f ~ ( . . J .. : IV I , 5 at, # I ; ~ • I .. t ~ j I I J 3 e ...... 1.' .' i i ' . i , '!.. .. . f" '.. ' ' .' · I. f .,.... :. i r.. .. !.. 1i" I gil t I r~ II ~ ~ 1,. . J i. .· I.. . I I.· I :.. ~ J .~... ' . .i·· I -, .t· I f I: 4':, 1 f r .. f ~ I 5. J ; II :.. I ... .· l ~ . '" i .··· f Ii' C , I.•.. J I I i J i ! 11 ; f :; ;.. )1" ~ .;, .. ;: i I.·. I I.. I !i- ~ 1;'. ! , ~ a -~ I.'" r ' Ii Ii f OJ: J ~; ~ f ' i f J Iff 1 : . II I . i '.. :. J f .•· ttl : ! v'.·· ·I ; . !< I~.. l ~ IO .. i . I to f ,,[ ~~.. ~ f I• I ~ i J & ~ .. i g'. i.. I·· i '1- ~ I '.' . ' s.3.' i'. 11\ fl·. ... R .. J. I ', .....~ i ·fI.... . f I fa. . ~ ~ i • E:. ..•. fr;. E .. J" .... • flr;.:1.· !. .~.... a; '. ... ' . i"&: a. '.' '-f. ,!!r· Ii: ~l. ,ltl..' J : IO" ·e~i ~.&i;~ I. t1iiJ.·.·. 1.I,t!iil& ~ f I » It... • I · ~ it, . I r .· ~fll; !'!'~filil 1.•· lll. ~ iii. ~Ig· ·.·~l.·.· '. ' -1 , ~ ~ , 1.8 J ;I. , i ~ .. !. fa ~ I tf .1 ~ 'I " !, .. a i f i i ra.1"', • tf i ~ r t.t s CHAPTER I STUDY OF HISTORICAL DEVELOPMENT AND TRENDS IN HOME ECONOMICS EDUCATION In a relatively recent issue or New York Times, it is cited that the home has been lcnown to man eftr since his most pri.m1tive ancestor first discovered that a cave was a good place in which to get away from the elements and the prowling beasts. Economics has been studied by man in one way or another for thousands of years •. Yet the ultimate marriage or the two into home economics had. to wait until qaite recent times, to not mueh longer ago than halt a century.1 Home economics. resulting tram & Marriage between the eoncepts or home and economics.. has been defined in var10us w~s. 'l'h1e series or definitions outlines the essential background trends in home economics. The Lake Placid Conference ot 1902 formulated the following detlnite statement :regarding the essenceot home econom1cst ROIIl8 economics in its Most comprehensi'V'8 sense is the study ot the laws. conditions.. principles and ideals which are concerned on the one hand with man's immediate physical environment and on the other hand with his nature as a soeial being, and. is the study .e8pecia1~ of the relation between these two factors. In a narrow sense the term is given to the study or the empirical sciences with special reference to the practical problems of house work, cooldng, etc. lHew Y.ork Times, June. 28, 1959. 16. 6 III tol'lliDg • c_lete det1D1t1on, hcMmtr, lt -.r be poeslble to cOD81del" helle· econcn1cs ae .. philosOphical subject, 1.e., a etud7 of relation, vh1le the subj_cte on vb1ch :I. t depend8, t.e. ecenomc., 800:1.01087, oheJl:letr,y, h7g1ene and others an eap1r1cal in thell' aature and concerned with events and pheno.ena.2 Ms tirst lengtlr¥ de1'1ntUon i1l9'01_8 a studT of relatiouhips. It pointe out clearlT that hoae econcmcs 1s not onl7 • ~ of tb1Dg. in lI8Il's ph7sical ell'rlroraent, but a study of the relaticmahip be1'Meen II&Il h1aaelt and . the various factors 1n hiS el1'91,., __n\. fen ;yeara later (1912), ~ econo.ics vas defiDBd by the "'rican Sa. Econoaics Associatl. aat Ad1stinctiveaub.1eot of '1n8t.ruction, including the ecoJlOllic, sam.taJoT, and 88stbeticaspec'te of food, clotJdni. am she1wr:t aa connected with their ..lectlon, preparation, aDd use by the tmdl.T in the ha. or b,y other groups of people.) In a.nal.7s1Dg this del1rdtlon, :we oonclude that 1t 1. narJ:'lMler than aDd deY1ates trca tbe _an1Dg of the 1902 det1D1t1on. In Deping with tbe tt. dur1ng which this definitioa waa foraulated, a t1ae in which scient1t1c research in tbe area of natural Ic,lenoe was PJ!OgI"8lsing rapidly, it is U1"lced by an emphasis 1q)OIl tb1nge. Consequently, the 1912 de.t1n1 t.1on lacks the ooncept of hOM econoaio8 being a et.ud7 of ths relationship between un and the factorl iD hi. p!:v'81cal emiro1lll8nt. In 1924, the lsaoc1ation of Land..arant CoUeges proposed the following det1n1\iont He. ecolKaics, ae a tield of bmaan knovledge, ..,. be det1nad '1 21. E. Baldwin, The AliI! Sya (Washington D. e.. ...rican B_ Econca1cs A,aaociation, 1949), is. 3Joumalof IIOJI8 Econaad.c,. IV (1921), 98. taken fttoal Lita .... an4-R. l.cEiPiii, IDGOducUon to HOM EcoDCaics (Chicago, Boughtoft M1ttl.1n C<*P&IV', 1945), 48. . .. . 7 iDel.,. all tho_ t.,tora vb1ch intluence the· c.tort aDd ettio1enc;y of bola Ute. h geaeral., home Ute __.11'riDg .. lnd1~dual l_l1el, but ~$ doe" DD.t eac.lude tl'aI t .. _ala of b.e economic. :the · . tIlplleaUon ot t'he __ factors 'and prJ.nclpl*. to ,Hung' in pooupa.4 ,: As., 0118 CaD see 1ft this def1n1t1On • ~ towanl' an _haa1~ 1QlOft a study (Jt JI'8lattonahipa. In ulciDg ..t. h'*8 ecoaom1cs lI.INI'Ia todq ) attentt.onia f acueed UpOn • CUft"eIlt det1rd.Uon tOl'lllUlatad by $later 'Mal7 ",erN, B.V.M." rust. pree1dent of the lata.oul f::atbol.ic OouncU on 1fom8 , I~c •• 1tOJIt ecoaomioa 18 an ,tntepatbg tiaoipl1De vb1bb 1n ~ cb>_ upon.. ' oorre1.a\$8, aM applle,sto,ro'bleu of pel"soDlll ~ t8Jl!1q llv1tlc . +be kDowledge aDd techniq1as.8 of baale dt8C,tpl1ne• • ~ , Ba-.t upon ,this current d..tift!tiGn-, 'Whicb 1Dcol-pOrats • ...,. hld81Mfttal concepts ~f the previoual,. enuaerate4 dltt1J4tlona, tbe 1Dtegratiltg f'wlctlonot hOII8 economics 1 ••ear17iUutraW . ttu.Brou autbor1tie.1ft tIie fleU 1IOUld agree that tbls lntegrat4ng, :tVnctlon wbtch locu... upon the tJaprovement ot taU,. life 18 tod.a7, as 1t .. concei:'f84 b7 the manatora ot ~ ecOD "( j r rt -t t -- :; : IJ ~-B1ghth Alnmal(",oaveft't1OD of the· '.8GCiaUon ot Land Gran, Colleges (IO'ftJIlbel' 12-iL. 1924), P:rooeed1S.. 291. laken trftt Ibi. ~ , 49-49. iSlsterK.,. ft.erre, B. Y.H.. lote. fI"OIIt ~s 11l 8~ EOOnoud.C8 ldeatiol\. St. ~8 V1d.Yeralt¥. 19S2. 8 The development of home economics is closely related to the historical development of attitudes tQward women. The development of attitudes toward women is particularly evident in the statements ot ear~ Greek and Roman philosophers and in the works of Dante and Shakespeare. The development of home economics has also been essentially tnnuenced by the developmental the education ot wonten. Specific, factors in the development of .AMerican education for women that were important steps toward forwarding the home economics, movement are the establishment of dame schools, which indicated that colonists recognized the need Gf instructing all children regardless of &eX, the establishment ot schools founded by women tor women; the development of t,M cooking schools; which was important in forwarding the home economics movement in the EastJ and the passing oftha l-torrill... Land-Grant Act, 1n 1862, resulting in the establishment otLand-arant Colleges, which was an important step in the 'history of home economics in the West. In view or the numerousintluenc.es affecting t·n.e -developaent ot hOll8 economics, it is worth-while to br1etly study the tirst direct influence on home economics, the Lake Placid Conferences held annually trcm 1899 through 1908, particula.r~ the First, Fourth, P1tth.. and Tenth Conferences" After considerable discussion at the First Oonference, the name "Home Seonomics" was agreed upon as the title tor the new field of study. With this, such names as "Domestic, Science," ftDcaestic Ecol1Ollr1',," ":Houaew1fery, It and ItHouseho1d Economics" 'Were no longer acceptable. '1'he Fourth Conference, in 1902, was high lighted bT • definite statement ot the complex nature ot home eoonomics prev1ou8~ given on pages S and 6 in this study. 9 At,' the 190) conterence. the purposes of home ecooondee waN presented 1n tbetOrRl ot a Creed by the lnsUgator aDd f'1rst pre81dsnt of the .&.riC8D flame Economies Assoo1atlon. Mrs. &llen H. Richards, . fust waaan to l"8081v8 a B.S. and a pl'Ofes,sorsb1p in cbam18tly at HaasaehulJetts Institute ot Te,cbnolc>gy. The purposes ot bolla economies are as foUowet HOM8 ECONOMmS STANDS FOR The ideal home ur. tor todq \1Ilhampared by the trad1tions ot the paat. The utilization of all tbe resources ot aodem scienee to 1mprow t he home life, The treedom ot tbe hGII8 trca tbe c:iom1naDoe ot thiftgs and their due IUbordlnaUon to ideals. l'be s1tiq;>lie1tv in 1II4.terlal surroundiugswbiCh wUl IlOst tree tbtl .spir1t tor .tbe more iIlportant and permanen~ interest of. the home and socie tY'. 6 At the Tenth Lake Plae1d Coaf'ereDC4t, in 1908" these h1story-eaakUg conterencea CaM to an end wi ttl the fUUUb!ent ot their pr!.mat'y purpose, the organization of the .American Heme 8eonom1csAssoclation. the second direct 1ntluenee upon the developlllent of home eeonom1cs ~ .l8 1nclusive, and forcatUl u the take Placid ConfeNnces IDd ,. the organ1z",tionot the ADterican ~ Economcs Association were UpC)1'l the develo~nt of home economics, their' total. contributions wre dependent upon and presupposed the federal acts affecting home economics. According to Hazel 'f. Craig, with the exception of trades aDd agriculture I no other torm or education has "eetvedthe 8IIIOunt of Pederal Aid given hClJle economicse; The most important aotcs o.l Congress 6J81dw1n. 02- .cit., 17. 10 affecting the growth of home economics are 1 1862 .... The Morl'iU- Land.-4rant Act 1887 - The HatchBUl ~914 ,- The 8ml th~:ver Act ' 1911 - 'The SI'n11.h- Hughes Aet 192$ .... file PuJ!nell 'Act 1929 .... The Geo~-'Beed Act 1937 - The aeorge..Deen ·4ct 1946 - The Geo:rge ..Barden Act? !bus. the three~or faotors in the devel()pllellt of 'home eConomics, the ·t.ake nacid 60nterenees, 'the flstablishaent 'or the _rica ROIls EConomtC8 usoOiation" and tba ;Fecieral Acts affect1vg home eeonom1c8, oan b'e summari.~ed and seen in their proper perspective' in the following statement so well";knoIm to homs econollists. The Lake Placid Confe'l"erlces gave l'J.Qne economiclI ,. start. tbe "-r1can H., 3col1Olll1c8 A88OClat1on 'cont1rlned ~ ~.a- strength to ita ~ss and the GoftrtlteJlt provided the tOols With which to do II better job. 8 An integral part ot the historical d.evelopnent of hcae economies would be ai88 if a study of the educational trenda ~ home ecQnOmie, ' ! • • • .' \ .' ,' " ; , . were not c~lde:re4. Tbe educationa1 tnnds all be di.cussed v.\'t.b1n the f'l"amework of three s1gD1ficant periods, the t1n\e of the Lake Placid Conference. (1899-1908,). the te~ar peJ1.od following 1',116 Lake, Placi4 Cent.renee, (1910-1920). and the ts. tberear~r • . J P . OJ I . , , . 7Rdel 1'. Craig, ?i-nato" (JrHome~!lO!S0! (llew York City't Practical lome Economics. 945), 2). 8lbid. 11 J'I!roiIl tlMJ beginning, the purpoae of the Lake Placid CoDterences ... educational,. dealing with the eCODOldc dd sociologic'" etud.T of the __ and with problema of right 11'f'1D1. A.ccorcl1DI to Uta Bane. the ,gist of E" H. ,R1cbards I pbUosopby and conaequentq' the phUosopl\Y upon vb1.ch educational advancements 1D he-. ecOllOldc. were baaed 1ft the tlrat. Jean ot its existence' can be tOUDd ill the toUovtng atate,lIIDt of Mrs. R1oh&rdaa Control the material tblngs which lie abOut you pd aalc.e utural aDd. eoc181 torces 40 your biddUg. in order that ;you ..., haw t1IIIJ and energy to aa1ce We beau\itul. aDd gracious and worthvhUe.9 Through tld.s staW-nt. ODe em conceive and appreciate the high standards. 1deals, and ideas 80 characterisUc of tld.s period .. .n as the opportUD1ty the_ conferences gave the early leaders to exobange their ideas. to1'llUlate new plana, and dispense 'Valllable 1ntoraation related to thell' field. During the tollow1nc peri04(191o.1920), baM econcn1cs .. urked b.r a Cont\tSiOD of purpose. !he high staaduda. ideal.. aDd ideas ,~f the earq hOIIB econaaiata beCaM' panialq lon in taw npid growth of the f1eld and through tbe los. of Mrs. Rlcba1'da' 1eadeNhtp. lIoN OODCretel.T, ~ h~ ec~. no loDger CODA_red t.he t-u, &Diita bIpro-.nt the prl.Jaarr ObjecU_ or rellpOUibil1tr of~, ecoDCa1c.education. S~ tactors cOD:t.r1buting to the nnlttng CODtuaiOD of purpose _" tl)e tollovingt 1. 'lbe natural sciences had deftloped rapidq 1a oontrast. to the IIOc1al sciences,. d. ha'ri.ng gained acadaic reepectabl11t7,. '," 9Lt.ta B_,. ,"' 'the Ph110~,' ot the Early ReM IcOJDdsts.' loumal of Sa. ~~. LI (SepteJIber. 19$9), S41. 12 _re being required of college students in large measure in all new curricula. 2. Society vas finally demanding 0.011ege programs appropriate tor womenJ and home economics, or1\ginal1y conceived tor all members or the family, fell into the e.&S1 trap of concentrat1ngon the needs of women" often to the detriment of 1ts orlginal purpose. 1. Wi th home econoDdcs firmly placed in the college and un1'fersi ty picture, faculty members felt the pressure for specialilation characteristic of academic lite at this time, a pressure that resulted in widespread effort at m1d.century to recapture the liberal or general concerns of academic lite. 4. Where home economics was lOeated in Coll.g~8 of Arts and Science or in general higb school programs, the emphasis often continued on theory alone.,. with but 11ttl. realistio relation ·ship to home conditions and values. • S.Some elementary' and even secondary schools reverted to the 18th and 19th century pattern of training chiefly tor housekeeping sld.lls. 6. In both school and popular educational programs ett1c1ency, which 11&8 the test in the new industrial management IIOvement, oame to be thought of too often as the test of good home management, wi thout mu.ch relation to the other values of family lite. 7. Research, _agerly' financed, progressed slowly, largely confined tochallistry and the biological sciences and chiefly bound to Agr1.cul ture through its federal and state funds. 'lbere was relatively little investigatioo of the family itself or of cUrrent heme conditions, either urban or rural, though those (by prior commi tmeat) were the focus of the enterprise. 8. The cooperative Agricultural Extension $ervice..... , came into beiDg in 1914. Home eeonOJlic. was written intO the law as a mean. to help farmers' wives; home ecollOldcs vasthu8 linked to 19nculture in the public mind. This inttiated a trend vb1ch brought public funds to nOlle economic. later, for research, tor extension, tor high school teaChing, · and tor teacher tra:i.ning. At the, S81l8 time, this trend contr-ibuted to ~ars of confusion about the purpose of' home economics. 9. Tbe Bureau ot HOIIl8 Economics in the Un!ted states Depan-nt of Agricultur., tinal.ly created in 1923 to administer the developing research on consumption of agricultural products, furthered the erroneous public impression that home economic. was a part of agriculture. 13 10. Federal research grants to the at-ate Land.Grant institut100s -roe first au~oriBed for home economics in the Purnell Act ot 1925. ... The use ot the tenn"Home EConomics. tor research covering only one 01' two phases ot home ille contused agrieulturalists and home econOJltiets in the Land...Grant Association and elsewhere and bewildered, administrators or general research. It i$ no wonder that the pubUcat large tailed to understand the scope and meaning ot home eeonOJll1.cs. The consequent lopsided factual. foundations of hoJIle eeonom1:cs resulted in s1mil1al"ly Ul'Jeven p.reparation ot its leaders and hence, in unequal prograa offerings at all lewIs. 'the self.. perpetuating confusion continued past rdd-century. 11. New vocations came into being during the second deoade ot the 190(l' a and later, and home eeoDOlll1cs divisions in higher hlstituttons lIOn students and some appropriations lr.r oap!talislngon the vocatioDal value ot their progJ!'lUIls tor dietitians, designers, and teachers, without necessarily auch concem for their responsibility to fam111es.10 1he results of these existing tactors, trends, am conditions in home economics education, during thia second period. haft been I!RI1IIIIl81"ised as follows. Thus it vas that in the years 1M.edia1#ely following 1908, practices in the home economics programs of' several agencies and educational le,ve1s were not all in keeping wi tb tb& Vision ot its early leaders_ ... The period between 1910 and 1920 walt one ot rapid expansion at all levels j but 1 t brought contlieting pressures and alliances not favorable for the most satisfactory development of home economic.s as an integrator or the seiencea and arts in service Qf all aspects of a democratic f'amily lite.ll Because of' the continuing e1tol1;l.tion ot home econom1cs and the need for .reconstructlon after the second period, it is coneei.ahle that the period following 1920 W&8characterized by a change back tattle basic and original philosoplv" as exempillied in the Lake naeid det1n1tion 109. K. Henderson, ~eV8loP!"nt of Home Economic8 in the Un! ted States (University Parka The Pennsylvania State University Coiiege ot 'HOM Econanics, 19;1&). 1... U. llIbtd., 11. • 14 ot 1902. the, Creed of E. H. Richards. am the works and a.cbi..va.nt. ot IIq' or t~ ~ar17 outstanding leaders in baas econalica. !be broad purpO$$S or objeetives of home economics ha..,. been formulated in a Yarie:ty of wqs. BOV$ftr', the one buia upon which aU. objeet1'Ves are concentrated is the conception of home econom.ca .. 811 iDtegloator ot all the buic disciplines in eerviee to all aspects of tud.~ lite. A recent statement concerning the obje:ctives Ol" fOQUlt of m. 8CODOIdcs was formulated b.r the PhUoeopby and ObjGctivee Comm1 tt4M ot the American Home Eoonomics Assoclat:1on in 19,9. ,l!caeeconomics 1s the field ot knowledge and service pr1marl~ collOel"D8d witb fJtloengt,heningt~ life through. ednaatUg the iDd1v1dual tOt! ta1l.7 11'9'1.ng iJlproving tbeservioes and goods used by taraU1e8 CODdncting reeearch to diacowr the obaDglna DMda of 1Dd1;dclua1. and ta.mU1es and the memaor aaUsf'yiDg the" ll8ed8 turthering co.nm1V '· _t:l.onal.. aDd world ccmd1 tiODS favorable to f 81'Ilily 11ving. t 2 The saae CODId ttee pointed out the direction toward lIhicb haM econc:alcs progress should !lOve, We beUe..,. that tbe clearest new dUeot1_ tor bo. eoonca1es la. to help people 1dent1fy and develop certain fundamental COJIpetences that will be etfeotl..,. in personal and t~ ,11viDg regardleu ot the pariioular cUeuutanees of the indiVidual or t8illl1q. FtmdalMntal to effective 11'V1ng are the compe:tenc8s to. estabUsh values which give a;aning to personal. t..tll". and C create a home and comm:un1 tyenVironment conduolva to t.he bHJ. tJ\Y growth and de'V'elopment of all IIl8Ilbera of the tam1l7 at au stagee or the r~ cycle l2Hc.e BcODadca-1iev D1ree14!Mt A StatAtllalnt or Pb1102 .a Obieet1fta (lUiiliigtOn 'ti. e., -'-nOM l .. icOiiOidos Aa8'Oda:oJl. ir9J. 4. . 15 aohieve good interpersonal relation~hips within the home and within the community nurture the young and foster their physi~al , mental, and social growth and ru,velopment make and carry out intelligent decisions regarding the use of pe~sonal, family, and community resources establish long... range goals for financial security and work toward their achievement plan consumption ot goods am serv1~es-inelu.ding food, elothing, and housing-1rt ways that w-ill promote valuesarA goals, established by the family purchase consumer goods and semees appropriate to an overall consumption plan and wise use of economic resources perform the tasks or maintaining a home in such a way that they will contribute etreet111ely to furthering indivtdualand fandly goals enrich personal and family lire through the arts and humanities and through retreshingand creative use or leisure take an intelligent part in legislative and other social action progr&l'l1$ which directly affect the welfare of individuals and f amil.ies develop mutual understanding and appreciation of differing cultures and ways or Uie, and eo-operate with people ot other cuitures who are striVing to raise levels ot It-ringl) OUve Hall and Beatrice Paolucci in ~eae~ Home Eeon0l!1_~~ point out that the foregoing statements are typical et the current point ot view concerning the purpose of home economics education. They are indicative of the fundamental reasons VbY home economies exists as a field of stu.dy and the ends to which it. asp1res. 14 ~------. ----, ------~------~ 13Ibtd., 4-S. lLouve A. Hall and Beatrice Paoluoci, 'l'each.1'!S Home E;oonom1~s (New Yorks John Wiley & Sons, Inc., 1961)" 102. . 16 To illustrate that these general. ob,jectives or purposes ot home economics have not remained mere meaningless abstractions, this seetloD wtU discuss how various present-day leaders in home economies have attempted to clarify, and describe these objectives in specific,. vell- defined and appUcable terms. Among the present-day leaders 1s Esther McGinnis who. in aceordance with the fundamental objective of' horne economics. has proposed the fam1ly-eente~ approach 1n home economics instructlon. MeG1mds has identified the family.. centered teaching program as one that; 1. Relates all phases of subject matter to the entire life cycle of the family. 2. 'Pake. account of the cultural level or background from 'Which family members come as _11 as the one to which they ~,. belong. . ,. t 8 bued OR knOwledge O't the ooDdl tiona unt.ierwhich t'ami11es are 11ving today. 4. Emphas1zes the changing roles or 1Il8ft, women, and cb1ldren within the family. ' group. S. Relate. all subject matter to cost in tern1S of personal and family resources. 6. Increases student's ability and confidence in tnaldng deeisions and leaX'fting to accept the "rightness" of her own judgment 1n choice making. 7. Enhances the worth and dignity of each member of the family and decreases guilt feelings. 8. Develops eo.peteneies in the performance of Nut.ina homemaking tasks in W~$ which lead to enhanced respect tor oneself and one f s job. 9. Fortifies 1nd!vidual families to be tree to set their own goals '8l'¥i make their own enolces. 10. Emphasizes decision making wherein un1 ty, rather than conflict and bitterness, results trom differences. 17 ll. Provides practice in group proeeS8eS. 12. Includes learning exper1ences with oh11dren... frol'li Wancy through adolescence. 13. Provides help tor young people who are disturbedr{0l" upset about their family backgrounds and exper1ences.1;J , SO that £_1y 11ving ms.y be more concretely recognized as the toous of homemaking education in secondary schools. R. H. Loving and B. O. Hopper have further elaborated on the Qaneept ot tam1ly-centered hOJQemaJdng education and have ident1.fied the follow1ng fi'99 ~clt1.o ways 1n which fand.ly...centered teaching i'Ilq evol'991 Step 1. Understanding 81 tuationa confronting famiUes in the school community and of' recogniz1ng the over.al.1 hom.emaldng goals important to these families. Step 21 gnlarging the study ot the entire 81 tuation to deternt1ne problems that need to be worked on. Step 31 Selecting the problem or problems with which the indi'Vidual and her family are concerned. Step lu Planning waysot working on their problem. Step 5. .Summarizing and evaluating the Tlts ot work on all problems laced by' the homem.aking class group • .. Jacqueline deLugets\lJ.1llar1zes current trends in home econom1cs education when ·she asserts that. Acquiring the various skills of homemaking is the first otep short ot which no fUrther progress can be aecOlIpUshed, bu't the final goal. the main concern or WIY 'train1ng, 1s to cOllllUldcate • 15Esther McGinnis', "Family Centered fe,aching.,tt Journal ot. . Hame Econom1c8,XLlV (JanU8l"Y', 19$2), 9-12. . . . . - •• Sf 16R. H. Lov1ngand H. a.Hopper. "Family LiVing,· ·Journal of H~ Economies) XLVII (lI'ebruary, 1955), 89-90. 18 flair tor "management." rue, according t .o all reports 1s the keystone ot home economies ed\1ca~lon as adapted to modem women. 17 To c~eelve h!Ml!e economics as an interdiseiplinary study foeused upon serving the most basic institution ot society. the ho_.and to apply this concept to the development of home economics in the secondary sehool, i.e perhaps the greatest ehallenge lacing the nst majority or hOll1e economists toda;y. the amount of 11terature 1nthe field emphasizes t he un1varsaliv of this conception of home economics. However. no single te¢hniq~e or experiment has been able to resul:t in a claritieation of the principal t s toole in applying this concept10n to the develop!l8nt or home .economies on the secondary level. 11Jacque11ne deLuget. "1'he Oontribution of Home Economics Education to the Position or W()Illen in the World Tod.,-," J~ , ot Home Eeonom1cs L (October, 1958). 626. 19 .OIL\PUR It . STf1Dt or THEQlt AND PRAOttQES· il SClIOO1. AIJWlI8TRATI.OI to a-ttAlllpt .. clutn.catloll ot the pr1nclp&l.·, role 1D the anel~t ot baY. ecOQOlld.ca. it t. necen817 to look briefl7 lnto '. tMo17 arD practice. in schOOl wDdtd.etratlcm. A dettaiUonot adm1n1.trats.wtbe017 end the Nlat1oneh1p be __ theOl7 aid practice v11l be diecueaed. A ·tvtber ctl.8CN.a1oa on ,aapecte of adldn1etn.tlft bebaYlor, particu1ar17 tho- .lIP~.1'.4 1ft thl,· etuq.ournC1llua ae_loplleDt;l teacher Mlection; $1peJ"91s1on, .8.114 tt.Dance 1d,l1 follow. 8&l.pin 1n AdId.ld.gr&t!ve, Tbem1D,Jtugatlol nggesta that 0118 ..cept re1g1'. de~t1on ot tbeory,. htgl" , de11.n1t.1oD 18 a8 tollova, III order to p,roride. tor a tem1pol.og;r lfM.~b w:U1 lIOt ,conetantJ.,. iJrIo1.,. 11.1n '. \angle ot cOhtUa101l8, I p~ to detlDe .. -t.b.eoryit .... _t of QSWDl'tblons fm wh1ohc. be de~ved b7 pureq log1(1J04atbhatical pl'OCed'ltN.8 .. lv,er .., of elllpirloal Ian. !be theo17 U.n"" tum1ab8e _ "aut1oa of tile. emplricall.awa aia4 w:aUi ... the ~ nlaUYeq. bet&roge1WOQ .... of INbject utter obuactert•• d b.Y tbeemp1r1oal lave • ....n tbo~ 1 t _at be .saltte4 tbat then· 'e 110 abalp liM of ~at1on (excepi • P,lreq U'bltrart OM) between tbeol'et1cu. aUUJapt1oD. abd emp'lricall.. , thediSttAo'tiOll, at leut 10 the .... ot .. gn4atlon, 18 U1W1lnat1ng tl'Olll • _tbOdelogloal poUt ot 'flaw. One lIlore tea1nolog1cu. .suggestions ..,. balp. Lat "- ..* of eeientltlc q;plaaatloD wherevep more epec1t1c Or IIOrtJ deacript1;ve 8tat..nu ue de.rived honl mt)ft geD8l"u. OJ' JIOl'8. tvPot.beticu uSUJlpUona.1 1ft. ".1:,1; (t}trincipl•• ad hobl.1I8 .t '!beozoy CoutruotlOIl '" P8JObolocT,· ,Cu:r:NaafJteJd." _ . in_, _ _ t19cb!lg&1cal'th!W,. _ (19Sl). 182. 20 Theory then i. a set of principles upon which action..., be pred1cted. The valid1t;y of the theory is judged by the degree to wb1ch it can do 80. 'l'be eonnect1ng Unk between the two (theory and practice) ia the tvPothes1s" "which is a VIIJ of =-bigu~ relating the high order abstraCtions 1n the theoretical principle to tbecoQCrete phe~ that we 8.l"8 concerned about."2 It the predicted result OCOUl'l, the principle i8 wortb¥ ot turtber u.S it the predicted result doe. not occur, the pr1nc1ple lIIlat be recoh.ldered. Here one can see that theory aDd practice are not separated. Another aupport tor the tbeot7-pract1ce tntegrit;y can be tOUlld through an ob.rut1on or the practices of adm1n1str.. tol'8 . One eeeda to be aware ot tbe idea that theorising 1s not tbe ~xolulve doma1rl of the nuclear pb;ya1cist. The adilin1atrator is COD8tantll' uld.Dg 3udgmemte, choices, ad decisions. With little d1tttculv, ODe could detel'lldM the generalizations and aa~t1Ol'18 upon Wh1ch the adm1rd.strator 1s ,acting. The presence. of theor1l1ng in hUman behavior 1s 'clear to 8!\Y0bII wbobas inquired into his own behavior or observed carefully the behavior o,t others. Based upon the lJD1Tenalttq or t.bIot'1alDg and the detird.tion, Coladarcl and GetAs,ela etate that the tbeor,y and practice fUnctlou can be seen as necessarily 1ntenelated aspects or prot'easioaal behavior. 1'bsy further state that one CaD dial.1ke this state at aftaire wt 21. E. JB.Uer, "ea..nta on Tbaoretloal. Hodelsi muetrated by the DemJlopBent of a Theory of Contlict Beha'V'tor," lounaal. of Pe"U"'!)I' 19S].,82-100, quoted in A. P. Ooladarc!8iia J. w. OetHls. & ae 'nseoJ7 1D Educational Admlnistratlon (Standtordt SteDdf'ord ,I,. « _ I X»;; ' .= - . . 21 cannot avoid it. Theorizing and practicing can and do co.-exist. Beeh 1s an aspect of the process of i nquiry and, intelligently pursued. each constantly re...defines the other,.3 In these tenus, it can be recognized and accepted that the relationship between theonesand practices in administration is such that theories without practices JIl8\V' be empty and practices without theories are bUnd. This C)V8rviewof the nature of adndnistratlve theory and 1 t(l relationship to practices in administration will serve as a basis in discussing administrative functiOns,. namely the formulation ot a set of objectives for home economics education and the implementation ot these objectives in several impOrtant areas. 'l'be basic administll"atlve function is the formulation of a philosophy of home economics education. The development of this ph1losopb;y should include a conception Qr the type of discipline, prima'ry objeetiV8, source of oontent, .and .specific areas of home ecOllOllll1ca. Several implementations or 8dd1tional administrative functions result from this pb1loaophyot home economics education. The first of these implementations is that ot curriculum deftlopme-nt. Most authortties in educational administration geMrally consider continuous curriculum plann1.ng one of the pr1noipal's most important responsibilities. 3&. O. Smith, ·Science ot Edueat1on'":lclopedia ,of, Educational Research (MacII111an. 19S0) .. ll~, quoted inIbi ., 6. 22 The meaning of this important responsibility 1s well brought out by Krug when be asserts that. Everything done in the school adds up to the total curriculu.a claSS1"OOJl instruction, student actiVities, cODDllunity relationships. work experience, school parties. eounsel1ng.4 When analyz1ng the task ot curriculum building and speeitlcally the principal's role 1n this respect, the activities the principal ffDg8ges in imply tour major responsib1lities. 1. The construction or revision of the curriculum 2. The initiation of the curriculum ). Tba use ot the curriculum 4. The adaptation of the cur1"1cu1um 1'hu8" one can accept for the purposes of this study that the development of the true curriculum is under the ef fectift leadership of the principal. is carried forward under the direction of the teacher, aDd includes all the aetivities of the students. Since the major function of the school is generally considered teaching and since the process of teaching ls carried out by the teachers, 1 t 'beCaatS an essential problem for the pl"'1.ncipal to select and. develop a faculty that ls able to effectively carry out the edueational functions. Hence, another important administratlft practice 18 teacher selection. FactOrs such as the status ot the teaching profession, the rate of teacher supply aDd demand" amount of teacher tUl"'DOYel"J laz. A. Krug, Curr;iculum Plann1!s (Hew !OrIe, llarper and Brothers Pttbl1shersj 19S0), 6. . 23 factors related to locating prospective candidates such as application approaches, place_nt bureaus. aDd school vie1tatlon. quaUticat10n factors such as certU'icat.ion. experience. age, martial status. health, and requirements ot the particular pontion; and factors related to practices in seleetion such as application blank. referelV!8 blank, and interview all 1nfiuence teacher selection. Perhaps these considerations aM an awareness of an appreciation for the teaching profession and the qualities essential in good teachers will point up t.he importance of the principal's task in recmting and selecting desirable teachers. It. third factor in the prinCipal's tunot.ion in the hMe economics program iS8Upervision. When 41aousstng a modem definition of supem.sion. ,factors such as analysis ot practice. the ideas of teachers. princlpals,superrlsors. and superintendente. and the suggestions ot theorists pI.., an., illlpOrtant role. In general, supervision is an expert teclm1nal service prlmarUy concerned with studyingand bettering the conditions that surround learrd.ng~) In more concrete terms supervision rna.v be divided into three major functions as follows. 1. studytng the teacher.le~ situation 2. .Iq,roving the teaching-learning situation l. Evaluating the means, methods. and outcomes ot superv1s1on6 ..---- .. ~~~--~------~.. ------~--~------.... ------~----....-- 6n>1d.,- 21. 24 'l'o adYance a $tep further. Dougla.ss and Boardman in Supet;'!!sion b Secondai7 Sch,ools stress that in order to set up a desirable organization tor SUpervision in a school system or in a high school one should have a valid stateme.nt of principles or standards by which to judge the etticiacy of the organization. Sueh a statement ot principles tom.s a fundamental basiS upon which to define the. relation ships between the various supervisors, and to 88sign to each his field ot authority, responsibility, and .activity aDd at the eae time it provides standard$ U4lon which to evaluate the nature of the machinery tor carrying on supervision, the procec:lures used in the operation ot' the supel"V1sory organizat1on,and the spirit which animates the superviso1'7 effort. In summary" it can be concluded and accepted t.hat the principal t s supem.sory role is one of pl"0tessional leadership that uses all the available resources in the interest of improved educational services in • democratic and co-operative manner. 5tnce ver,y rev problems or school admiDistration do not involve tinancial consideration, educational. planning and improvement and r~ are inseparable. Aocording to Rosenstengel and Eastmond. the present-day concept of school finance is tar more than a group or figures, graphs. tables" and charts whioh give the anticipated income and expenditures tor a definite period of time. It is a complete story which te~$or the eo-opel"ative program which will improve community learning tor all people. Such a story tells of the cormrunityJ,s e~cat1ona1 development over the years and p1"Ojects the planning into the tuture. It points 2, out. those areas llhiJre improvement must be made to !lleet the ever {'.hanging social and economic conditions~ The budget m.aar 00 described as an over-all picture of the 800.001 as it is and what is desired ~ the people through cooperative planning. 7 Based upon these insights, one can acknowledge the tact that every priucipsl has a. decisive part to pl811n schoOl finance. Thus. this chapter was designed to briefly outl1ne tMory and practices lnscnool administration and supervision. This. in turn, will be the basis along with the historical de1lelopment. and trends in home economies for the study of the status ot the· principal. s role in the· home economics program in tour senior high 8Ohools. 7w.. E. • Roaensttlngel and J . N. !utAond. 'School'tUnc. 1_ i7S.Theory and.. Practice (New York. The. Ronald he•• e~.. US7), 26 CHAr'l'lRnI StJRVBYOI ms PRlIClPAL'S ROLl II _ JJOMI ICQICIaCS PROlUM .111 IOUBONIoa HIGH SCHOOLS bra are JIIiW&8peota to. priDOlpaJ,' a adIlin1.euaU". behavior. Moreover, lD this ~the .. ...nou upecteet adIl1n18Wat:1 v. behavior aN being studied aDd applied to hOll8 ecoDOllioa. 8aalc aDd fUrldameDtal to BIV'~ipal.'.adadms'"ttve role in a glvea area of atu4;y 1. his conception ot that field of ~.1'be"tore, \h18 .oUon 18 concerned with tMconceptima tov princlpd.. have ot home eCODDllic. relative to the type ~ dlscip11rJe, ~ objectift, 8O\U'C8 ot oontent, aDd $p8cltic anu._ Adad nt.tratiw Ocmeept1onot BoIIi8 Economics Education trpeot Jli.scd.pl1aa. In attdpt1ng t4 detendne what '\ype ot di,sc1pU.ne the four pr1nclpa18 conceive h0D8 economics to be, the princlpal. were asked wbethfl" they' thought bolI8 .coaam1cI waa an 1ntepatedd1scipline, a d1ae:1pltne drtlldng upon ...ral are.. to tOI"rl another area or .tudy. a ,non-integrated dS,sclpUne. or a purel7 -.catlonal discipline. The data reeulting fl"Oll thean8'Me1"1Dg ot this ~st1on are u tollows. TwopZ'incipa18 'class1t:1ed home econom:lc8 as a purel1' 'IOOat1onal discipline and the other two considered it an iategrated dieelpl.!ne as defined 111 this study. A more eoaiplete 8Ummu-;yot tbe princ1pals, 27 ~. econc:lld.c. teach_", and other' ... t.eubenclaaa1floatiOll ot tile DatUft of thed18Clpl1De of home ec0DCllt1.01 l. pnsented 10 Table 1. . ., , . "p1t. tbe 'f'&riet7 of op1niou. ~tiGll ot the tabl..1I1ll. -.how that S7% of the tok1 I'II~' pe:rcelwd b.-e ecODC*iOI .. an 1nteghted dtac1pu.n.. ODe ot the prinOip4... ted that, m.e. econoMic. vu c.n.iBlY· QOten integnted di_1p1J.J.netMt S'&tber a pl"aOt1ca a1dll. tN.:bject.. On t.he othe,rhaQd, one principal gaft hi, op1Jd.on b7 uldJlg, liI* there 8DTphaae of e_.1;l011 that. if not 1nt.egft~clt ·1i Still arJOt,he~ pJ"1rIoip.t 1J:ld1cat.• .d that. ewn though m. ecOlDllcI 18 t1'9qU8ll'ilT cond:dend Dml-int.4far-tBd. it 1. btUdC&1.l7 clOHl.7 ftlaW to -"'17 ot.bu eo.bject ottered 1n thiI. sch0t4 c\U'l'i$l1ua. the.. data an significant 1& So te .. t.... prinCipal.... ~ 1d.th a gNat deal of .,ertdDty aDd CGIlT.lotiGll the lntegat1DgQharaoter18tio of balleeconcaie. aBd c1earl1 etatad ...,.. aJKl how tbSs 1s pOl.ibl.e. 1'b11 In ~I. pa.Jt WdQld be ...-veal.a, theiJ'" ot what eontd.d&"4 the C'Q.J":Petlt eoaaeptlon. ot the Jllat~ of ht.IIe ee0DCll10a. on tNt otlMtr bmc1; the otller two pJ'1nc1pal. 8tated .-n _1"8 tOJllC.~ that ru-eooncat.c. 1.' a po.relJ 'fDaatlan&L dieclpUne. MI ... to be .. Ole. Snd1oat:1oD tba.t their conceptot ~. ecatlClalCI da"t.late• .tt. that 01 preMnt.dq ap81"b1 ,in the n..ld., Th11 18 probably the· _at 11Ipol'tclt .. h1gb.lJ a1grd..t1~ qwtatloQ del iDtoJ'llat1on ot the atwt.Y 1'8ldl_ to thtt pJ'1nClpalt • tQn4aental attitude towucl e.ntl. UIlder8tand1ag Qt hale ec~. aDd *PPlJ.catlatl to.dId oi.t.mi_ f\#lCU..... later aigD1t1ept .t .. w1U.1bOV. both ,ooaceptlon. ot th& nat~ 01 the d1.clpUne It.eelt TABtB 1 TtPE or nISCIPLDE - Catholic. Public Type ScChool A Scbool B School C School D Pr1n- H. E. o. A. Pr1n- H. E. o. A. Prin- H. ~ o. A. Prin- H. E. o. A. cipal 'fchra 1'cbrs cipal. Tchnt Tcbrs c1pal Tchrs 'tcbrs c1pal 'fchn Tchra lDtegrated ) 1 :3 1 2 1 " 1 Jon-Integrated 1 Pureq Yoeatlonal 1 3 1 I . CoIIb1natiOD Integrated aDd 1 1 2 1 Pureq Vocational Rote I H. E. Tehrs 1s sa abbreviated form torbc:l'lle econOl'l4.ce teachers. O. A. 'tcbrs is an abbreviated torm tor other area teachers. 29 ... to haw .apeclallyintluenced the prlDClpale' adldftitJtratl'9'81deas aD ~Ob~"tl!! ot U.- E;QODCIIR1U. lD _ eftort to find 11Y1Dg pi'Obl~. ecOliCa1o ptobl... , . or aol_"fio Probl.... -~ ,the PJ"1IIU7 objectiva or hcaeecOMllios ·edu.o.at1on. Ttl. nwl:b•• how'that ,aU. princ1p&1a with the uception or one tdlo dlLd not dlteo~retIPond to the q1WstlaQ did ·cObld.dlr raa:i.q UY1ng p~ the ~ object!. of h-. ecOlUll1c. le4Ucation. ti. tact and other l:a.fcmaatiyt nault,' an p8aented 1n Tabl.ea. ' , IWIl tbougb.pel'8OJ1al 11'VtDg probl... and at t:baes .1eat1tlc ptobl.. , _~ OGflSldere Thi. I'e...... iJ:ldlcatea .1;bat he had J)l)t thought througb the pl11"p086 of Mae· eccmc.d.c. ec1ucatlcm to tbedeg~ that. he ooale! 1!*JU1 tta p1"1JWiy ob3ectl.... I!!a- ,. 0£ 09!!!Pt of Ie! !fS--a. • detel'Sd.DattOll of the 8mU'Ceot content 111 bdae ec~oa ._ tpSlroehed bJ" .Uld.ng the pr1neipala tlbetMl" they thoQ,ght hella econcaica, (toe• .not, .c1l'_1lpCIl other baaic di80ipliDe., dta.va upon ~ or the bulc cRao1,pl' ••j 01" ..... 11pCDaU otthe basic d.iscipl.ines. ''UBI.K 2 .PBIIWtY OBJECTIVE - - Catholic PWUic - Objective School • SChool B School C' School D. PriD- H. E. 'Q. A. Mn- H. E. 0:. A.. Prin- K. E. o. J.. Prtn- R. E. o. A. c1pal 'fohN 'fchrs c1pa1. Tchre !ebra clpa1. Tchl"e 1'chre o1pa1 Tchr. Tchra Personal Living Probleu 1 Famq LlviDg Probleu 1 2 1 2 1& 1 1 1 3 1 ~c Probleaa - Sclent.Ulc Probleu Coabination 1 1 2 2 1 1 Indirect Response 1 1 Ii.... 1oef~ ~ t.· · '.. ·1·''. . ' II · Ir~'. i ,..', I· ..'. . !1· ~llii... ·.l.·' f -..' J·. . ~:l~.. (, i~. ' f! ~ I Q .. ~ = a . 1 - l ~ at. & ~ - .I. .. i : 8 ~ r ~ t I ~ : · • ~ t : i i ~ . 5 f I ~ , . a..... ~ ...... ,.. if !.. i ... ~'11.. ;. i I: ..· ' . . ill it o!. 1. if .I i Jil I!!i!~'~ · . r"l"'~ifl!;·'· !c. f .. 8 I. I .'. 1 j i.· f I ISo.",. £ I e. I!. ·=8rg(~'.~ ~ :1:.~ · ,slfl~ · I~; :f~ ,Ii i ~! ! Ii!! : t i: I! j; ~I ~ ! I i I .! ~ if i 1;11 J I .. . :. il i II 0 e ; f ~, 1,Ii t;i .. ... I~f ti;" .a. .It'li i, 0:1,; lilt-If Jt'fil, f .I. · r 1 !. : r: 1' j I ·1 f . 1 It ~ ' .. fl. ,. 14 1 ·. 1~11 il glff • Itt• ...· .. .. ~ oa .. " F t ;J DBLK3 600RCE. OF COITENT Catholic School B ScboolC School D Pr1ft- H. E. G. A. Prln- B. B. o. A. Prio- B,., E. Q. A. Prin- K., E. o. A. cipal tehrs Tehrs clpal fcbrs Teira clpal '1'C)bre' 'Tchra c1pa1 T'chra 'l'chr8 Doe. lOt DI"&V lJpO.u Other 8ale D18elpl1nes Draws tJpQn Sone of tbe 1 1 2 1 , 8_1e Disciplines Draws Upon All of the 1 2 f 1 Basie Discl pllDes 3) O~ areas of ho_ ecol¥ft1cs. 'ft1e principals 1J9re asked what they thought might be aome alilJ)8cts of' familyllvingincluded in the aeccmda:l7 h '!be responses to the quest!.on indicate that, two principals liere unable to en\herate 'aJ1T specllic areas w.b1le tne rema1ning two identitied 6 aDd 8 a:r..... Out of' a possible 28 responses, foods aJtd cloth1ng were the speclfic areas moat f:requ.e-nt1)r mentloJJ8d, 26 and 23 td.mes reiJp8cUvely. The M%t t1Io areas mentioned equally as frequent were COllSUlll&I" b¢ng and nu'tor1 tion (17 times). The spec1tic areas in 1:1oJIIe econom1cs and the frequency w:l.th which tbe,. were enumerated ... presented in Table 4. These data are 81gn1t1cant because. there 18 rtnealed on the pfUl't, of the principals a trd.D1Jaua and a lack ot aware_ss ot the aspects involved, in preparlrag .,. 1nd1vidual for tadl7 living. Thi. Ja1D1.mum. aware... otten times re8l11ts 111 a failure to Me the extent aad depth of' hclmftmald.Dg e S!'!J!!!%. Henee. in general terms, 1t can be concluded 'tbat the tour pl"1nclpals interviewed have a generally limited oonceptiOl'lof boDe economics. A more detailed aummarizatioft 1s a.e followst The pr1nc)1pal of School A clase1t:1ed hoIIt econOldc, as a purely Vocational discipline, did notdtrect.1.y re~ to tr. quesUcm OIl ..... tJJ3LE 4 SPI»IFlC AREAS OF HOME ECOliOOCS CatJlol.1c Public Areas SchoOl A Scboal B Schoal O' Schoal. D Frio- S. E. O. A. Prin..- S •. s. 0. , j.. Pr1n- H. 'E. 0 ... A.. ~ H.8. O. A. c1pal. !cbra Tchra cipal Tebrs Tchra c1pal Tchrs 'i'cb.rs cipal. Tcbra Tcbl'8 QbU,dCare aDd DeY; . 2 2 1. .2 1 1 1 4 1 CJ.othing .2 ) 1. 2 1 2: 3 1 4 .3 a.o~r BtqiDg 2 1. 2 1. 1 2 1 h ) '81I'1l.7 'Beal.tb 2 1. 1. 2 1, .3 , Foods 2 ), 1 2' 4 2: 1 1 h .3 H~ DecoratUJD 1.. 1 1 .1 4 2 lbIe~ 1 2: 1. 1. .3 .3 L...... _ ___ _ ~~. ~. - L...~ . _. " -~ . -. ; c ; ,Catholic Public A:reaa .. . School A School B Schoo1 C School. D Prla- H. g o. A. Pri.:o- H. E. o. A. Prin- K. E. 0'. A. Prin- H. E. o. A•• cipal. 'fe-hrs'. Tchrs clpal tchn Tchra cipal 'l'cbrs Tohrs e1p&l. !ehra Tchra - Household Finarlce 2 1. 1 2 1 1 2 Houebold lleehan1ca 1 :3 Houaing , lfutrlt101l 2 2 I 2. 1 2 1 4 1 Textiles 1. 1 2' 1 1 4 1 Others 2 1 2 2 1 2 ~ ;! ~ ~ ~ ! ~ a ';! i I t 1 Iii f I f I I ! ( I! a I ~ ( • ~ t r ( • ~ i l i ~ ~ I , r i I . - I ~ It - I ~ ~ .. ( .. It ... • I I ~ .~• I.' I.· I. 1 = r... 1 I. ! =.... ( ! Ii J- ,.,' , I I · J I ~ I • J I I I I , ! ~ . I ! Ii! ! , I I ~ I t ~ 1 .. I I ~ I : ttl I : f t i &t ttl · I i i ! t ! ~ I ! l ! 0 i ! l !; I I 11 It" 1 It~l f AJ" '1. ,= f: ~ j1li r-~t. til! gli t:; 4 ,~ ~ Ffa ; f : I -I: I ! « j -I: I · J I if· I i 'Dfl ;Sll."I'l i~ ~ I f I ' ! I f I ! I i I I! f ~ f = f ~ I ~ f I f C i I I I I: I I I: I I I ,i,' ~ ~ .G- ! I 37 financing ot home economics, s~sion ot home economics, and communication of home economics. Number of' 'pcts to Be Incomrated into the Home Economics Curricula. In answering the question regarding the number or aspects of family living to be incorporated into the home econcn1cs curriculum, the interviewees 'Were asked their opinion on the follOwing three alternatives. A) To otfer only one general homemaking course incorporating all aspects of family living in the form of a non-laboratory class, B) To ofter a specU'1c course related to each aspect ot family livingJ C) To otter courses in foods and clothing and eliminate the other areaS. The results reveal that the four principals each selected a different alternative, the only alternative not selected by the principals was the one suggesting only courses in foods and clothing to the elimination of the other areas, one principal was undeCided, and sO;C ot the principals and teachers intervie\i8d selected alternative B. A listing or the responses is presented in Table S. These data are important because the relationship between the principal t a concept ot home ecommic8 and the number of aspects of home economics in the curriculum 1s in moat cases closely related. From the acbdnistrative viewpoint, these da.ta. have definite implications regarding teacher selection because teachers with a well- rounded back grOUDd in many fields are required in order to teach all the aspects or family livingJ student selection because such a general homemaking course would be suf'fic1ently challenging for all types of students; and finance because ordinary i.assr'OaI1s would faeiliate the home economics program rather than laboratories. ~.ABL8 S mIl_ OF ASPECTS ro BS :nDlRPORATBD mro THE m»m m:ouOHICS OtJIiRXCllLtfH ~ 11. B. 0., .L. hi.D- ,8. X. o. A• frln- lt~ E. o. ,Ac ~ R., B. o. A. c.1pal. fCbt-a i'Chra Ii Ga:Jera1. B01IJe!Iak1ng COU1'8elnoorpofttiq ill Aspects 'O.t, 1. 1 'and.l7 LivlDg 'm the Formor.X~ ratol'7 Cl.ua B Gpec1fic CGUl"8esin Eeeb Aspect of 1 1 3 FamU.y Llmag C G0tfr88S iaC1o~ and'oods aud El1a1nate the other Areq , . ¥ Qathol1.c PubUc Alternatifts School. A ,School B School. C achoOl D . - Prin- H.. E. 0., A. Prin- B. E. o. A. Prin- B., E. o. A. Prin- H. I. o. J.. cipaJ. Tchrs Tchrs e'1paJ. Tears 'l'chrs c1pal Tcbrs Tchrs 'c'ipal Tehrs Tehrs :D CCDb1natian 1 1 1 2 1 I Undecided 1 1. 1 - 40 Another oonsldeJ"at1otl •• tbe m:.berot ha. acon*-es cn.reea ottered and the appropr1ate length of aIV' COJIpl.te hOM 8QODOII1C8 proograa. !be 1atem...... wre asked tbetr op1rd.oD of \M toUcnd.ng three rrequen~ propo.. d po8dbUlt1e., A) 10 I.a. ,.coiad.OIl f.a ju1ol" high ICbool and o. ,.~ or gaMral ~Id. requtred of all j .UD1o:n or __0"' . JJ) o..Jear of hOIII 8QODOII1_ ,.quind in junior bigh 8obool ad poaa1ble electS."'8 dul!'iDg thne ,.._8 or_Diot" high sOboOlj 0) One 7fJar of no. econcm.ca in juDlor high achool aIId .. ,-&1'11 ill eeJd.ol" high schoolJ f1l'et ,.ar requlred. of all IIt'adeDts and t.ht second year on ...1eoU.,.. buts. 'ft\e. 1tmIstlgatioa "_al.d that two 'pnnclpl1a thought tar.e' eOODOlliC8 .ahcNl4 be required £0'1 two ,..&1'8 in jlJDiolt high scbool, 1;ba otber8 thought 1t m.oulcl be .1la1Dated ~ . on. elect1... bu1e. Nore 1ftclua1"'17, the opbdoD8 ot all 1Dd:l'f1duala u ..... nlhed "SardiJ:Ig the .cNDt of hae eocmcalcs ottered In jwd.ot h1gh. 8Choo1 cam ~ ..-r1Hd and illustrated .. loUont IUaSnate ru:. econc.1C8 til .3U11lor b1paobool •••••••• W I1.ect ~ ecOllM1oa 111 jUDlor bigh 8CbOol • • •.• • '. • • • • 18~ ODe, ,ear of h<*e ••l101Id.ca required in jurd.o~ high scbool •• 22% , ~ :;":1: Two reara of hoE eOOl\Qlllics required lD jun10r bigh.chOO1 • ' ~ '14% !be CCIIplete 1'8aulte are pl'e88llted 111 Table 6. WbUe OM .rinc1pal tought att'oll817 lIgd.nat reaov1Dg ru.. __"e8 tr. the j1ud.or high sehool beeauae he thought that, 18 where tis tn-ot ~t1oa ahou14 beg1D, AbDt.ber pr1nciplll responded to \he quaattOl1 bT aaldbg~ __ ~ ..""ag 1D the 3UDior b1gh. Hltoo1 wilen b kids dOIl't, .""Do ... bOw to .N.t aDd 1fI'1 te? This 18 Dace • ..,. tirst. - P1na117, a third PJ"1DClpal 'TAU 6 BJHK EOONOlUCS PROOBAH* Poaa1bll1t1ea ,Sebool, A Pr1a- H. E. o. A. Pr1sl-' . H. o. A.. P'rm- H. E. o. A. Prin- R. '10. o. A.. ,c1pal. Tchrs TCbra, cipai Tcbrs f ehrs cipaJ. Tcbrs 'fOhn ci pal Tcbra Tchra JUIIOB. HIGH SClllOL, 1l.2J1d.nate 1 2 .) 2 , 1 1. &lect.1'V8 1 1 1 1. 1 One Year lequi:rad 1 1 2 2 'TWo Yean ReqU1ftd 1 1 1 1 ~. . Catholic Public Pos8ibU1t1es School A. School B SchOOl C School. D Pr.tn- R. E. o. A. Prin- H. £. o. A. Pr1n- H. E. 0 .• A. .Pr1n- H. E. o. A. clpal Tcbrs Tohn clpa1. Tchrs 'f chn c1pal Tchrs Tchre cipal Tchra Tchrs SESlOR HIGH 8::HOOL ODe Year ltequ1red ) 1 2 .3 HoreTbaD One lear Required 2 2 I Ilecti_ Throughout 1 2 3 1 1 1 2 3 1 4 .3 Bot Required 1 3 l. 1 ) 1 1 .3 *Because of the nature of t he question., someresponden~s selected two poea1bUl t1.es.. 43 was of the opinion that 1 t is absolutely wrong to take homeeconomics .out of the junior high school simply to make room for language. All the principals thought home economics should be offered on a pureq elective basis throughout all of senior high school and consequently not required of &n3' students. On the cont.ra.r;y, ten out of eleven home economies teachers and two out of thirteen other area teachers were of the opinion at least one and in four cases two years of home economics shoold be required of all senior high school students. This factor is wort.'ly of note frc:m the administrative point of view because it is so completely dependent upon the administrator' s basic conception ot home economics. Consequently, this implication resulting from the principal' s basic conception of the subject has further implications, which will be brought out later in the study. Home Economics Teacher. Relative to the starfing of a home conolnics department, the interviewees were posed with the question of their opinion on the qualifications 0 :" home economics teacher-s . In analyzing the data presented in Table 70n qualifications of home econonlics teachers, one should be aware of two essential factors, the regruat1onsof the North Central. Association and those of a particular schoOl system. The study shows that ot the three principals responding to the question, all thought an undergraduate, major in home economies was an essential preparation and that graduate study would be desirable. Relative to the type of training, one principal stated that he would strongly avoid employing a 'teacher with only praetical training because all home econancs teachers must be able to put home economics into the frame of the total aim of education. This saa interpretat ion 'fABLE 7 quALIFICATI ONS OFfDHI, ECONOMICS TEACHERS -- C·athollc Public , f . ~ .:I!i. 'SdP , Qua,Uficatl0D8 SchoOl A Schoal B School C School D Pr1n- H. E., o. A. Prin- K. E. o. A. Pl"1n- H. I .. o. A. Prill- H. I . o. A. cipal. Tchrs Tchrs c1pal 'fohn l'chrs cipal Tchra Tchrs Ci'pal Tchra Tchrs UNDERGRADUATE STUDX' Minor Sutt1cient 1 lIajor Bssentia1 ,1 2 3 2 4 1 2 :3 1 4 :3 - GRAmATE STUDt' I Desirable 1 :3 3 1 :3 1 l :3 1 4 :3 , Es88Dtlal 1 1 - Catholic Public ; ., Qualifications School. A SehGal B School C SChool D Prill- R. E. o. A. Pr1n-. B. E. o. A. Pr1n- H• . 1'. 0·. A,. Pr1n- H. E. o. .1. c1pal Teh.n Tchra cipal. Tcbrs 'fchn cipal .Tchrs Tehn c1pal Tehrs Tol\rs TYPE OF EDUCATION GeDeral.1aed 1. 1. 2 2 4 1 1 1 1. 2 iC- '" Specialised 2 1. 1 1 2 1. J ; i i .~ f I I I r: ... ~! I :1 11 i .;- ... .. ial· & ...... ,, " '.. SJ " r 'r·t t .(... _~ ., c+ •... • r 1 i g. . .~ , ~ f '.' '. .= .. .. ;'! ! a 3. ." I.'. II .. . .. i' l I Ii · g f :: . .. . f It It (3 4 r I .. f f • f :1 .'(. ~ r I 1 .... t .· ~ .'. &.· 1 Ii. a At; b. I p " I ~ I' ~ .' a . r• I'' 0 ~ r ~ ~ ~ ! ~ I. I ~ D 1 . ~ '. e.. '. ,I.'. r: " . . t. &. b t;" 1' r •. b >- •. Ii 1 : ·f· 0 c+ . C+ . .' . I. Ii ~(t f . .' .f '. . . '. . .,t:t. 3 • &I l p : ! • I I f· I- ~ I ~ c+ : • ·l Q . . ' ~ ~ f S l ~ I I t.. II ~ 'go I ..t I .~ f I I : t :' .. .f ' '. , i D f I } I f i ··" I: 0 ~ .. ,. ,. •• • ~ t r .. 1 ! I ;! i ~ I I~ f i ; ;: I : I I ~ f ! i I o ! , .. ' .'. CD .. f · -. 8 · .• · ' . . I. It ·'· 5. ! ~.' i ' ! i ; .' I ~r. ::: : ~ Ia,!i tt.. ! , :a !: ~ f 1 ~ .. 11 i I :. :..:.:.. !::! f i I I I I 4 f I f I ~ § til Iff I t 10~ ~ I 1,' ' t I . I~ ., • I . 47 ..... econOlllics teachers are not and should not be treated 8IV' differerat.l.7 than other teachers on the faculty. It home economies teachers haw tull tra1n1ng aDd hale. economics 1s part of the total echool curriculum, the home econadcs teacher is on tbe 88118· leftl as all other teachers. Even thoughacadem1c teachers consider h$a eeonodes teachers to be interior. this ought not be. This 1s probably due to the fact that the department of home economics general.l.;v deals wi. th the lower level student. Aside from the personallty of individual teachers, DO teacher or department 1s more important than 8lV other. Further insights were given by other area teaehertll The part ot the hame econade8 teache.- 1s no different tban ID7 othel' t.aeul:tq "'r. tJ:n:tortuna.te~~ th1s is not alwqs true. All too otten, they are looked down upon. This 18 pJiObabq a carry O't'er or tradit10n tram the time when teachers of the pretlcal arts were not as quaUt1ed. as they are now, when SCIIle ot the ·practieal. arts teachers are more qual1.tied than the acadelll1c teacbilrs. ROlle eCOIlados teacbJrs haTe '; equal status wi thotber tacu1tu I8lIlbers. As a tacul't\V' .,.ber, the home ecCllOm1cs teacher renders her best service to tba school teaching in the olasll1"OOll reber than sponsoring tau, receptions, banquets. and the U.ke. T.he heM eeODOJides teacher 1s v1.tal to the school. 'the bona "eeonomics teacher 1s otten played down. but 1. t should not be this WIIl'. ! J ~. : I ! ... i i !i I J: f : .. 1i ' ! ! I .. ~ I f.· , .~ ,~.• ;. ~ ~.. !.• ~ . ~.' ':. :. :.•... 0.;. ' o..I~ -;.• :. I.·..· J~..... I.· : ... ~.•.' ~ f: ~ r"" d' r r .. tt 1»' I • '0 t I .. ~ '1. :-. 0° I' i. J '.J' -- :- :I.• , .ft.,· 2 ~ · ...... I I ~ r.·.. t ('.. 2 . , f -n=' ,f :I I 8 I. 'i I.. • ;'~' ~ r f i I· ... ' lq .•.. . lit. t a~ I. '. I.... i.iD .' , rIi 'I..'" t'." 'I.'. , =3....• .I.. =..Ii... I!i... j1;i.'. i.: f.•~I... . ~.•... I" -I'.: '..' .. ' f...... ,' {I...... ~ . [•. I.' 3. tiMIl ' f ·. ': I ,M ''1· 1 . . t . • ! . t: .. i I 4 ~ ;. Ii f :l e II; ~ i & if! & I • i · _ l i •~ . I.',' I" .0(, 1'2··.. r, . fi..f ,...... 2, .~c.. I" ' f~..' i_II. '" f." I~,.'· . if ',. t,17' '~. ' ,.... IP '\J " ; ct' ., . ' ,.' I "" '. ' . II I' '. .r... .0.. " .' ..• . II . " -. :1.. : ." fl I,,' ,'1 ''''.'.' ~ J~. '."'.! ,,'0 • J ' a ~. I t~.. • F..· · I.... 1~. ~ ~ I .f. . . .ct.. """ . ' . . f '.· .· .•.. =.' It' ",1:. 1' ' ... .=- .', I.' .'' ii. . - '. i.' · I .'I , .. ..• ... t:' . It . " , I' at " 0 ~ : i ! : : If ; f 1, i I: l I~ Ii! I i J : •.".' :'. '. t...·. ; '.: I.' ' . .t. • !.... ' t : ! .'. . ;.' '.' t I.~ f~. I , E' C 'f 8" I - .~ ' ri '.'1-'" " ~ I I · '. ~ .(. .. i ~. if · I - f : !i·1 ~ :a l · . ~ t - I 'fABLE' 8 'lIPS OF ,STUDENT ENROLLED IN lD1E EOONOKICSBASED UPON I. Q. Catbol.1c Public ~ ~ Clas.s1ficat1an School A School B School ,0 .School ]) Total . I. Q. or lJO and Abcmt 1- . . ~ . I. Q. ot 1.JO.U.O J 1.) 22. 9 20.1 6.1 12.8 I. Q• ot llo-9O • 71..8 58.3 46.6 32.7 56.6 I . Q. of 90 and Below . % 20.9 1~ . 8 32.7 61.2 ~.6 V\o 54 CHAPmR IV SUMKlRT OF MPBlNQIPAL FIND:UmS 4JIl) OF THE SIGltIPl:CAlf OONCLUSIOJIS CONCERN'Dll THE PRINCIPAL' S ROLE I N mE HOME ECONOMICS PROOlAM or FOUR SENIOR HIGH SOHOOLS SUDIJIa1"y 'lbe PJ,ooblem. This study was undertaken to determine four principals' general oonception or home economics am their adm.in1atratlve .tatus 1n the home eoonomio.8 pi"Ogram. lb. I)esian- An inte:MT1ew was held wi tb four pri..Yl.olpals in two Catholic and two public high SChools. This information was supplemente.d by interviews with home ecol'lOmies teacher. various teachers in other areas in the same schools, and other related factual fh! F-bdipgs. In view of the interview and the related tactual data collected. the following is a list or the points brought to Ught in this studT. 1. Halt of the principals consider home eeonom:tcs an integrated d.iscipl1ne and the ot.ber halt see 1 t as a P\U.'8q 'VOCatiQw discipline. 2. Three out of f~r princi.pals consider £_ly living problems ~e primal7 ob3.eetive ot hoe economics and one principal did not respond. 3. Three principals think the source or content 1n hOll8eeonomies draws upon some a.:reaa ot studr whereu one principal thinks 1 t dr.-w8 upon all areas of study. 4. Two· prineipalsdid not enumerate 8fI¥ specific areas in bQlne economies while the remaining two i delltltt.d a1z and e1gbt;, 8l"'8&8. .=:: C» ...;J 01- V\ • .'0. • • .. • · ,. i ~ r ·. · I .' F: III f I • \..a i I : ~ 0 ~ •• t·. ·· W d 1- :ct>· (• I.. _1I · J... •1 I ' • • • t ·· .. 'tf .. I' • • a '. , IL .. " • i l iii : F D . 1 f J .. . 'I U f .. . I If· · I · ~ I I I ; I~ .: ~: ~I ,. ! iii c r 1 I 1 I I I : • '. 1 r ~ I ira.. J .... f . ~B~~f e... I r.··. , .... Q.f. ' , ...•... r I" # ~ ~ & I I·' i i ,' .• a·! r ~ . f . · rfo. ~ i ,fl .,.. 1"' I~" . •t: ~. ' :.; .'. I.'. ; : ! t =..• f ! ~ J, I • 4' l I 8" • tt ! ! ! J:I': I i I ; ~ r ~ i i ; i 1 f ~ ..J:, . I. . j..... ~ ...... ' .. D. '. I I : ! i ·· · i : I I [ 8 1 I '·, l ! I • I c r; ~ r f f I 'E' I: • c ~ ~ •'" '"• f" .....•• ..• I!. . y , . , r . Yr . ~, r r ' r E .: y .,aa I; , II ~t ! ! ti ( il ! ~ ~! I ~I & Ji f f ~! !. !! i "ts.· ( i f R fl .. . • I!. .. (. e. • f , 1 1 f 1ft.., t. • ~ h ". .' .'Z f .. • 1 I .· " ~i"' 8." ! , ' I · . 'Jot f (; , . it' ,. ,... , I . .. . Q '1 a •.. ~ r ft ·, it: " t:" :: Una .f.· I. f. f. i It:l I .~. f i io ~ f ;.' i+. i' I~ I ~ It • r . i t1 I f i () I-=, r '. . ~ :. I ... f -I, I .. •Ji I ' . C+ • r i· . ~ I" · , Iii I, f r (I if· i f if·1 t ( i ,=' . '2, J .~ t ,I( J 1 I t f '-~I ... - I , ~ & 1 "I ,f i ~• ' ·N ' .~ ~ I" .•••r w N ~ F=R ..~ I.• 1 I.· i.1 ~ §,ij.• c! t 1..· ' fi.· '. I i~i . ! f ~ ~ · ~J -'t .. f i l f · It off .i Il tr'" l"' • If, & f =: I r ' t_" i " :;- "f ,. ~ , '& I· I ,I I II'f ~ ',' . III j4i . ~ I ·. i(' ,~~. ~. f S I 'I , r. ( a f · ~ r! ~~. " It ,:1':& I fit' • O( ~ ~~ . # ~ r.~ fl ·.· • •• ~ • i"'. I iiif i ·1 .: f ~ f ~ f ~ ~ ~ ! t ! I , . • f ·' ·' I i+ .. . .., ', ~ l: ,., . f 8 C' .' ; t.. f" ·. ft I I: ~c . .. e- ~ '!_ ·, 0a 0 D ~ I• If • C» • . S I I' ••~ r w•• ~ .,~ I '& ••~ ~ r. I ! t.. g. 0 . • , '. I' I ( ... .', 0 t+ .(1," ! )', t.· '. ., ,_ ' t , [L. , " I I , · tot. =- dC' S' It ' ~.g , t+ I • . I ~. i £ r ~ I.' ! I.,. 4 ::1:; t '.. - ' ;: 8ff~3 ,a a I . '~~l"" § • ft II. i I I 5 I .. I ...... ; · i : 1\ It I ~i 11' Ii I ~i f h! ~ fl, ,.:: I. III til.' . ... , i. 'f I:: g , 0 9'1 'I I ~... I".. I · .. t ft. r 1·' ~ I~. i ' ~ ~,' f .J'.. ( :r,·.,·. i JO '._ : II I." 5 ,~i I J.e- 8 ! l it f!. 1 i I 1:& , I , .... e, '~I " f f~ I i 8: i K ~ •.. I.,.~! i PI iii ~ ! ~ !f i !i 1 ! ~ i I rll 11" It .. r t I 'ct ',.'' .!'' :.··. il '11.,' I. ' '. f f .. f . ~ f -,.. I ,~~.. ','',. 1. f Iit.. · 3. t ... ,,' i ::, ,.'.' ' All .... l J. , .. ,' I ,ct, ! al =~ B ~.~ • ~ r - ·f L • . .., 0:. ~ 60 particularly-in,1. 1. Student selection because it seems that the principal. a. Upholds firmly the idea that preparation for family living should be for all students regardless of intellectual abl11ty or future academic endeavors. b. Finds it quite impossible 1;0 put this idea into practice because of school regulations and requirements. c. Advises guidance counselors to encourage all students to elect at least one year of home economics. d. Thinks it is unfortunate that all too often the lower level students are placed in home economics because they caDnOt succeed in other areas~ e. Believes very st~ng17 that boys should be incerporated into home economics education. 2. Staffing of the department because it seems that the principal. a . Has a staff with relative~ litUe formal education beyond the B.S. even though two'-thirds of ' the teachers have been teaching between twenty aDd twentq-five years. b. Tries to see hom economic.s teachers on an equal level wi th other area teachers. c. Does not believe services rendered by the home economics teachers should be from a cafeteria standpoint. However, this idea is not carried out in practice because the hOOle economics department plans and prepares food services for a large number of school activities. 3. Home economics curriculum because it seems that the prinCipal. a. Offers several courses that are not specifically directed toward the sld.lls or homemaking. b. Encourages and allows students to elect home economics throughout all or senior high school. 4. Supervision of hane econ0'!'!1 . ''!~ l)ecause it seems the principal. a. Spends a equal amount or time supervising in home economics as he does in other areas. ~ r ~ • ~ I I . ~ • • • ..... '1t • • r: II U . It i r r I ~ f . :' r .· ~ . r r .. · 1'. :, . ft.· I. I i =. ff.f·. I.• .=. '. :.'. III If~I ~: cai =.1S.t... ;... .~ ~ P I. r,af~f.· I· si, . .~ . I~ . a fl I~ - J~i"a,. ·It-. t ~i Ii. .r.· .1~. i ... f 1.1 . II II ttl f .' .·.Il~I· iii.' I- tf!. I~ Pf · IS 0 8 f I 1 If .11 .,~ ( .• I "'f ~ I. IIff' .. ! ~r i .. i if H11 . ; :! !(-tt J .. 1.· .. '1 ~ ,. = _. '.•. Iii a f ~~ J~ ~ I .(. ~ lo( 15 : 1f- I I I IO! . : i if tt I l i ! 8 ; • ,1 if!f ~ ! ... ~j t ~ i . I '.: I if, I ~ . l~f! . " ~If ·· · 1." ". ~ It: ~If=. ~1t ~.6 !i='I .'I... · ,. "at ....tt 0 2- I;'. . I... It a••· t;a .'~ " I I 51 ~ s I 1° 1 '. f ,if· . 1 fl·. 3( .. ~ ! cl J. R. •.' .' 1:1 ! I . It' fl.' 1 . rf I8 ~ 'f· .. ! : I .. 1'1' i I Z E' f' . •• ," f ...... , Ie f ~ 8 ·ea • Jtl o 62 6. Baa acquiNcl a great deal of Imovledge of h~ ecaa.ic. tr. tile ape1"1... ad 1Ot.1'9'1 ti•• of oo-.ope:rat1J1g ad student tel(S)Mtra. Ail a reault,hi8 adJId.i14.etratt.,. fuDotiona relative to tM a..' e~c. progra .... 8lgJd.tiCitn~ btlueneed b,y hi, concept1on peft1C1Jlar~ 1ru 1. S __nt ..l..ctlon * ...' 1\ ae. \hat the prt.ncipU. a. Upholcla ~ tM idea that. prepapatloD tor tlli1lT 11"f'1Dc amo.u be tor aU at.ude~ !'elardl••• of tawileoWal abla,. or tutuN *,___ 0 endeaYOl'S. b.Mri.... ptclaace c_Hlor.to 'IICO~ all ,studenV to el.ct at leut ODe ,ear of hoM econollic•• o. 'fbbk. ttu..t low achlevere lIhoulcl not be plac.ed ia hOlli eCOl1Old.c. ebIp1y nth the Utentioa of ptttDg tbea through h1CIl 8C*l. . 2. SWt1nc of the d.ep&1"'taent becaue it ..... that tM prindpall .. Hu "'.It h1P1l'-qu1U1ed h.. eCOD.Gmiu natl of au tbI acbool. iin-.olWd itl th1a 8tuq.t'h8 pr1Rc1pal thtDk, 1t 1s the bln-q.a1itled .tattta the c:lt7 1ft which the aohOol 1. loeaW. b. Pl.... .ru- "OftOlld.C8 teuber. on the 8.. 1ene1 .. other aft·a teacblt'B. c. Ind1cates thi. b1 u.1&ldJII ~t aIlS Wl.-.tlal eohool poltitlOD8 to hcae.coDC*lc. WM_". 'or aMpl.. deanof girls, __rawl' 01 It1Idept ~, aad tbe 11ke. d. Doe. _t expeot tt.I ~ec:ODOaic. teachers W l'ellder daMstic serdce.ot aIV' VPe to tbe~hool.. 3.. Bcme 800801110. Ctlft"icul.ua becauee 1t ..... ~t the pr1Dc1pall .. otte... arq cme-lIal.tot the cour... ill ...... not l)JIlC1tica1l7 deal.1Dc nth tbt aJd.ll. of bOlWll*iIl6t. 'b. otteN oourse. desigMd to attract .... high achieftr. c. .Jl.lov1I and encourages poorv.tud.nt8 to elect lloIwI*'ng throaahoUt aU of "nior b1ah achool. V\• t . 64 !be cOnCeption or h.e economics chiefly influeneed the principal' . a&d.Distrati:n functions in st».dent se1.ct1on, curr1culua. supeftislon.. and ccaunioatton of home eeoDOll1cs, with les. Influaace upon the etatfing 8i1d f11i81lO1Dc of ~ boat econotd.c8 P1"Ograa. . The ett~t1 wmess of' the pr1nc~p.1 " role 18 depeDdent and direetly .tfeated bJ the 'cempetence of tbe, home ecoDOJld.cs statt. There 1s • DOtable cI1.stlnct1on betwen theeoncept.1on ad administrat1~ behaVior 1n respect to the home eeOllOJl1cs progr_ 111 the Catbollc and public school8, with public schools more 111 .ping with CVl"8ut trend• • The F'1ne1p81's ro1. in bone economics education 18 also attected by his appreciation f07 family living aM preparation for it. This partlculu4 WIuence. the principal' s admiil1strati_ behaVior reganl1ng studeRt selection _ evricul-. RecoaaeDdatlona 1'bI conclusions 8e_ to 'WU'l'ant the following recomendat lonB in the tont of a ,proposed plu or action. 1. Since the principals' ooraoept.1on of home economics appear. to be I1Jrd ted: and 1n some case. iMorreet,~ they should malc$ a greater effort, to UDieratand the developllent am current trends in heme economics through. actifl.tie. such as _If-study, • readiMss to learn from expert. in the t1eld.. and in-a.mee training. 6$ Through an ~S18 of current liteJl"aturein the field, the, prlncipal. would discover sewr8l bule factors regarding ,,"smw. philosopliJ ot hoM .,eonomies education, which would &Ss1s~ him in cGrrect1ng hi. misconception of the field. Among tbl84J facto".. WOlild be a clarlt1eatlon of the current tb1nk1ilg 1n hQllle economic$ re.lati'V'8 to t;pe Qf ctiseiplu., pri.ma.ry" objective" source ot content, and specific areas. Such a study would rev~a1, as pointed out ln Chapter I, tbat the developaellt of home economics has gone througb three stages. Throughout &1.1 stag•• other than the seoond st. (1910-1920) boa economics was COi\Ccd. _d to bean interdisciplinar,y study. During tbe second stage, it va8 interpreted as prin1ari1¥ ·aeubject matter des1gned to teach the sldllsof homeIDak1ng. As intended by the earq leaders in hom!; eeollODd.cs, the esaential cbal"acteri.tic of hODlB economics is its responsibl11 V Of integrating contrlbut,1ons fn::an the scie.nce~, art,. and philoeopby' iAto one functional whole in service to the home al¥.i family life. 1'beretore. home aeonond.cs has • • •• the reaponslbil1ty tor making ne1r appUcatlons of materials from. the several discipline, 'which bell' upon the family and its welf'are. 1 ... eooaomic$ 18 a field ofstuq focua1rl8 on the family. tt -.It (home econan1c.) 'ba$ &8 11;& {M1'P088 defin1ngand interpreting problel!l8 witil ,special reference to people iD: famUies. ,,-2 In hia 8~ of" t.bt primary ob3ecti'Ve of home economics, these statements andnumerou.8 lRuth BQIlde, ,ttOur Professional Heapoaai.b111tie8.1 tt JoUl'Dalot X. . ~.~c'. XLVIII (September. 19S6 ), 490. - 2Ibld- . f f I 1 I I i [.. ~ ·1 i r [ I i ~ ( f . I ~ t i ." .' '. f :a! I. 1'' " CI .. . I. l.··. . '. .... t. f...... ! ,8 ".:. ' .. . !:I Ii ' 1: . ~.' 4 . Ii . Ir: - CIt i"l~ ' .ttl ~ . . f!.l . r:.. ,.. ' f , l r ~ • ! ,. i I" •. . ~i r '.. .' . r 'i I t i ~ :I r. .. I ~ t ~ f 1: ~ f : ~. ! t :a f i. . & i f. . 4 I I' N .' ' ...' G .. 1.' • , '.r.. C ~ ~" ~. ~ I I• .Q . t • D~ ~ ·. I I ~ l ~G CIt . • a ~. I ~ i. ~ . I·. ~ tI - ,I ; ~ t , · i I ! ~ , ; ! I = i I! f I t: . tt iii e a 3 I I Ii.. 8 f . r eo . -, (I . .r.c .. I ..... r . ..• . it G I. I.. .. f..... Ir. i. ' .' j... I , I !13' ff. 'Ift .. ~ ~I JI·! i..·. ~ .'f I~ I;' .' ii .f -. ~0 ~,·... •0 . ... . I.. .. 8c+ ~• 1"\' ~c+ .~ .•. 0f.J' 0 III · .... I . . f ~. d'J'. ..' at .. .( 'tf . I • . . . o.... .1 . r .~. &;..1• '... o . S . • • f ; 1: r 1 Iii 0 i .~.. '.' .... '. fl. r.·· i '.. ' r.' .•. ~i ! :I : f ~ i . r. Ii f If'" r. ~ I 1 f I: 1.. 1 I I I I II ~. I ; i.'. i.. I. I. = ! f a I t 8 II. I- i i ~ 1. ~ 3 ~ ~ ~ f til ft ~ ! eo· ~ .....' g ! .I '. .~ . ! r f" fsr. , It ., • eo CI ' .. 8' .I:~ ~ . 1.1 .g- ! g f . ~ I • " I · .' " I ~:2 ' 8 " ,,', It f ' e 2 i · II 1,[ f .' to k · !" t I iii · a .~ , a ', " (g .. i I:t.l, r:l .. l, 1i it .. i=lc Jl, " I ~ I ' I · , f I ~ f ~ t I § 0 ~ ! I I " I ,' II. ill" ' ,' cI ", ,2, .',' ,. iI Jl ifi Iii", i t: t;" ~ ! I. I: ...i [i f,:, :" ~f, to 'j!. ! 1 i J l ~ B .. ; f ! f ~ I ~ f t I ~ ! ~ c i". I I =, I, I I q , ~ ...f -a,- !' •1\ "I I' a ! I go =ti f I If f,',~ ! ,:I !" i .i If ~, ' .' ',,' : ; ,' " "" ! : 1 · ,. '~.. ~ 'i i f I ~ I . f, .; I .. ~ I I s 68 that home eonomics does have something to offer without equipment and that laboratory facilities are not essential to home economics education. The principal should not inter from this that homemaking skills do not have to be acquired or that th~ are not necessary for successful family living. Well-known authorities maintain that homemaking skills are important; that they do have their rightful place; that they must be acquired; and that the school must aid in the acquisition of these skills in a manner most beneficial to the student. However, these same authorities think the school situation is not the most beneficial situation. Since it seems that the acquisition of such skills should take place in the actual home siutation where the setting is realistic, this conditions could be solved through a proposed home-project plan in connection with the non-laborator,y instruction in school. More specifically, the teacher presents the background for the home project through the understanding of the principles in school, possibly illustrates these principles through demonstration, and then the skills should be practiced in the situation where they will be used at present and in the future, the home . If a principla attempted to apply these ideas of present-dq authorities, he would be able to provide a curriculum which al lows the students to acquire not only the skills necessary to family living but also the essential understandings and attitudes. 4. Since home economics is considered an interdisclplinar,y subject, the principal should be aware of the broad background required in teaching home economics, select a staff in accordance with this awareness, and grant the home economies teachers and department a role in the 69 all.. achool pZ'Ogr- COIIIParable to t.M properly interpreted status of their field otstuq. A etuctr 01 teacher preparat.ion tor home economics teachers lDdicatee .. trend toward thinldng that the quantity and quality of tbelr preparation should be ~qual to that of teachers in any other f'1eld otstudy. Certainly. as clear17 brought out b7 one pr1ncipal. only' practical Va1ning is net sufficient. Rather, home econom.tIS are of the opinion that emphasis should be on a g6Jieral1zed hOlM ecCJr)Om1c. education. It the principal canceives home econOMic. to be an integrated disCipline, tdl1eh draws upon aaveral area, of 8t~ to tom another, then it is understandable that he will realize that a .ound background in the hU1utdtie. aDd science.sla a nece8s1tv. Consequentl7, th.e p:r1ncipal wuld recogni_ the value ot a teacher training progr_ placing a m:Ln1mum eOWlt of empbasis upon oourse. atreae1ng tb& acqui8ition of homemaking 8lc1l1s. An awereness on \he part of the principal of the depth and extent of the subject matter in .home , eaonomioswouid indicate, to h.iJ,Il the importance 01 grad.watB study. In d18C\l$Sing the 'role of the 'waeherin t..h8 all-scbDol program. the llla.jon V of present-dI\V ' 00me ecoftOift1ca tttaeher8 think their chief seJ*V1ces 'us rendered 'to the school by first being enective Claa,lIl"OOill teachers end then by acting 8.. resource persona in all phases of school act!.viUe. utilizing the UQderstandtngs and sk111s relativa to home eoonlllil4ca. P'l"OIIl this. the principal should realize that Mma &coDOl!'l1ca t.aehel'fJ shQuld not be expected to carry out the woric tasks involved in . 8Chool. aetiYitS.e. at the expense of poor classroom lnstl"uc"tlon. As the 10 prlno1pa18 lnvol \fed 1ft thi. study broughtwt, a full.7.qual.ltted home ecOl'aOJd,ca 1;4taeher sbould be c.ona1dered Oll an eqUal level wittl 8'111' other tacul:t)' membel"~ $. If' home economics is a field which aims at the acqulsi tiOft of the . U:nd.erstandings" attitudes, 8I1d SkUl8 fundamental ,to aU &spectsot teiftuy U:'V'1ng and not a purely wcaUonal aubject" JIJOJ.ie effort shoUld be JIIAde biY the principal to publicize the .alue of thep.rogr8lll, to encourage more strongly all t1Pes of students to elect home e.eono...,d,o-s, and consequently to assure tQt homemaking eduoaUon i8 interesting, challangillg, and prOfitable tor all student.B throllgh a eurrieulUlll in keeping ld. th ~nt trend8, a h1gbly~alified staft, proper np$l'Vislon of botIt& &conomica,. and • 8Utt.i.clent budget. All .anaqelsof the appropriate, leagth ot any home economics program. reveals that mai\Y bome ecoDCldcaauthorlties are of the opinion that home economics should not be r equ1re4or ot-t ered 1n junior high . $Chaol because 1t is oftentimes merely a ~ltY' Sllbject:resultblgln little or no intellectual devel.opnent'. Contributing ff,Ctora UDderly.t.ng this op1n1cm are that students are notsuffie1ently' mature enough to reali'M the baportance o£ their role as future homeJIIakers and &8 • zoeeul t are not inte1"eat&d and cannot appreciate the depth of the eubject end that home· economics replac:es certain oti1er areas of atua, in the eurr.Lculum which are more essential at that panteulN' le~l otedueationa1 development than home ecollOmic8. · ~ I I ~.• J., :.'. f.• [ . I.· I !.~ I . ~ !.' Iii..• I 11 1 ~ I... :I Ii if· .. t I !~ f f f II ! i i 4 f I ~ f ; If i ~! i, Ii I i i. i I J t 'I ~ 2·: ~ ~ I:· ! ~ II, iii j fl· i , ... ! t I :t f lit f ! Ii · r l [ ~ S ~ • ~ • # ; , ! ~ ~ I I I r ~ .' i ~ - fl' '. Ii" ' .' ,Ii i ~ I. .t. t .r. =- l\ ';'~. . '('...... ' r to. I..' t2 S' t • I · ~ ,!' ~ .. s .. if I Q " t ' r a fi!'~lfl:i';l. ti~li!itllffl ...; It 'i ; i~~ : '. I.. f it 1(11." .1 iIi =.'. 1 i. I I I v' t ~ f~ ~ I rf I' .:1 ,,. If Q ..... 1 ,f" f :I .... r ~. : Ii! ~ , i I : I i If! i ; ii' f ! I f -I.:' I... t t. i... . :... . I. .fa i ! .. f i i .~ , t. t.· i. '.' .8- ' . ; J ~.'.' :.', : : t f'; f i: i [" f" i .1I 'l ~ l i f 1 f f:l ·· i" r i J ~ I lit , ~.o ft f I ! ii' i ~ ! ~ It·. i ~ t... I ~: ~ r , ~ . ~ I " . . ; f l I ,; ; i ; I 1. I· 1 iff ~ i. .: ~ ~ I .. , i I : I I r ! i ~ ; : I.~ i ~ I I f 3. : i I ~ I r: ~. ~ I : Ii; t i : ~ f ; t ,; I ~.. .I .' ~ I ~. ~~. Q. ~ . I .' 7 f - .1.' 1~ i 3 • I ..: J R f • ~f ,I t:i ~ r S' tf4. i ll:til . ' ... _I.' I it I111'1 · . .. Cf> :1: 1.. .. ,II ..r .a.r.. I. -.I· ·1.. i ~ • ~f .'tSf . J.'. ..: ·1 Q f ai II S' Ii , ! il • f .. I I I ·1.. ·• ~'1 ,(~ ., ,it . l· ., Ii i ~ i > 1S INTERVIE W GUIDE SChool,: Positions PART It mmERSTANDING OF HOME ECONOMICS IN GENERAL 1.. After ' reading a great deal on home economies from several points of viaw~I rind there are V'arlous opinions among leaders in the field as well as educators iil general. Some consider home economics an integrated discipline, a diSCipline drawing upon ."'1"'81 areas ot study to torm another area, others. consider 1 t a non-integrated discipline. and still others consider ita purely 'fOCational discipline • . What is TOur opin1onon thief _ . .., _ Integrated ___ Draws upon the knowledge and techniques of other tields ___ Correlates the knowledge and techniques ot other fields , Applies the knowledge and --- techniques ot other' fields ___ Non ... integrated Does not draw upon --- the knowledge and techniques at the arts and sciences Does not utUite the --- knowledge and techniques ot other fields ___ Does not apply the knowledge and techniques ot other tields .___ Purely' vocational ___ Includes pr1mar1ly the skills ot homemak1ng --- Lacks scientific basis 16 2. The prtmar,y objeetive ortocue of home econOMic8 eduoatlon 18 characterized b1 Tarying opinions. A review ot the 11t&i"ature in the field shows that personal. l1T1ng, family liring, economic ~ aolentitie problems haTe aU;. at one time or another, been considered primary objeotives of home economicseducat1oa. What would you consider the pr.t.mary objeot!.WI ot home eeonom1ce education? __.... Personal 11 ving problems --- Family living problems ___ Economic problems ___ Soi.ntUie problema 71· 3. In relation to the sou.rce of ,content in home economics. l'l\lm8rous authorities have stated that home economics does not draw upon other basic disciplines, draws upon some ot the basic disciplines, draws upon. allot the basic disciplines. What is your idea on this? ___ Does not draw upon other basic disoiplines Focused on skills --- and techniques ___ Lacka understandings . Draws upon some of the --... basie disoiplines --- Sclenoes Biology --- Chamist1'7 Pb;ysics __ ---Arts Draws upon allot the --- basic disoiplines Economics --- Fine Arts Language Arts --- Philosophy Physioal Education --- Physiology Psychology --- Religion Science --- Sociology Social Studies --- Others '76 4_ A study of current trends 1n home economics edueatiM shows a striving toward a composite of understandings, attitudes, habits; and skills related to problems of family living, What do you think might be some aapeeta of f8Jlily 1t'V'ing included in home economics education on the seoondar.y level? ___ ChUd Care and Development Clothing ---, ConeUller Buying I, FamilT Health Foods --- Home Decoration ___ Home Manageme.nt Household Finance ___ Household Mechanics ___ HousiDg Nutrition . Textiles ---.. Others 19 'ART II. HOME ECONOMICS CURRIOULUM · 1. The present trends regarding the number or aspects 0·£ family living to be incorporated into the home economics curriculum could be sU1JllllU"ized in the torm or two or three alternativest J.) To ottef' only one general homemaking course incorporating all aspects of . tand.l7 living in the rom ot a non-la.borator,r clus) B) To otter a specific course related to each aspect ot family' living) a) To otter courses in toods and. clothing am eliminate the other ..as. What is your op1n1.cm on this? ----. . Alternative 1 rails to teach -- hoaemaldng ekUl. ___ Cballenge. all types ot students PUlt1lls student's --- present and. tutur& needs Ocmtrs _terial not --no:rully learned at hallie Designed to bulla up --- gener.:u.zaUcma about pr1nc1p1.ee --- Altamatift B Spreads hOll& econom1cs --- education over too lengt;by' a period of tiM ___ Specializes in areas non- essential on the aeeond&1"T leftl Lacks interest and 1s not --- cballengingdue to over lapping in the areas ___ Replaces electives in othe.r fields neces.e&ry' for a student t s cOlllpl&te intellectual developiJll8nt Exposes students to areas ---- other than those directly related to bomeJUldng ald.lls _ ...... _ Tends to develop a broadened . conception ot home economics 80 ___. 41ternat1ve C Fails to attract all -_.'.... types of .studenta _ ...... _ Becomes tre.que.ntly a "breese" course ___... Place. an Q'Vel'&mphasis on ald.Us Asaists in bandliX1g --- d18c~pl1ne Pl'Gbleu --- Otner Aiternatives 81 2. Another consideration 1s the number ot home eoonomics oourses ortered and the appropriate length of 8llJ' complete home economics program. The most frequently proposed poss1biUties are. A) No hameeeonomics in junior high school and 011& year ot general homemaldng. required of all juniors or semoNJ B) One year ot haae economiC8 required in junior high school and pGs8ible electivee during three years of senor high school. C) One )'8N' ot h __.' Proposal , ..... Proposal B __ PropoaalC 10 home economics course8 -- should be offered in junior bigh sehool At least one year of h ~...-_ All students should he required t . to take at lea8t ohe hcae economics eaurea in senior high school ___ All home economics courses should be offered en a purely e'i$ctive basis . Students should be able - ...... to eleot honae econom1C8 cour_sin all three years ot semor high school Othen --...... 82 3. To make this point meN specific, what would you cotts1del' the mln1mum, m&x1mu1a, and desirable number of units to be earned by a student 1nhome ecoMl"flics in senior high school? ___ Minitnum number of units ---. Maximum number ot un1 ts ___ Desirable number of units 83 PART lIlt HOME ECONOMIOS . TEACHmR 1. Our next eons1de,rat1on is then the leader .of home .eeonondcs ih$tl"llot1on. th$ home ecotland.eel teacher. Starting of the home economies department and more concretely thequaUtlcat1onsof home ecoMmie.s teachers is an important factor oonfronting princtpals,. What is your opinion on th18~ Undergraduate study Hinor in home economies sufficient ---- !~or in home economics essential Grad.uate studJ ___ Hours desirable ...... • . Rou:-s essential 'type of' education Generalized --. Specialized 84 2. Anoth~ ractor or equal iJDportance is the role of tlle ecanOOlics teacher in the all-school program. A review af practices in relation to the home economics teacher's role in comparison with other teachers difter greatly from school to school and system to system. In your opinion, what 1s the place ot the home economics teacher in the all.,.sohool program? ___ ttSpecial teaoher" teaeh1ng a tt special subject" ___ Integral part of the school and its various acti'91tles ___ Part.1cipates in work concerned with educational procudures --- Render.a school services ___ Costumes tor play.s and pageant$ ___ Food service tor tea.. receptions, and banquets ~ . ___ Laundry and clothing repair services Lunchroom --- School clothing and. tood drifts --- Others --- Other. 8S PART IVa HOME ECONa-ITC$ StuDENT 1. A study of the home ec'onomics program would be incODg>lete unless one were to consider 1 ts object, the student. The type of st.udent home eeonomios courses should be designed for and the reason v~ certain types ot students have ne'ver been attraoted to home economics in the , past have been given much thought. What are your ideas on each of these considerations? Home economies designed tor High achiever ---. Average achiever Low achiever ---__'_ ' Special student ___ All four types Re-asons why tew high achievers select home economics ___ Type and l1mited variety or courses offered Courses designed tor less --- academioally-talentedstudents Courses boring and tedious --- rather than challenging and interesting ___ Scheduling difficulties ___ Discouraged by counselora, teachers. parents" and co-students All that "stuff" can be --- leamed at home --- Others 86 PA.-'ff V. FtNAlCINGfIF ltot.fii; ECO~~fICS 1. A factQr oteODOM'n to prl.ne1~. 18 tM cost .t ttt. hOtll$ econom1c$ program in relatJ.on to nv.mber and type of cou.rses offered, t.ype .-ad amount of equipmant used, need tol' textbooks and l1bl"UY Nt.l"&nce., 01as8 size, and length of classee. What 1$ YOUl" .outlook about these eonsideratioM? .I UJlber and type of courses ___ FouraeMster 1ft home .eonom1ee on an elect!.,.. basia should be the ~ ottered in sentor blgh school Two ..estArs in 12.0188 --- ~nom1ee on an oba.atort bule should be them1nS.mUII Q"ttared in.mor high sohQol ___ t.aboratol'7 ~1ass•• shOuld be elbd.natEMland replaced b.1 non.laborato).'f ow.. !)ope- ad~t of equiflJ*lt ___ Equ1pme!lt should ,uru~ly .) _J;' -- -* be replaced whea r:leotSft fly d~ds it $hOllld 'be , _! . Laboratories equ.ippe.d vith the l ...... st modele and types of equtpMnt 1'extbooks ed Ubrai7 refe,..nces ___ Textbooks are neeess-ary rot' aU home eeonomies oouraes Textbooks are neeessey tor --- all hOlll8 economies eOUl"". except foods and elo1ih1ng __.. Textbooks are not necessary tor ~ home economics courses __.. L1br~":terenoes Q'e not as - essenttal 1ft hol\IIt economiCIJ .. in the more academic areas Libi"ar.Y reterences tn home --- _J - economics should be cOIIparable 1ft quantity and quallty With other areas 87 Class size ___ 81z$ of non ... laboratory classes ., can bss:bd.lar to that of other acadeln1ecourses ___ Size of food$ and elothtng classes can be equal to tb4t of ot~r academic courses ___ Size of foods and clothing classes should oeabou:t two thirds the size of other academie courses Length ofelasses ___' Double periods are desll'able ror foods andclothlng courses Double ,periods are to little --- advantage in foods and clothing courses All laboratory and non ... --- laboratory home economi.cs classes should. be il single period 8& PAR'!" VI. SUPERVISION OF HOME ECONOMICS 1. What would you consider the supervisory role of the principal in respect to interpretetion of home economics Objectives for new and old teachers, general orientation of new teachers» departmental meetings, classroOill supervision, and CGnt.1nued protes81onal growth . ot home eoonomics teachers? Interpretationot home economics objectives for new and old teacher'S Essential --- Non..essential Done by supervisors --- at central offiee ___ Done by head Gf the department General orientation of new teaohe.rs ___ Essential Non-essentlal ___ Done by supervisors at central orrice ___ Done by head of ttt. department Department meetings Essential --- Non-essential Olassroom supervision Essential --- Non.essential ___ Done by central offiee supervisor ___ Difficult task tor a male ___ Unnecessary in sld.ll subjects 89 Continued professional growth ot hC11118 ecOJlODlics teaehers -_ .... Essential ___ raoulty' meetings Graduate study· --- In-aerf'ice tra.i.n1Dg Intra-school mel elass observation ___ Professional wgaDizations ___ Professional reading ___. Workshops,. conventions, and lut1tutes --- others --- Ifon.eeeential 90 PART VIIi COt-tMUNrCA'l'Iot{ OF HOME ECQ}lmnCS 1. Various leaders in horae economics education have considered the principal the primary instrument in orientating the sehool p11bllc» tncludingschool directors an,d advisors) faculty members, parents, and student body j to the horns econ0mics program. What would you ·consider the princi pal's role: in 'this respect? Major role Comm.unication of home --- economies 1s equally important and necessary as in other fields ...... __ Preeru.ppose.s an: understanding • of home economics --- Means Facult,y orientation --- Individual parent orientation ___ ~ advisors ___ P.T.A. --- Minor role Communit}atioilof hOllle --- economics shG1ald be clone by home economics superrlaorsand teachers COlYlllUll1catlon 11$ more --- essenti811n the other academic subject. ___ Lacke necessary understanding ot home economics .~ r; ~ I i i t1 I til Sill ~ ~ HOME ECONO MICS P ROGRAM SURV E Y ------High. SChool. Total. NUIber 'tot81 IurAber T,f)tal. Jiumber Total. lfuaber . Total tium'bEfr . Total ...ber 'l'otalllullber ot or ot of oCo! of HcaeEcon 1 - 1901-1962 2 ... l.~ 1 • 1900-196l. 2 -1959 SPECIA L DUTIES OF HOME ECONOMI CS TE ACHERS S UR V E Y ____, ~ _ ~ ____ High School - ~ , ~r o£ Number ut Number o£ Cost1l1'ilaS Laundry Clothing Teacher Luncht'oca Teas per Parties per D1:nr..ers per Made per' Sarv:i:c88 Reprdr S81"Y• Semester Semester Semets:ter SeJlester per Week per Week - I II In IV v 'l'!PE0J' S'l'UDEtn" ENROLLED IN Ham: EOONORICS BASB'Dt1PON I. Q. _____..... _ B1ghSCbDol Per- Oent or Students nth 1'otal lumber Grade Level of' Students EnrOlled in H. E. I . Q. otl)O I . Q. of I . Q. or I . Q. of 90 Special and abcmt 130 -110 no -90 and below Students 12 11 10 9 .___ .,_ .. ____ Hlgh School Per Cent ~ .SttJdeuta in Total Romber Grade Level of Students Enrolled in II. B. Upper Third Mddl.A rurd Lower '!h1rd of Clue of Clas. ·of Clue 12: U 10 9 96 IQUIPMiH! SUBVE! ______- 81gb SChool I. ClQ'1'liINQ LABORATOO ___ Awrage JfUJlber of Students Per 01&8S A. Buttonhole Attacbaent DB NO B. DemoDatra1don Table DS 10 C. 11tt1Dg BooIl tES NO D. __ Irordng Boards (!Naber) I. ll'ODS Ste. Irons --. Regular Irons (I11IIber) F. MirI'ore __ Thre...... ,.M1rrora __ Pull-length lU.rror. (IUIlber) G. Sewing Mach1nes Electric MachiDe. _ ..... 81ant-Med1e Machines __ TbNadle Machines (ldaber) H. Sew.lng Trqa One tor Bach Student --- One tor Eve17 Two Studente (Check) t. Tatloring Equipaent __ Pounding Boud Sleeft Board --- Other (Check) I. --- Work Tables (lflaber) 97 II. POODS LABORATORY ___ .lWftge IuaberotStudente Per Olus 1. Un1 t XitChell ___ Unit Kitchen __-_ AppUances __ Pr7 Pan IH.xer ---Touter watne Iron --- others __ Retrigerator Sink (Cheek) --___-, Storage ,___ Equipaent ___ Supplies __ stove Table *Dd Chairs --___ Othere B. AppUancee Fry Pana ---lUxe!'e touters (IwIber) ---wattle ___ Others Irons o. --- ,"",seN (IIu1Iber) D. Demonstration Iitcbell YES 10 E. »tab Wuber US BO r. Dry-er tIS 10 o. Garbage DJ.epoaal ms 110 98 H. __ lIetrigeratol"8 (Jaber) I. Stow• ...... _ E1ectri.c Stove. --- Ou StoftS (Jftulber) J. Washer us wo UI. LIDRABY A. KagasiMa AMERICAN 1M - ..... BEmR HOMES AND GARDEIS .. ~ ___ ~~_ GLAMOUR GOOD BOlJSEDEPntQ -""'-.. ROOSE BEAtrrIFUL j- J'Ot1lW.L OFRQMB ECOHOMlCS -- LADIES I HOMI JOORIAL McOALL'S __ PRACTICAL ROME ECOIOOGS __ SE9IRTEEN VOOUE --WATtS HIW D RCItE ECONOMIOS v _ - WOMANIS DAY B. teacher Source Books ---.'total bber ___ ChUd Care aM DevelGpllellt Clothing --- CoD8\1II81'· Bu;r1J1g Pud.q Health 'oods --- ao. DecoratiOft IbIe MaDageMnt ---. Household P1uDee --.""""-;. - Rouaeholdlfecban1cs (*-bel') -Housing Iutrit10n --- 'textiles __ General I_aking C. Student Reference Books ___I . Total Rumbel' ___ Child Oare and. DevelopaaDt Clothing --- C~r Bu.rinc e~· -f'1 100 BUDGET SVRVEY ___- __~ _ I _ - II1gh School Per Cent ot School Budget Depart.Mnt 1962 1961 1960 19S9 Art. Bu8ineS8 ao. 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". . . f. _ • • "The PbUo80PhT of tbaEarly HCIIIle Eoo....s..t8, tt' tlOUl"l1elotllOJlllt ~C8' LX (september, 19$9) .. $4'1. lome, Ruth. -Our. Prot1l8s1oDal RespoaAbUlU81, It ' ~~ of ..,.. EooI150" nVIn (SeptembeFt 19S6), 490-93. de:tug8~, Jaoqueline. -'the Oontributioa ot lteme ~eoliOJl11C8 to the !?os1Uon . of WOmen in the World todq,. J!9?!al ot JlQII8 Eeonom1$!,$. t (October, 19$8). 62;-28. . , . . .. . - .' . . ."eigl. B."Principle. and Problema of Tbeo17 GonetruetlOI1 1ft PqcbologJ. It Qu.noent ~J1d8 In ,f!lgholOC\c.tb~ (19)1), 182. H.rile,. R. I., $.3. "InteUec-tual. El._nte 111 Home EeoROlSi08 EdUcatioD,. IS!!£!!!!. it !!Q.J118 EcODOll!1c., m (Janu&I7, 1960), '-12. Lacot, Maria. .The Contributioas of H.. Eeonea1clS to the Soc1al and Eoono.telS Lit• . of tl1e ,~, • .t-.alot ...:ac~ea.t (October, 19;8), 6)$'-36. . , . Lebman. Ruth'l.It'l'he Education 6£ a Haie EcOl1DJl1oa . TeQher, "J~. otJlome IAAncnai'" nVttI(Peb:ruary, 19%), U-13. . . . Lo HoGiJm1a, E8t1'1e.. r. tiF~Oentere. d Teaching," loUJ"Dal or .HOJII8 EcC)!!OJ!;1.C8. XLIV (Iazmar,y, 19$2), 9-12. : . MUler, I. G. "Toward a General Theo17 tor the Beharioral Sciences,tt TbeAmeri~.. Pszgbolop.t, (Septelftber, 19,5), $22. .,' lev York ~a, June 28, 19S9, 16. Rokbarf Mary. ItJfoM Iconomlc8 today, 1t J~. ot II~ , Econondc8, XLIV (JUM, 19ft), 4QS-12. ".. ,.. Scott, D.D. "The Challenge of Todq." loumal otaOllle ;§QOII(D1c8, LI (Qctobe,r, 19S9), 681-9~. . , ' , . @ , SIIuln, R. c. tlJlaaUy-ceDteredDe88 in HCIIB EcoDOl4ca," Joumel of. Home EcoDQld.c8, XLV (rebl"WU"T, 19$), 91-94. Stephana, Helen. 'mlp~ntiDg FamU.y Centered Teaching," l~ of . IJoma EcoQOmeli. nm (I.. , 19S,),. 394-96. • ,