FACTORS INFLUENCING MALE HIGH SCHOOL STUDENTS TO …

FACTORS INFLUENCING MALE HIGH SCHOOL STUDENTS TO

ENROLL IN HOMEMAKING CLASSES

by

MARY JANE HOLLABAUGH SAMPSON, B.S. in H.E.

A THESIS

IN

HOME ECONOMICS EDUCATION

Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for

the Degree of

MASTER OF SCIENCE

IN

HOME ECONOMICS

- ^ „ ACKNOWLEDGMENTS

The investigator wishes to express sincere appreciation for t'.ie.

valuable assistance given by her advisory committee. Dr. Ruth Volz,

chairman of the thesis committee, provided encouragement and guidance

throughout the study. In addition, the author wishes to thank Dr.

Valerie Chamberlain and Dr. Bill Marshall for their counsel and con

structive advice during the preparation of the manuscript. Gratitude

is also expressed to the homemaking teachers of Lubbock, Texas who par

ticipated in the study and to Mrs. E. E. Williams, homemaking consul

tant, whose help with the study was invaluable. Appreciation is ex

tended to the author's parents for their encouragemeni; and financial

support throughout the study. The author also wishes to express grat

itude to her husband,whose understanding and cooperation made this study

possible.

11

TABLE OF CONTENTS

Page

ACKNOWLEDGMENTS ii

LIST OF TABLES v

CHAPTER

I. INTRODUCTION 1

Statement of the Problem 3 Purposes of the Study 3 Scope and Limitations 4 Research Questions 4 Definition of Terms 5

II. REVIEW OF LITERATURE 9

Trends in Male Enrollment in Home Economics 9 Factors Relating to Enrollment 10 Factors Relating to Student Enrollment in Parallel Studies of Females 11

Survey Techniques Utilizing Questionnaires 13 Likert Scales 15

Summary 16

III. METHODS AND PROCEDURES 17

Development of the Instrument 17

Selection of the Sample 18

Treatment of the Data 19

IV. ANALYSES AND INTERPRETATION OF DATA 20

Description of the Sample 20 Analyses of Data 26 Rank Order Analyses 27 Chi-Square Analysis 41 Summary 59

m

V. SUMMARY, FINDINGS, CONCLUSIONS, RECOMMENDATIONS, AND SUGGESTIONS FOR FURTHER RESEARCH 62

Summary of the Study 62 Findings of the Study 62 Conclusions and Implications 64 Recommendations 65 Suggestions for Further Research 66

LIST OF REFERENCES 67

APPENDICES 71

A. PANEL OF JUDGES 72

B. QUESTIONNAIRE FOR SURVEY OF FACTORS INFLUENCING

MALE ENROLLMENT IN HOME^IAKING CLASSES 74

C. INSTRUCTIONS FOR DISTRIBUTION OF QUESTIONNAIRE PACKETS 78

IV

LIST OF TABLES

Page

1. Number and Percent of Male Student Respondents per

School 21

2. Demographic Variables of Sample 23

3. Rank Order of Influencing Factors of Male Enrollment in Homemaking Courses 28

4. Rank Order of Influencing Factors of Male Enrollment in Homemaking Courses in Group 1, General Considerations 34

5. Rank Order of Influencing Factors of Male Enrollment in Homemaking Courses in Group 2, Perceptions of Homemaking Programs 35

6. Rank Order of Influencing Factors of Male Enrollment in Homemaking Courses in Group 3, Adult Influences . . 36

7. Rank Order of Influencing Factors of Male Enrollment in Homemaking Courses in Group 4, Peer Influences . . 37

8. Rank Order of Influencing Factors of Male Enrollment in Homemaking Courses in Group 5, Class Acitvities . . 38

9. Rank Order of Influencing Factors of Male Enrollment in Homemaking Courses in Group 6, Course Content . . . 39

10. Rank Order of Influencing Factors of Male Enrollment in Homemaking Courses in Group 7, Scheduling 40

11. Significant Differences Between Race and Influential Factors of Male Enrollment in Homemaking Courses Questionnaire Items 42

12. Significant Differences Between Grade Level and Influential Factors of Male Enrollment in Homemaking Courses Questionnaire Items 44

13. Significant Differences Between Previous Classes Taken and Influential Factors of Male Enrollment in Homemaking Courses Questionnaire Items 45

14. Significant Difference Between Family Position and Influential Factors of Male Enrollment in Homemaking Courses Questionnaire Items 53

15. Significant Differences Between Who the Student Lives with and Influential Factors of Male Enrollment in Homemaking Courses Questionnaire Items 54

16. Significant Differences Between Number of Brothers and Influential Factors of Male Enrollment in Home-making Courses Questionnaire Items 57

17. Significant Differences Between Number of Sisters and Influential Factors of Male Enrollment in Homemaking Courses Questionnaire Items 58

VI

CHAPTER I

INTRODUCTION

"Vocational educationj"- according to Thompson (12:16), is tc

"assist an individual to grow and develop, to become separate from

other things and other persons, to discover a satisfying role in an

occupational area." For these and similar reasons, vocational edu

cation is receiving more recognition and legislative aid to its

program offerings in secondary public schools. An appraisal of vo

cational education occurred prior to the 1963 National Vccacicnal

Education Acts.

A panel of consultants drawn from the education profession, labor, industry, agriculture, lay public and representatives from the Department of Agriculture and Labor assembled in 1961, at the request of President John F. Kennedy, for the purpose of reviewing and evaluating the current National Vocational Education Acts. In this report, it is stated that: Vocational education . . . will hold students in school for longer periods, make their. more productive as they enter the world of work, and giva them the security and stability which contributes signi-•ficantly to political, economic, and social well being. (23:226)

The 1963 National Vocational Education Acz specified tnat

homemaking education would consist of two types of programs, useful and

gainful. From the .laticnai Vocational legislation, each sr.ate mus: da-

sign guidelines ind purposes for iaiplementing vocational programs. The

'Vocational Education Amendments of 1968 placed oiora stringent lemands

upcn "he development of homemaking programs with the puvpcss of prepar

ing students x 7ith a salable skill. The 1968 Ara r.drnents .:cni:inue-.: to

demand stata guidelin .s as uoes the latest vccaticr.al legislation. :.he

1

1973 Vocational Act. The Texas Education Agency is the organization for

developing the guidelines and purposes for all vocational homemaking

programs in the State. The purposes of homemaking education, as stated

in the Vocational Homemaking Education Program Standards for Public r

Schools in Texas, January 1978, are:

1. To prepare males and females for the occupation of homemaking and for combining the roles of homemakers and wage earners;

2. To help individuals and families improve home environment and the quality of personal, family, and community life;

3. To prepare youth and adults for the responsibilities of home-makers and parents through instruction in the home economics subjects of child development, clothing and textiles, consumer education, family living, food and nutrition, home management, and housing;

4. To prepare students to become employable in occupations requiring knowledge and skills in one or more of the home economics subject areas;

5. To help students who are educationally disadvantaged and those who are handicapped develop skills for gainful employment in home economics related occupations;

6. To provide youth and adults with opportunities for leadership development; ,

7. To provide a basis for preparation for professional leadership in home economics and consumer education;

8. To give greater consideration to economic, social, and cultural conditions and needs of families;

9. To provide outreach programs for youth and adults who have special needs. (25:3)

The current program purposes and legislation for homemaking ed

ucation has placed emphasis on male enrollment. In past years, enroll

ment in homem.aking classes has been predominantly female. Yet, in the

program purposes of homemaking education, it is stated that it should

meet the needs of all individuals, regardless of sex. la ^ew Directions

(18), it is noted that the focus of homemaking education is the family,

and that one responsibility of homemaking education is to prepare all

family members for effective productivity for self and society. Not

only should this aspect of education be concerned with the mother-wife

role but also with the father-husband role. The perspective of homemak

ing education must widen from all-female enrollment to include male stu

dents in all of its subject matter areas. Concern for the family re

mains the integral part of homemaking education, according to the Mc-

Grath (15) report, which recommended that "knowledge" within homemaking

education must be made available in more ways to more people. One way

to reach more people is for homemaking education to encourage the male

population to enroll in homemaking courses. This concept is supported

by McGrath in his challenge to the profession by his statement:

For years, homemaking programs have reached only the middle class population, and within this group efforts have been directed largely to women and girls. To extend the services of homemaking educators to reach greater numbers of the male population will be a challenge of the future. (15:10)

Statement of the Problem

Two problems were investigated in the study. The primary prob

lem w as to identify factors which influenced the decision of male high

school students to enroll in hom.emaking courses. A secondary prob

lem was to identify factors which influenced the decision of male high

school students not to enroll in homerr.aking courses.

Purposes of the Study

To address the problems of the study, the following purposes

were set forth. First, a review of literature was undertaken to detar-

mine: (a) current enrollment and interest in the area of male students

in homemaking classes; (b) perceptions male students have of home eco

nomics course offerings; amd (b) survey techniques including the use of

questionnaires. Second, a valid and reliable questionnaire for asoessing

4

factors which influence males to elect homemaking classes was developed.

Third, data analyses of the factors which influence males to elect home-

making classes were completed. Implications and conclusions from the

analyses of data were developed. Fourth, recommendations were made

which would help stimulate interest in the area of male high school stu

dents' enrollment in homemaking courses.

Scope and Limitations

The following describe the scope and limitations of the study:

1. The study was restricted to a random sample of high school males in

homeroom classes in the Lubbock Independent School District, Lubbock,

Texas.

2. The study was under restrictions established by administrators of

the Lubbock Independent School District, Lubbock, Texas.

3. The data were limited to responses to the questionnaire.

Research Questions

The following research questions were tested:

1. What factors influence male students' decisions to elect homemaking

courses?

2. What perceptions of homemaking courses influence male students' de

cisions to elect homemaking courses?

3. wliich adults influence male students' decisions to elect homemaking

courses?

4. Which peers influence male students' decisions to elect homem.aking

courses?

5. What activities relating to homemaking courses influence male

students' decisions to elect homemaking courses?

6. v>niat scheduling of courses influences the male students' decisions

to elect homemaking courses?

7. What course content of homemaking courses influence male students'

decisions to elect homemaking courses?

Definition of Terms

The following terms are defined in accordance with the purpose of the study:

!• Child Development - A specialized course providing opportunities

for students to study in areas of particular interest of child de

velopment such as preparation for parenthood, development of the

infant and young child, and care and guidance of infants and young

children

2. Consumer Education - A specialized course providing opportunities

for students to study in areas of particular interest of consumer

education such as allocation of resources, consumer buying, and

consumer citizenship

3. Future Homemakers of America/Home Economics Related Occupations -

A youth club made up of students in junior and senior high who have

taken a homemaking class; the club's goal is to help individuals

improve personal, family, and community living

4. Gainful Program - Training for high school students preparing to

enter employment in occupations requiring knowledge and skills in

one or more homemaking subject areas including child development,

clothing and textiles, consumer education, family living, food and

nutrition, home management, and housing (25:17)

5. High School Student - A male or female student currently dnrolled

in the ninth through twelfth grades

6. Home Furnishings - A specialized course providing opportunities for

students to study areas of particular interest in furnishings for

the home such as the significance of housing and home furnishings,

housing the family, and management and consumer aspects of housing

and home furnishings

7. Home and Family Living - A specialized course providing opportuni

ties for students to study in areas of particular interest in home

and family life, such as appreciation of self, self in groups, self

in future, self in community, and the family as managers and con

sumers

8. Home Economics Cooperative Education - Home economics cooperative

education is designed to provide related classroom instruction;

on-the-job training for high school students preparing to enter em-

plojrment in the occupations requiring knowledge and skills in one or

more home economics subject areas including child development,

clothing and textiles, consumer education, family living, food and

nutrition, home management, and housing

9. Homeroom - A time period set aside during the school day to provide

a school home for students where they can be known as individuals,

and where they can come for assistance with their educational, voca

tional, and personal plans and difficulties; and to provide a place

for informal group discussions of immediate problems and issues

facing boys and girls (9)

10. Homemaking I - A program in homemaking education which provides coni-

prehensive instruction in the home economics subjects of child

development, clothing and textiles, consumer education, family liv

ing, food and nutrition, home management and housing for beginning

students; usually in the ninth grade

11. Homemaking II - A year of homemaking education preceded by Home-

making I for students in tenth through twelfth grades; Homemaking

II goes into a more in-depth study of concepts studied in Homemaking

I

12. Homemaking III - A year of homemaking education preceded by Homemak

ing I and II for students in eleventh and twelfth grades; Homemaking

III goes into intense studies of concepts of Homemaking I and II

13. Lubbock Independent School District - Prescribed area in Lubbock,

Texas where federal, state, and local funds are utilized to educate

students. High schools included in the District were: Coronado High

School, Dunbar High School, Estacado High School, Monterey High

School, and Lubbock High School. Junior High Schools included in

the study were: Alderson, Atkins, Evans, Hutchinson, Mackenzie,

Matthews, Slaton, Struggs, Thompson, and Wilson. Only ninth grade

students in these junior high schools were considered for the sam

ple

14. Useful Program - The program in homemaking education divides in

struction in the home economics subjects of child development, cloth

ing and textiles, family living, food and nutrition, home management,

and housing for high school students preparing for occupations of

homemaking and for adults wanting to improve knoxN ledge and skills

in homemaking areas (25:2)

15. Vocational Homemaking Course - Any course offered by the Homemaking

8

Department in the schools participating in the receiving of federal

and state funds which includes the gainful and useful segments of

homemaking education

CHAPTER II

REVIEW OF LITERATURE

Trends in Male Enrollment in Home Economics

Coon (6) surveyed homemaking programs in secondary schools in

the United States in 1959. The purposes of the study were to determine

the availability of homemaking in the schools, the nature of the pro

grams and the proportion of pupils receiving instruction. Data were

obtained from 3,796 schools, drawn as a random sample of secondary

schools with an enrollment of 100 or more students, in the fifty states

and the District of Columbia. Findings of the survey revealed that

slightly more than one percent of the boys in the schools were enrolled

in home economics courses. Courses in homemaking open to boys were of

fered in 16% of the schools. Of these, 61% offered coeducational

courses; 26% offered courses in which only boys were enrolled; and 11%

offered coeducational and boys-only courses.

According to the United States Department of Health, Education,

and Welfare Office of Education (24), Vocational Education is one of

the most sex-segregated of all education programs of the 136 instruc

tional categories within the education programs in the Nation. Seventy-

one percent of these vocational programs have enrollments of at least

75% of one sex or the other. In a report from Matthews and McCune (16)

from the Resource Center on Sex Roles in Education, National Foundation

for the Improvement of Education, the authors have stated that

10

sex-segregation in vocational programs results from factors ranging from

overtly discriminatory admissions or graduation requirements through

discriminatory counseling or counseling instruments, to students'

choices which may be made on the basis of subtle or covert sex role

stereotypes. As a result of this sex-segregation, Title IX (22) of the

Education Amendments of 1972 was enacted. Title IX is the first compre

hensive federal nondiscriminative law covering sex discrimination in the

program of educational institutions and agencies. Title IX of the Edu

cation Amendments of 1972 states that:

No person in the United States shall, on the basis of sex, be excluded from participation in or be denied the benefits of, or be subjected to discrimination under any educational program or activity receiving Federal financial assistance. (22:5)

The purpose of Title IX is to prohibit sex discrimination against

students and employees in education programs and activities receiving

federal funds. It provides that females and males must be afforded equal

opportunity with regard to:

1. Admissions to most education institutions 2. Access to and treatment in curricular and extracurricular pro

grams and activities sponsored by education agencies and institutions. (22:5)

Factors Relating to Enrollment

A survey was conducted by- Caputo (5) in 1971 to identify char

acteristics of successful course offerings in home economics being made

available to males. The majority of course titles for classes in which

males were enrolled reflected that the area of human development and the

family was most popular. Other titles were in four additional areas of

home economics. They were, in descending order of popularity: home

11

management and family economics; foods and nutrition; housing, home

furnishings, and equipment; and textiles and clothing. All of the co

educational offerings were reported as being offered on an elective basis.

Sixty percent were yearly courses, and 38% were semester offerings.

Three percent were from 10 to 12 week courses offered on an exchange

basis with other departments, such as industrial arts and business. The

subject matter areas in which courses were offered to only males were:

foods and nutrition, human development and the family, home management,

and family economics. The majority of the courses provided for males

were offered on an elective basis. Only one offering was reported as a

required course.

Factors Relating to Student Enrollment in Parallel Studies of Females

In 1949, Bell (2) conducted a study of factors influencing

females to take or not to take homemaking classes. The findings were

similar to a more current study about the same topic which was con

ducted by Smith (20). The samples used in the two studies were from

the State of Texas.

According to Smith (20), factors influencing females to take

homemaking courses in Texas are:

1. Homemaking can be valuable to me now and in the future

2. I enjoy the types of things we do in homemaking

3. I expect to establish a home soon

4. My parents wanted me to

5. It worked into my schedule

6. My friends advised me

12

7. My counselor or principal advised me (20:45) .

These items were noted by Smith (20) as factors influencing fe

males not to take homemaking courses:

1. I could not work it into my schedule

2. I can learn all I need to know about homemaking at home

3. My friends advised me not to take it

4. My counselor or principal adivsed me not to take it

5. My parents did not want me to take it

6. Other subjects are more important to my career

7. I prefer to be in classes with boys (20:45).

In Smith's (20) study, she concluded that enrollment might be

increased in the high schools of Texas by:

1. Adjusting scheduling differences

2. Incorporating learning experiences based on students' needs and interests

3. Helping students become aware of the total homemaking program (20:45).

The purpose of a study conducted by Garrett (12) in 1958 was to

identify factors which influenced the election or non-election of home-

making by girls. Findings based on a comprehensive questionnaire ad

ministered to 1,207 girls revealed the following:

1. Most students take homemaking because of a personal interest in the subject; but parents are influential in the election or non-election of homemaking by their children

2. Homemaking courses need constant revision to meet the needs of the pupil

3. Good publicity would attract more students into the homemaking curriculum as would a well-taught homemaking program (12:92).

13

Survey Techniques Utilizing Questionnaires

According to Borg and Gall (3) and Hall (13), research data may

be obtained in a variety of ways. These include observing people's be

havior, asking them to discuss their opinions orally, or presenting

them with a questionnaire on which they write their own answers. Hall

(13) noted that each of these techniques has an important place in home

economics research providing it is appropriate for that particular in

vestigation.

Borg and Gall (3) and Hall (13) stated that a questionnaire is

a form that is used to elicit responses to specified questions filled

out by the respondent. Although a questionnaire is often used as a

means of reaching persons who are difficult to contact personally, it

can be given by the researcher to groups or individuals. Hall (13) and

Neill (17) have reported that advantages of a questionnaire include:

ease in covering a large geographical area, less skill required on the

part of the researchers to administer, elimination of interviewer or

observer bias, less expense in comparison to other ways of collecting

research data, unusual or personal kinds of activities discussed more

freely, less pressure placed on respondents and respondents can take

as much time as they wish to think about their answers.

There are disadvantages in collecting data through question

naires. Hall (13) noted that among the disadvantages of questionnaires

are the diversity of meanings attributed to the same question by the

respondents and the educational level required of the respondents in

roles to understand the questions and instructions. According to Dill-

man (7), one of the major disadvantages of questionnaires is securing

14

an adequate return rate. Hall (13) also noted that if an adequate num

ber of responses is not received, the sample may not represent the pop

ulation.

According to Hall (13) , two types of information are likely to

be sought through a questionnaire: personal data and items pertaining

to the subject of the investigation. Fleck (10) and Hall (13) stated

that items on personal and family background which might be significant

to an investigation in home economics include: age, marital status, ed

ucational level, occupation or vocational choice, family size and com

position, home and community activities.

Fleck (10) and Hall (13) reported that questions pertaining to

the subject matter of the survey might cover a variety of information,

such as: facts, feelings or attitudes, and present or past behaviors.

Hall (13) stated that the respondents should have had an opportunity to

acquire the facts they are being asked to provide.

Hall (13) identified characteristics of effective questionnaires.

These characteristics should be considered when using questionnaires.

First, the questionnaires should be valid. A valid questionnaire is

one that fulfills the basic purposes of the study. In addition, a val

id questionnaire is one that is administered to people who are qualified

to answer the questions. Second, the questionnaire should be objective.

The questions should not be biased by the researcher's viewpoint.

Third, the instructions and questions should be clear. Fourth, the

questionnaires should be carefully formulated and pilot tested. Fifth,

the questionnaires should have a neat and attractive appearance. Sixth,

the length of the questionnaire should be suitable. A questionnaire

15

should be long enough to obtain the desired information, but not so long

that it discourages the respondents from answering.

According to Hall (13), tools that are used for research pur

poses must be dependable. If results can be verified by impartial, in

dependent observers, or if one could repeat the testing procedure and

obtain similar results, one has evidence of the test's reliability. The

American Psychological Association (1) has recommended the following

ways of referring to the major types of reliability coefficients:

1- Coefficient of Internal Consistency - Based on a single trial of a

test obtained by dividing the test into equivalent halves (split-

half method) or by the analysis of variance method (Kuder-Richardson

technique)

2. Coefficient of Equivalence - Based on scores from two parallel forms

of the test administered at approximately the same time

3. Coefficient of Stability - Based on retesting with the same test,

following an interviewing period of time

4. Coefficient of Equivalence and Stability - Test-retest with equiva

lent forms is the most stringent test of reliability

Likert Scales

In responding to each item on a Likert scale, people indicate

how strongly they approve or disapprove, usually on a five-point con

tinuum. Individuals' scores are the sum of their ratings on each item.

The statements are selected for a Likert scale on the basis of internal

consistency. Each item needs to discriminate well between people who

obtain high scores and those who receive low scores on the scale. Items

16

which fail to correlate with the total score are eliminated as not con

tributing to the internal consistency of the scale.

According to Hall (13), there are advantages and disadvantages

to Likert scales. The use of Likert scales permits the use of items

not manifestly related to the attitude being studied. Likert scales

are relatively simple to construct and can be reliable. The range

of responses in a Likert scale can provide precise information about in

dividuals' opinions.

Summary

The review of literature has shown a lack of male students en

rolled in homemaking courses offered in secondary school systems. From

the investigation, it was found that the number of male individuals

reached by homemaking programs is very small when the thousands who are

eligible for such education are considered. Factors which have been

shown to influence the choices of females to take or not to take home-

making cco.rses seem to be similar to the factors which influence males.

By using questionnaires data can be collected to determine factors

which influence males to take or not to take homemaking cOc-. ses. Re

cent developments show an increasing interest in homemaking on the part

of male high school students, and progress has been made in the educa

tional programs for this group.

CHAPTER III

METHODS AND PROCEDURES

The present study was conducted to determine the factors affect

ing the decisions of high school male students to elect or not to elect

homemaking classes. The investigation provided information which

should be utilized in adapting the homemaking program to meet the needs

of high school males.

Development of the Instrument

Interviews were conducted with male high school students at

Estacado High School, Lubbock, Texas, to obtain data on which to base

the initial questionnaire. The initial questionnaire was constructed

with open-ended questions to obtain input from students selected from

various classes at Estacado High School. With the input from the stu

dents at Estacado High School, the open-ended questionnaire was refined.

The refined instrument was administered to students from Littlefield

High School in Littlefield, Texas for additional input. Littlefield

High School was chosen due to the proximity of that city to Lubbock.

With the information provided by the students of Littlefield High

School, a close-ended type of questionnaire was structured. The instru

ment was submitted to a panel of judges to strengthen the validity of

the questionnaire items. After obtaining recommended revisions from

the panel, the questionnaire was revised incorporating the recommenda

tions. Panel members were chosen for their contributions to the field

18

of home economics education.

The information resulting from the pilot study at Littlefield

High School, Littlefield, Texas and the panel of judges was used to de

velop the final instrument. The final instrument consisted of the same

demographic information from the pilot questionnaire and close-ended

statements in the form of a Likert scale. The finished questionnaire

was submitted to Dr. E- C. Leslie, Assistant Superintendent of Adminis

tration, for approval to be used in the Lubbock Independent School Dis

trict, Lubbock, Texas.

Selection of the Sample

The sample for the research project consisted of 324 subjects

from all of the high schools and junior high schools in Lubbock, Texas,

with the exception of Alderson and Struggs Junior High Schools. Because

the sample should include only ninth through twelfth grade students and

only schools offering vocational homemaking programs, Alderson and

Struggs Junior High Schools were not included.

The subjects were chosen randomly and assigned to a homeroom by

a computer located in the Lubbock Independent School District Office,

Lubbock, Texas. The sample was limited to homerooms of homemaking teach

ers plus a few other homerooms used to complete the needed sample. The

homerooms were designated by administrators of the Lubbock Independent

School District. There were 390 male students enrolled in the home

rooms. Of the 390 students, 324 students or 83% completed the ques

tionnaire. The remaining 66 students were absent from homeroom period

the day the questionnaire was administered.

19

Treatment of the Data

As the instruments were returned, a number was placed on each

questionnaire for coding purposes. The numbers ranged from 1-324, con

secutively. A data sheet was compiled for each respondent showing how

he answered each question. When all the instruments were returned, the

completed data were tallied and analyzed by the use of the IBM computer

system at Texas Tech University, Lubbock, Texas. The Chi-square statis

tical technique was used to cross-tabulate the responses from the sub

jects and to determine levels of significance. Differences were judged

to be significant at the .05 level or beyond.

CHAPTER IV

ANALYSES AND INTERPRETATION OF DATA

The data obtained for the study were collected to determine the

factors which influence male high school students to take or not to take

homem.aking classes. A questionnaire was completed by 324 of a possible

390 male high school students chosen in a random sample of homerooms in

the Lubbock Independent School District, Lubbock, Texas. The sample was

structured to obtain a number of students proportionate to the entire

male enrollment in ninth through twelfth grades in the schools which of

fered vocational homemaking programs. Responses were analyzed to obtain

frequency distributions and percentages for each variable. Chi-square

was used to determine if there were significant differences between

demographic variables and individual questionnaire items.

Description of the Sample

The demographic data obtained from the questionnaire were used

to obtain certain background information about each subject. Informa

tion categories included the following:

1. School attended

2. Race

3. Grade level

4. Previous homemaking classes taken

5. Position in family

6. Who respondents live with

20

21

7. Number of brothers

8. Number of sisters

Table 1 shows the number and percentage of respondents in each

school which participated in the research study. The 324 respondents

were students in the Lubbock Independent School District, Lubbock, Tex

as.

TABLE 1

NUMBER AND PERCENT OF MALE STUDENT RESPONDENTS PER SCHOOL

VARIABLES NUMBER PERCENT

Schools (Senior)

Coronado High School

Dunbar High School

Estacado High School

Lubbock High School

Monterey High School

Total Senior High Schools

Schools (Junior)

Atkins Junior High

Evans Junior High

Hutchinson Junior High

Mackenzie Junior High

Matthews Junior High

Slaton Junior High

48

32

57

39

54

230

15

13

8

15

11

11

14.8

9.9

17.6

12.0

16.7

71.0

%

%

4.6 %

4.0

2.5

4.6

3.4

3.4

TABLE 1—Continued

22


Thompson Junior High

Wilson Junior High

Total Junior High Schools

Total

Grades

9th

10th

11th

12th

Total Grades

11

10

22k.

3.

3 .

29.

xoo.

.4

,1

,0 %

,0 %

97

107

62

54

320

29.9 %

33.0

1 9 . 1

16.7

98.7 %

NOTE: Total percentage less than 100% because of non-responses.

A further breakdown of respondents included 71% of students in

high schools and 29% of students in junior high schools.

The largest proportion of students (18%) were from Estacado

High School, which is the only high school with ninth to twelfth grades

The largest percentage of students were in the tenth grade, while the

smallest percentage of students were in the twelfth grade. The second

largest percentage of students (17%) were from Monterey High School,

which has the largest student enrollment in the Lubbock Independent

School District for grades ten through twelve.

23

Table 2 shows demographic information pertaining to the sample

The racial breakdown revealed that 53% Anglo students, 16% Black stu

dents, and 28% Mexican-American students participated in the study.

The remaining three percent of the students were in the"other"category

which included all other races not listed.

TABLE 2

DEMOGRAPHIC VARIABLES OF SAMPLE


Race

Anglo

Black

Mexican-American

Other

Total

173

51

91

8

373

53.4

15.7

28 .1

2 .5

99.7

%

%

%

Previous Classes Students Had Taken

None

H.E.C.E.

Home and Family Living

Child Development

Home Furnishings

Consumer Education

Homemaking I

Homemaking II

25

15

34

4

3

2

36

o

69.7

4 .6

10.5

1.2

0.9

0.6

11.2

.6

%

TABLE 2—Continued

24


Homemaking III

Total

Position in Family

Oldest

Middle

Young

Total

Who Student Lives With

None

Father

Mother

Grandparents

Other Relative

Other Non-relative

Father and Mother

Father, Mother, Grandparents

Father, Mother, and Other Non-

relative

323

.6

99.9 %

86

141

88

315

26 .5 %

43.5

27.2

97.20 %

3

18

48

8

6

3

33

1

0.9

5.7

14 .8

2 .5

1.8

0.9

71.9

0 .3

%

4 1.2

Total 21L. 100.0 %

Brothers

0

1

76

87

23.5 %

26.8

25

TABLE 2—Continued


2

3

4

5

6

Total

67

45

22

12

15

374

20.7 %

13.9

6.8

3.7

4.6

inn.n %

Sisters

0 53

1 113

2 75

3 45

4 21

5 6

6 _11.

Total 324

16.4

34.9

23.1

13.9

6.5

1.9

3.3

100.0

%

%

NOTE: Total percentage less than 100% because of non-responses.

There is a general tendency for the enrollment of high school

classes to be larger in the ninth grade and decrease to the smallest

enrollment in the twelfth grade. This may be due to the drop-out

rate.

26

The majority of the male students (70%) had not taken any home-

making courses. The 30% of male students who had enrolled in homemak

ing courses elected two courses more frequently than all of the other

courses. These were Home and Family Living (11%) and Homemaking I

(11%). All of the other courses showed a very small percentage of en

rollment.

A breakdown of the students' positions in the family revealed

44% of the students were middle children, while 27% of the students

were oldest children, and 27% were youngest children.

The largest proportion of students (72%) lived with both their

parents. The next largest group of students (15%) lived with only a

mother.

Of the 324 respondents, 27% of the students had one brother.

The remaining students had zero to six brothers in decreasing order

ranging from 24% for no brothers to four percent for five brothers.

There was a slight increase between four percent for five brothers and

five percent for six brothers. Percentages of sisters were very simi

lar to those of brothers. The largest percentage of students (35%)

had one sister, while 23% had two sisters. Sixteen percent of the stu

dents had no sisters. Only two percent of the students had five sis

ters, while there was an increase to three percent of the students who

had six sisters.

Analyses of Data

Male high school students were presented with a forty-two

statement questionnaire concerning their attitudes toward factors which

27

would affect their decisions to enroll in homemaking classes. After

each statement, the students were instructed to check one of four de

grees of agreement: Strongly Agree, Agree, Disagree, or Strongly Dis

agree. Each choice was given a numerical value so that a cumulative

score for each item could be determined, with the higher scores indi

cating a greater degree of agreement. This was possible by assigning

a four point value to Strongly Agree, three points to Agree, two points

to Disagree, and one point to Strongly Disagree.

Rank Order Analyses

Table 3 shows how the statements were ranked in order from most

influential to least influential. Statement number one at 1036 points

reflected the most influential variable affecting males' decisions to

take homemaking courses. There was a decline of 33 points to the next

highest statement, number three at 1003 points. The largest decline

between scores (55 points) was between statements sixteen and seventeen

which were ranked 29 and 40. Another gap of 46 points existed between

statements thirty-one and thirty-nine which were ranked 32 and 33.

The forty-two statements were grouped into seven categories.

Each category contained six statements pertaining to the following sub

ject headings* General Considerations, Perceptions of Homemaking Pro

grams, Adult Influences, Peer Influences, Class Activities, Class

Scheduling, and Course Content. Each group of six statements within

these categories was rank ordered with the highest score indicating the

most influential factor affecting the male enrollment in homemaking

courses.

28

CO

w o W

bi >

D CJ

m Ed

iy3

o H U <

o z M o z w

O

CO O O

00 0^

ON

m a\

vO m ON

CvJ CO u-i vO

CO

c u «) o ^ a en cu m en CO

1—1

u bO c

•H ^ CO

s (U g 0 K

•

• cn ao c •H .c U

5 . (U > o u s •H

a i H (U x: cn . (U x: 4J

• U CO

sz 5

0) cn 3

C CO a

cn •u c 0)

•TJ 3 4J zn

• o

« cn (U cn cn CO

i H

o 00 c •H

00

c •H ^ CO

OJ 6 o ^

c •H

!-i

x: 4J (U 00 o •u

u o 3

o JJ

4J QJ 00

cn Li C OJ

'^ 3 Li an

m

O CN

• cn (D cn CO CO

rH a

• cn 0) cn cn CO

o 00 3

•H .i«J CO

6 o s: c •H

4.) CO cu o 4J

• u 0) 00

cn • U

3 a T3 3 4J CO

•

Cvl

i H rH •H [3 cn 0) cn cn CO

i H

a 00 3

•H

CO 6 cu s o

j =

3 •H

- 3 (U M o o

cn • U

o 0) • n .£3 3

CO

•

• Qi

3 4J 3

M-l

dJ SZ 4J

3 •H

(U

e e-

I—!

0) . 3

• 3 3

14-1

CJ Si

o 4J

6 cu (U cn

cn (U cn cn CO

1-i

a 00 3

•H ^ CO S OJ S o s

eg

cn TH •H

cn 00 3

• H

M CO

<u e 0 sz 5 o 3 M

o • u

- 3 CU (U 3

cn 4-1

3 <u

-3 3 Li CO

• CN|

CO

29

(^ CO

o\

rH CO

a\ r^ CM CT\

CO CN <y^

en rH <y\

-sT

o cr»

^ 0 0 00

' 3 (U 3 fi •H 4J 3 O O

CO

w

<

• >. ^ u CO

s >. (U

sz Li

3 (U

^ 5

>> s cn CO

cn cn CO

rH o OJ g CO cn (U s: Li

3 •H

OJ X I

O Li

4J 3 CO 3

M

•

CN

• CO

- 3 3 OJ

•H M

14-1

o 4-1

CO 4J 3 Q)

- 3 3 4-1

cn S o

r-\ rH CO

cn 0) CO cn CO

rH o 00 3

•H .i«5 CO B OJ g o B

•

• 0) >

•H 4J CO (U U O

CU .n

• CU

- 3 ^ O u o o o 4-1

cu u CO

cn cu cn cn CO

rH O

00 3

•H .i«5 CO g O g o

32

•

CO

1

o •rn 3 CU

(U X I

o 4-i

g OJ <D cn

cn (U cn cn CO

rH a 00 3

vH .isi CO g

(U u CO

cn 0) cn CO

, to r-l o 00 3

•H M CO g CU g o sz cn 0) g

•H 4J

>

x: CJ CO 01 •P

CO cu CO cn CO

rH O

00 3

•H v>; CO g 0) g

Ji o U IX!

•

i H

• >

rH •H g CO

<4-;

CO

14-1

o 0) M CO o Q; . ^ CO 4J

00 3

'H •u

cn <u u (U 4 J

3 •H

<U V4 CO

cn (U CD cn CO

i H CJ

00 3

•H ^ CO 6 0) g o ffi

•

CO CN rH

CO in

30

T3 d) 3 3

•H Li 3 O

O

CO

W

< :

CO

o H

<

o z M

w

M

^

z

o 0 0 0 0

CN

0 0

^-^ >X) 0 0

CO

m CO m 0 0

m 0 0 0 0 0 0

0) . Q

O 4-1

g cu cn

cn cu o 3 0)

• H

Q) O .

> O •ro 3 CU

cn cu o 3 CO

. 3 O

 O J-t P.

cn ^ cn CO cu

0)

CO

g cn CO

cn cn CO

1—1 a cu g CO cn

(U

X

cu 3 o g cu > CO cn

o 4-1

cn (U cn cn CO

o •r-) 3 (U

CO

CD r H r H •H

cn

00 3

•H

4J 3 cu

3 

> X cn 3 O

• H U CO

cn X o

4-) 3 o

X CO

3

CO 0)

cn (U cn cn CO

r H 0

00 3

• H ^ CO g Q)

g 0 32

• .0

X 4.)

3 •H

0) X

0 Li

4-1 3 CO 5

M

• CO CN

• TZ 3 CU

• H V4

14-1 T H

>-l • H

00

3 ^ CO d)

r H

3 CO 0

cn 4-1

3 OJ

- 3 3 4-1 CO

•

CO

00 3

•H .i«i CO g (U g 0

X

00 3

CO 4J

o. lU (U

^ lU CO 3 0 SZ

00 f • H

M

* c

H 4 ^

• CN CO

• (U

—1 r*

lo

0 4-1

3 ^ CO (U

i H

cn 4J 3 cu

- 3 3 4-) CO

• 0 •<r

CO r H 0

00 3

•H .i«i CO

g (U

g 0

X

3 • H

cn 3 0 g (U

n3

00 3

• H M CO g CU g 0

s

• 0 CO

0 0 0 ^ O CM CM

CM CN

CO CM CN

i n CM

- 3 «d-CO 00

vO rH 00

vO ON r-

vX CN CN

00 CN

ON CM

O CO

31

CM O f*>

CJN CO r

• a;

i H X CO >. o •r-5 3 cu 0) x» o 4J

g OJ cu cn u cu

X o CO 0) 4-1

4J

(U 00

o 4-1

!3 o sz 3 o >^

sz o CO cu 4J

cn cu cn cn CO

rH O

00 3

•H M CO g (U g o

12

. H

• CD U <U x: 4J

c Si Li •H 5 00 3 O

rH CO

g o

<4

4J

cn (1)

X

cn rH r-t •H .M cn 00 3

•H . i*! CO g (U g o x: 3 M CO OJ

rH

3 CO a

19

. I

• cu g o .3

•u CO

OJ 3 O (U g o cn

cn 4-1 3 (U

-3 3 •u

cn X 4-1 •H

s CD CU CD cn CO

rH o 3

•H

CU X

o 4-1

4-1 3 CO [5

25

. I

• cn .»'

<t{ JB

28

. F

1 CO CU 3 O o

O

- 3 Hi 4-1 CO

rH CU

»J

cn a

•H g o 3 o o w Q) g o PC

V—•

q Cfii PI] SC

•

rH X CO >s o

•r-) 3 cu 

•H • U

o CO

/"-N

3 o

•H 4-1

CO rH

•H ^ CD

00 3

•H .i<J CO g (U g O

X

3 !-i CO <U

rH

o 4J

u (U 4J 4J CU

X

CD •H

• U

1—1

«

• CU g o sz 4J CO

3 CO

SZ Li

CD CU CD CD CO

rH o 00 3

•H ^ CO g 0) g o t ^

3 •H

o 4J

(U g CD CU o 3 cu 3

H 4-1 3

•H

.iii O o o 0 4-1

5 o

X

00 3

•H 3 o 3

38

. K

• CD Q) cn cn CO

rH o 00 3

•H J ^ CO g 0) g o X

0) ^ CO 4-1

- 3 CU 3 3

•H • U 3 O

CJ

CO

CQ

H

CO

s o CJ CO

u > I H

H

S 33 O

CO Qi

o H a <: I H

O

z M CJ

z Cd P »J Pl4 Z M

RA

NK

CJN VO

(^

1 •H CJ CJ

- 3

>s g CU o 3 (U 3

i H <4-<

3 • H

cn 0) o 3 <D

• H M CU a X (U

cu g o sc

• r H CO

CM CO

• cn cu cn cn CO

tH O

00 3

• H .i<J CO g <u g o sz

3 • H

r H r H o U 3 CU

o 4-1

3 o

• H cn

CO CN

r

o 4-1

(U g

cn cu CJ 3 (1) 3

t H I H

3 • H

3 CU cn

o 4J

:5 o

X

0 0 3

• H 12 O 3

t^

• CTv CO

CO CO

• cn >

>^ g 0) o 3 Oi 3

r H ( H 3

• H

CD +J 3 cu g 0) M

• H 3 cr 0) M

r H O o x: a cn

>% S

• r-i -d-

-3 -CO

• cn cu cn cn CO

o 0 0 3

• H ^ CO g CU g o

. 3

4H • H

(U g 4-1 CO

X 00 3 CO

r H

' 3 j-i 3 o :3

cn na 3 (U

• H .1

14-4

>. S

« r H CN

i n CO

• cn Q; CO CD CD CO

T-\

o 00 3

• H M CO

s . g (U o 3 CU 3

r H "H

3 •H

CD TS 3 OJ

•H U

I H

>. S

• CN CN

CO

• CD (U CD cn CO

r-i o 00 3

• H ^ Crt g tu g o X

3 •H

r H H o >-l 3 0)

ON 0 0 vO

3 o

• H CD

•H a cu

' 3

> g CU o 3 cu 3

r H 14-) 3

• H

CD $-1 OJ

X o CO (U 4J

u <u

X 4-1

o •

i n i H

CO

• cn 0) cn cn CO

r-i o 00 3

•H -i<i CO g (U g o

X

3 • H

r-i T-^

o M 3 CU

o 4-1

o r^ vO

1 3 cu

o u

3 o

• H cn

• H o <u

T3

b g

cu o 3 0) 3

rH I H

3 •H

cn 4J 3 (U V4 CO

P^

• 0 0 r H

CO CO

32

• cn (U CD cn CO

r H o 00 3

• H ^ CO g 0) g o

X

3 • H

r H r H o u

33

o 1 ^

o CO

m

CO

m

TZ OJ

3 3

•H H 3 O

CJ

CO

CO

o H CJ <:

o z M CJ Z Cd PO H J Pi<

z IH

3 O

•H

cn • H O CU

- 3

> g (U o 3 0) 3

rH 4-1 3

• H

CD U O

rH CU CO 3 3 O

o

vX

CD CU cn cn CO

a 00 3

•H

CO

g g o x: 3

•H

o 3

I

a (U o •u 3 O

•H cn

•H o cu

g

a

CD (U CD

cn

CO

O

00

3

4J 3 CO 4J U O a g

u

i cu

CO

cn cu cn

CO CO

CD cu CD

3 CU 3

r-i M-l 3

•H

CD OJ

X

o CO o

CJ

^ CO g 0) g o X

3 •H

rH rH o ?-l

CD CO

1-\

a 00 3

•H .iii CO

g <u g o PC

CD CO

T-{

o S-i (U sz 4-1

o 3 CO X H

o 4J

4-1 3 CO 5

CO

0) U CO

cn CU cn cn CO

t H CJ

00 3

• H

CO

g g o 32

CO

CU M CO 4-1

ON CO

o CM

34

Statements in group 1 pertained to general considerations which

influence males to take homemaking classes. Table 4 shows the highest

ranking statement at 1036 points was number one, chances to learn new

things, while the easiness of the class was ranked last at 861 points.

All of the statements in group 1 are in the first one-half of the rank

order of all the statements as shown in table 4.

TABLE 4

RANK ORDER OF INFLUENCING FACTORS OF MALE ENROLLMENT IN HOMEMAKING COURSES IN GROUP 1, GENERAL CONSIDERATIONS

INFLUENCING FACTORS

1.

3.

2.

42.

4.

6.

Homemaking classes provide chances to

learn new things.

Homemaking classes help improve your

skills at home.

Homemaking classes seem to be fun.

Students need to know homemaking skills

when they marry.

Homemaking classes are interesting.

Homemaking classes are easy.

CUMULATIVE SCORES

1036

•

1003

944

943

886

861

Group 2 contains statements regarding males' perceptions of

homemaking programs. (Table 5 shows how the statements referring to

perceptions of homemaking programs were ranked.) The factor, being

35

dble to use w^at was learned in cllasses, had 986 points. The least im

portant factor in this group, learning how to get along with others, had

a cumulative score of 836 points. Five of the six statements in this

group fall in the upper half of the total ranked statements.

TABLE 5

RANK ORDER OF INFLUENCING FACTORS OF MALE ENROLLMENT IN HOMEMAKING COURSES IN

GROUP 2, PERCEPTIONS OF HOMEMAKING PROGRAMS

INFLUENCING FACTORS

10.

7.

9.

8.

11.

12.

Students can use what they learn in

homemaking classes.

Subjects covered in homemaking class

es will help me in the future.

Homemaking classes allow students to

be creative.

Homemaking classes seem to be enjoy

able.

Homemaking classes teach you how to

take care of a family.

Homemaking classes teach you how to

get along with others.

CUMULATIVE SCORES

986

956

931

923

907

836

Table 6 shows how the statements in group 3, Adult Influences,

were ranked.

TABLE 6


GROUP 3, ADULT INFLUENCES

36

INFLUENCING FACTORS

14.

19.

15.

18.

16.

17.

Homemaking teacher(s) seem to be easy

to get to know.

I can learn homemaking skills best

from someone at home.

Other teachers influence my decision

to enroll in homemaking classes.

Parents influence my decision to en

roll in homemaking classes.

Counselors influence my decision to

enroll in homemaking classes.

Coaches influence my decision to en

roll in homemaking classes.

CUMULATIVE SCORES

907

834

689

670

662

607

Factors dealing with adult influences were included in group 3. The

most influential factor at 907 points was the homemaking teacher being

easy to get to know. Other influential adults are parents and teachers

with coaches reported as being the least influential. Four of these

six statements fall in the lower quartile of the total ranking of

37

statements.

Table 7 shows how the statements in group 4, Peer Influences,

were ranked.

TABLE 7


GROUP 4, PEER INFLUENCES

INFLUENCING FACTORS CUMULATIVE SCORES

20.

24.

23.

25.

21.

22.

Students get to work together In home-

making classes.

I want to be in the same class as my

friends.

I want to be in the same class as my

girlfriend.

I want to be in classes with students

of different ages.

My friends would laugh at me if I took

homemaking classes.

My friends influence my decision to


965

937

853

816

705

705

Factors in group 4 dealt with peer influences on the male stu

dent. The two highest ranked statements were very similar in that they

38

both dealt with being the students' friends. The two statements that

ranked last in this group were number twenty-one, friends would laugh,

and twenty-two, influence of friends—each of which had 705 points.

Statements in this group were scattered throughout the total rank order

of statements.

Table 7 shows how the statements in group 5, Class Activities,

were ranked.

TABLE 8


GROUP 5, CLASS ACTIVITIES

INFLUENCING FACTORS

27.

26.

29.

13.

30.

28.

Students get to eat in homemaking

classes.

Activities in homemaking classes seem

to be enjoyable.

Homemaking lab experiences seem to be

enjoyable.

Homemaking classes provide chances to

learn about jobs.

Homemaking demonstrations by the

teacher seem to be enjoyable.

FHA (Future Homemakers of America)/

HERO (Home Economics Related Occupa

tion) activities seem to be enjoy

able.

CUMULATIVE SCORES

959

913

880

862

846

796

39

Group 5 included statements about homemaking class activities.

The most influential factor with 959 points was getting to eat in class.

The second and third ranked statements were concerned with how enjoy

able homemaking class activities seem to be. Future Homemakers of Amer

ica/Home Economics Related Occupation activities ranked last. The

statements in this group were scattered throughout the highest two-

thirds of the total ranked statements in table 3.

Table 9 shows how the statements in group 6, Class Activities,

were ranked.

TABLE 9


GROUP 6, COURSE CONTENT

INFLUENCING FACTORS

37.

32.

40.

38.

31.

39.

Students can learn to save money by

taking homemaking classes.

Learning housekeeping skills is enjoy

able.

Students learn to be more independent

in homemaking classes.

Knowing how to cook influences me to

take homemaking classes.

Home experiences influence my deci

sion to enroll in homemaking classes.

Knowing how to sew influences me to

take homemaking classes.

CUMULATIVE SCORES

851

851

849

789

769

723

40

Factors dealing with course content were included in group 6.

The two statements that ranked highest at 851 points related to learn

ing to save money and the enjoyability of learning housekeeping skills.

The statement, Knowing how to aew, ranked last in this group of 723

points. The statements in this group were scattered throughout the to

tal forty-two statements in table 3. Table 10 shows how the statements

in group 7, Class Scheduling, were ranked.

TABLE 10


GROUP 7, SCHEDULING

INFLUENCING FACTORS

36.

35.

5.

41.

33.

34.

Homemaking classes are too crowded.

The times homemaking classes are

scheduled conflict with other classes.

It is better to learn homemaking

skills in homemaking classes than at

home.

My school requirements influence my

decision to take homemaking classes.

Homemaking classes are more important

than other classes.

Homemaking classes are all I want to

take.

CUMULATIVE SCORES

927

919

792

709

584

573

41

Factors relating to class scheduling were ranked in group 7.

Homemaking classes being crowded ranked highest with 927 points as the

most influential factor affecting male enrollment in homemaking courses.

Two statements in this group had over 900 points. The two items. Home-

making classes are more important than other classes and Homemaking

classes are all I want to take, ranked last. These two statements also

ranked last in the total forty-two ranked statements in table 3.

Chi-Square Analysis

The data were further analyzed by the use of Chi-square test

to determine if there were significant differences between the demo

graphic variables and responses to the questionnaire. Differences

were judged to be statistically significant at the .05, .01, and .001

levels. Tables 1 through 17 show the significant differences between

the demographic data and questionnaire responses.

Table 11 shows the significant differences between race and

the questionnaire items.

Three significant differences at the .05 level occurred be

tween race and questionnaire responses. There was a significant dif

ference between race and the questionnaire response twenty-four, want

ing to be in the same class as friends. The majority of the Anglo

students indicated that it was important to them to be in classes with

friends. A significant difference was found between race and possible

scheduling problems, questionnaire thirty-five. Over 60% of the

Anglos and Blacks disagreed that there were scheduling conflicts be

tween homemaking classes and other classes at their schools.

Pd

CO Pd CO CO S cn S

P4 CJ

Pil o Pd CJ

CO CJ H-J M Pd Pz^ > M Pd i-J

Z o M CO

Pl4 o S

CO O Ed Q

g " C5 Pd Q

Pd erf < CO CZ> Pd CO I-J I

M PC CJ

< >

CO Pd ^-3 PQ <d M frf < >

M Pd

!3) Z

< Z Z o M H S CO Pd Pd H » M CD"

m o m o

vO vO

o o

« V O C N

O

V O CM

CN i n CO

42

m o

VO

o o C N

• vO CM

CD cn CO r-^ a

<u g CO cn 3

•H

00 3

•H (U

X

T3 3 CO

<U O

S

CD

-3 3 O

•H

MH

CD CO

4-1 O

•H rH "H 3 o O

00 3

•H rH 3

TS CJ

X o cn

TJ 3 CO

O CJ CO

(Hi

3 CJ cn o 4-1

3 o XJ

00 3

•H 5 o 3

M - 3 3 CO

CJ o CO

CTN CO

43

A significant difference was found between race and questionnaire item

thirty-five, learning how to sew. Anglos, Mexican-Americans, and

''Other"races, except Blacks, disagreed that learning how to sew affect

ed their decision to take or not to take homemaking classes.

Table 12 shows the significant differences between grade lev

el and questionnaire items.

On five of the questionnaire items, one, three, six, twenty-

five, and twenty-eight, there were significant differences between grade

level and questionnaire responses. More of the ninth and tenth grade

students agreed that Homemaking classes provided chances to learn new

things than did the eleventh and twelfth grade students, item one.

Juniors and seniors agreed that Homemaking classes help to improve stu

dents' homemaking skills at home, item three. The majority of seniors

agreed that homemaking classes were easy, item six. Tenth, eleventh,

and twelfth grade students agreed on item twenty-five, that they want

ed to be in classes with other students of different ages. Students

in the tenth through twelfth grades agreed that Future Homemakers of

America/Home Economics Related Occupations activities were enjoyable,

item twenty-eight.

The greatest number of significant differences occurred with

the variable, previous homemaking classes taken and twenty-two ques

tionnaire items. These differences are shown in Table 13.

CN ^

Pd H J PQ < H

1-3 Pd > Pd 1-1

Pd Q

S CJ

z Pd Pd & H W PQ

CO Pd CJ Z g Pd Pt< Pt* M O

H Z < CJ M Pn M Z CJ

Z M CO

s H Pd Z H Pd M S »^ Pd H J erf O M

Z Z Pd Z

O Pd M H J H < CO S Pd

P3 P34 c y o

CO CO Pd erf CO o erf H P3 CJ O <3 CJ Cn

CJ H J Z

HH fcrf H < Z S Pd H a § HJ O Pt4 PC

z M

CO

Pd Pt< CJ O Z

<J CO CJ i J M P d PZ4 > M Pd Z Hd O

M CO

Pl4 O

2 CO O Pd Q Pd Pd Prf Pd CJ OS Cd P4 Q

<J CO D Pd CD 33 CO hJ 1 <d

M > PC CJ

CO Pd hJ

S M erf < >

Pd ttS erf M Pd

< a § 5 o z M H S CO Pd Pd H P3 M O *

m o

• o

^ CM

O O sr

• 00 •vl-

o 4-1

cn CJ o 3 CO

Si o

- 3 3 CO

T-^

CJ > CJ

r-\

CJ ' 3 CO u CJ

rH

cn 00 3

•H X 4-1

5 CJ 3

3 M CO 0

rH

i n O

• o

s3-CN

O vO CM

• CO CO

o 4-1

00 3

•H a-

r-i CJ s: - 3 3 CO

rH O > CJ

r-\

CJ TJ CO ^

O

CO

9i g o x: Li CO

CD rH r-i •H ^ CD

CJ > o !-i 3 . g

•H

i n o

• o

<r Cvl

b i n CO

• 00 CO

3 o

•H 4J

cu CJ O U CJ CL

TZ 3 CO

T-i CJ > CJ

r-i

O - 3 CO V4 o

vO

CJ >-i CO

CO CJ cn cn CO

r-\

o 00 3

•H ^ CO g CJ g o X 4J CO

SZ 4-1

m o

• o

> : ! •

CN

o r^ O

• 00 CO

1 cn cn CO

r-\

o 3

•H

00 3

•H CJ

X

- 3 3 CO

r-i CJ > CJ

y-i

CJ >-. - 3 Ji CO •0 >-i QJ O

i n CN

4J 3 CJ u CJ

M-l M-l •H T3

MH

o

cn •u 3 CJ

- 3 3 4-J

cn

•H >

cn CJ

r-^

o o

•

><r CN

s o

• i n m

1 >

•H 4-1 O CO

Q erf Pd PC " ^

S Pl4

TS 3 CO

rH CJ > CJ

r-^

CJ CD T 3 CJ CO 0 0 V-i CO C J

CO CM

44

CD CJ

•H •U •H

45

CO

Pd I—"

3 H

CO Pd CO CO < tJ CJ

CO

o M > Pd erf P-.

Z Pd Pd s

BE

T

CO Pd CJ Z

§ Pd Pti Pi M Q

H Z < U M Pl4 M Z O M CO

Pd

^

Cm O

CO PCJ O H CJ <i: p=4

^ M H Z Pd P HJ Pt Z M

Q Z <U

Z Pd fcrf <J H

CO Pd

K CO P3 S O Pd CJ H

M CJ

SS ii<i M < <J

S O O M ffi H

CO Z Pd M D

cy

z p Pd S :s <3 •J hj o erf z Pd

o o

o o

o o

o o

o CM CO

CM CO

CN CO

o VO 0 0

• 0 0 r H

I D . CJ O U CJ CU

- O 3 CO

3 CJ

CO

cn CJ cn cn CO

CD 3 O

• H

S u cu

3 3

CD

00 3

• H

CO g CJ g o

X ! 4J CO Si 4-1

3 O

• H 4J

CN

O

m

CO

00 3

• H

ex rH

CJ X

- 3 3 CO

3 CJ

CO Li

cn CJ cn cn CO

r-i U

cn 3 O •H > CJ i.4

eu

CD r H r H • H J^ CD

O

> o u i o

CO

o o

CN

I a CJ o u CJ CL

3 CO

3 CJ

CO 4J

CO CJ CD CD

CO

CD 3 O

• H > CJ U

(L

00

.s 4J CD CJ

u CJ 4J

3 CD

• H

00

3

CJ

g o x: 4J CO x: Li 3 O

o 0 0

• r-i 00

I CL O O U CJ 3 -

3 CO

3 CJ

CO 4-1

CD CJ CD CD CO

CD 3 O

• H

S M

Pli

in

3 U CO CJ

O 4-1

u CJ 4 J 4.J CJ

X

CD

4J CO Si Li

3 O

00 3

• H

CO

g CJ

g O

X 3

•H cn

• H

CD

00

g CJ g o X

CJ g o X 4J CO

3 CO X 4-1

cn CJ CD cn CO

CJ 3 3

3 O CJ

CO

Pd

PQ <J H

p3H

o CO •J Pd > Pd

Pd CJ

Z CJ M CO

^ o

s CO O Pd Q Pd Pd erf Pd C5 3 P d PX4

e3

CM CO

46

o o t-i o o m

o

CM CO

CN CO

CM CO

00 vO

O

NO

• m in o

r-i

CM CO CN •

O

m

o o

CN CO

CO CO cy> •

1 CJ

u o

TS 3 CO

3 CJ ^ CO 4J

CO CJ CD CD CO

rH O

CO 3 o

•H > CJ u

04

cn Li 3 CJ

TS 3 4J cn

MH

o >% 4J •H >

•H 4J CO

T3 3 CO

3 O

.i«J CO 4J

cn CJ CD CD CO

rH o cn 3 o

•H > CJ u

PU

X Li •H

00

3 o rH CO

4-1 CJ 00

o 4-1

3 O >» 00 3

•H X a CO CJ 4-1

CO u CJ sz 4J o

- 3 3 CO

3 CJ

J*l CO 4J

CO CJ CD cn CO

TH

u CD 3 o

•H > CJ M

C3-I

CD . O O

•I—)

•U 3 O

X CO

00 3

•H 3 ».4 CO CJ

rH

- 3 3 CO

3 CJ

^ CO 4J

cn CJ cn cn CO

TH

a cn 3 O

•H > CJ u

PH

o •U

4-1 CJ 00

o 4J

>. CO CO CJ

00 3

•H CJ

X

CO u CJ sz o CO CJ 4-1

5 o 3

T3 3 CO

3 CJ ^ CO •u

cn CJ cn cn CO

rH o CO 3 o

•H > CJ M

PU

00 3

•H a c CJ 3

rH M-l 3

•H

CD u CJ X o CO CJ 4-1

M CJ

X Li o

3 o

•H CD

•H O CJ

T3

CJ X •M

ON CN cn in

T3 CJ 3 3

•H 4-1 3 O

CJ

I CO

pq

Pd Pt4 CJ

o z CO CJ I-J t H Pd p£4 > M Pd Z hJ O

M CO

Pl4

o s CO O Ed O Pd Pd 0^ Pd

Pd Pi f3

Pd

< CO 33 Pd cr !=>

T ^ M > PC CJ

'

CO Pd HJ pq < M ;^ < >

Pd Prf Prf M Pd < g Z P O Z M

H S CO Pd Pd H 3 M CD*

r H O

•

CM CO

C3N i n CO

« 0 0

m

1 3

•H

X ) 3 CO

3 CJ

.^ CO 4J

cn CJ CO cn CO

TH

o cn 3 o

-H > CJ ^

PH

vO rH

CD »-l

o rH 0) CD 3 3 o a

MH o CJ o 3 CJ 3

r H MH

TH

O •

CN CO

ON CM ON

• -<t i n

1 3

• H

T3 3 CO

3 CJ M CO 4J

CD CJ CD CO CO

TH

o CD 3 o

•H > CJ u p^

r-N r H

CD CJ x: o CO O a

M-l

o CJ o 3 CJ 3

r H MH

i n o

•

CN CO

r H r^ rH

• o m

1 3

• H

T 3

3 CO

3 CJ

rid CO 4-J

CD O CD CD CO

rH O

CD 3 O •H > CJ U

P.1

0 0 r H

cn Li

3 CJ M CO a,

M-l

o CJ o 3 CJ 3

r H MH

rH O O

•

CN CO

r^ 0 0 m

• r^ r^

T3

3 CO

3 CJ ^ CO 4J

CD 01 CD CO CO

TH

o

cn 3 O

•H > CJ 5-1 PU

rH CM

x: 00 3 CO

rH

T3 rH 3 0 [5

CD T3

3 CJ

•H M

MH

rH O

•

CM CO

CX3-CO r^

• CO

m

00 3

•H CJ

X

T3

3 CO

3 CJ ^ CO 4J

CD CJ CD

cn CO

rH

o

cn 3 O

•H ^^ CJ u CL

•^ CN

CD

-3 3 CJ

• H U

M-l

CD CO

CD CO CO

r-l

o o g CO CO

3 •H

rH o O

•

CM CO

in o -^

• CO 0 0

00 3

• H CJ

X

T3 3 CO

3 CJ

.:«i CCJ 4J

CD CJ CD CO CO

rH CJ

CD 3 O

• H

> CJ »-i PU

in CN

M-l

o CD 4J 3 CJ

T3 3 4-1 CD

SZ Li •H 5 CD CJ CO CD CO

rH O

^ g CO CD

3 •H

47

CD CJ 00 CO

Li

3 CJ U CJ

<H M-4 • H T3

48

Pd Pt4 C J

CO C J

Pd Pu > Pd Hd

Z O M CO

m o

m o

m o m

o in o

O CO Pd

T3 CJ 3 3

3 O

o

Q Pd Pd erf Pd O Pd

CO

Pd

PQ <

<J CO 33 Cd

CO H J I <

M > 32 CJ

CO Pd hJ PQ <3 HH erf <: >

Pd erf HH

erf Pd

z

CO Pd Pd

CN CO

CN CO

CN CO

CN CO

CN CO

CM CO

vO ON ON

v O

\o o •

CN m

CO rH

en

vO

00 m CM

00

in 00 a\

i n •

00

00 3

•H 4-1 4-1 CJ 00

T3 3 CO

3 CJ

CO • u

cn CJ cn cn CO

cn 3 O

•H >

u PU

cn cn CO

3 • H

4J CO CJ

o 4J

I >> o

•ro 3 CJ

T3 3 CO

3 CJ

CO 4-1

cn CJ cn cn CO

rH o

cn 3 O

• H > CJ u

p->

cn CJ

o 3 CJ

• H U CJ

a. CJ

X CO

M-l

o >, 4J •H rH •H X CO

T3 CJ

T3

O u a

T3 3 CO

3 CJ

ri«i CO 4-1

cn CJ CD CO CO

rH

o CD 3 O

• H

S V-i

fl4

CD CJ CO CD CO

00 3

I

O 3

T3 3 CO

3 CJ

^ CO 4-1

CD CJ cn cn CO

rH O

•H M CO g CJ g o ,3

cn 3 o •H > CJ U eu

o o o

o 4-1

o X oo 3

•H

1

O

3

T3 3 CO

3 CJ

r^ CO 4-1

cn CJ cn cn CO

cn 3 O

•H > CJ >-i

5 CJ CD

5 o

X 00 3

•H

I 3 CO CJ

T3 3 CO

3 CJ

CO 4J

CD CJ CD CO CO

CD 3 O

• H > CJ

P-i

CN CJN Cv4

vO CO

0 0 CO

CTN CO

O >3-

Li 3 CJ

T3 3 CJ Q. CJ

T3 3

O X

00

49

There were 22 significant differences between previous homemak

ing classes taken and questionnaire responses. A significant differ

ence was found between previous homemaking classes the student had

taken and questionnaire item two, that homemaking classes are fun.

Seventy-five percent of the students who had not taken homemaking class

es agreed that they seemed to be fun. At the same time, over 90% of

the students who had taken Home Economics Cooperative Education, Home

and Family Living, Home Furnishings, and Homemaking I, II, and III

agreed that homemaking was fun.

There was a significant difference in the previous homeGi&kii^

classes the students had taken and questionnaire item three, improve

ment of skills at home. Eighty-nine percent of the students who had

not taken homemaking classes agreed that homemaking classes helped im

prove skills at home. Ninety percent of the students who had taken

Home and Family Living and Homemaking I agreed that students can im

prove skills at home by taking homemaking classes.

There was a significant difference between previous homemaking

classes taken and questionnaire item four, Homemaking classes are in

teresting. The majority of students who had taken Home and Family Liv

ing and Homemaking I areed that homemaking classes are interesting.

A significant difference was found between previous homemaking

classes taken and the statement that It is better to learn homemaking

skills in homemaking classes than at home. Students who had taken Child

Development and Homemaking II agreed with this statement unanimously.

A significant difference was found between previous homemaking

classes taken and the enjoyability of homemaking classes, questionnaire

50

Item eight. A larger majority of students who had taken Home and Family

Living and Homemaking I agreed that homemaking classes were enjoyable

than did students who had not taken homemaking classes.


classes taken and statement number nine, creativity. The majority of

students who had taken no homemaking classes or had taken Home and Fam

ily Living, or had taken Homemaking I agreed that homemaking classes

allowed students to be creative.

The significant difference between previous homemaking classes

taken and questionnaire item twelve, learning how to get along with

others, was due to the majority of students who agreed with this state

ment. These students had taken Home and Family Living.


classes taken and learning about jobs, questionnaire item twenty-one.

The students who agreed with item twenty-one had been enrolled either

in Home Economics Cooperative Education, Home and Family Living, and

Child Development.


classes taken and questionnaire item fourteen, Homemaking teachers seem

easy to get to know. Students who had taken Home and Family Living or

Homemaking I as well as those who had not taken any homemaking classes

agreed that homemaking teachers are easy to get to know.


taken and influences other teachers have on students to take homemaking

classes was shown by the agreement of the large majority of students

who had taken Home Furnishings. Students who had taken Home Furnishings

51

were the only students who agreed that counselors influenced their de

cision to take or not to take homemaking.


taken and the influence of coaches was shown by the students who had not

taken any homemaking classes. These students disagreed that coaches had

any influence on their decision.


classes taken and the influence of parents. A larger proportion of stu

dents who had taken homemaking classes than had not taken homemaking

classes disagreed that their parents had any influence on their deci

sion.


taken and the statement that friends would laugh at the student enrolled

in homemaking was disagreed with by students who had taken homemaking

classes. Students who had taken previous homemaking classes were not

concerned that their friends would laugh at their enrollment in homemak

ing classes.


classes taken and the statement pertaining to being in the same class

as friends. The majority of students who had not taken any homemaking

classes as well as students who had taken Home and Family Living or Home-

making I agreed that they wanted to be in the same class as their friends

Students who had not taken Home and Family Living agreed that they want

ed to be in class with students of different ages, questionnaire item

twenty-five. A significant difference occurred between previous home-

making classes taken and being in class with students of different ages.

52


classes taken and being able to eat in class. The students who had

taken Homemaking I agreed that this influenced their decision to take

homemaking.


classes taken and the enjoyability of laboratory experiences. Students

who had taken Home and Family Living or Homemaking I agreed that lab

oratory experiences were enjoyable.


classes taken and the extent to which homemaking classes are crowded.

Students who had taken Homemaking I disagreed that homemaking classes

are crowded.

A significant difference between previous homemaking classes

taken and learning how to cook was influenced by students who had taken

Homemaking I, II, and III. These students agreed that learning how to

cook influenced their decisions to take more homemaking classes.

The difference between previous homemaking classes taken and

learning how to sew was significant due to students who had not taken

any homemaking classes. These students disagreed that learning how to

sew affected their decision to take or not to take homemaking classes.


classes taken and learning to be independent. Students who had taken

Home and Family Living agreed that homemaking classes gave them oppor

tunities to learn to be more independent.

Table 14 shows the significant differences between family posi

tion and the questionnaire item twenty-seven, getting to eat in class.

Pd

PQ

<d H

LEVEL OF

SIGNIFICANCE

DEGREES OF

FREEDOM

'

CHI-SQUARE

VALUE

VARIABLE

QUESTIONNAIRE

ITEM NUMBER

.05

VO TH

26.492

Family position and getting to

eat in class

CN

53

i n

Pd • J PQ <

PQ

CO

CJ Pd

CO

Cu

o CO Hd Pd > Pd hd

Pd CJ

CJ M p]^ M Z O CO

Pt4 o S

CO O Cd Q Pd Pd Pi Pd O peJ Pd Pi^ Q

S < C O 3 ) Cd

CO t J I <d

M > PC CJ

CO Pd hJ PQ <

>

54

m o

m o

o o o

TH o o o

CN CO

CN CO

CN CO

CM CO

Cvl CO

m CO

• rH m

vO

00 CO i n

vO

ON

o •

o

VO 00

CO

CO

CD CJ O 3 CO X o

T3 3 CO

Si Li

CO CJ

>i

3 CJ

T3 3 4J CO

CD 00 3

•H X

5 CJ 3 3 U CO CJ

rH

O •Ul

00 3

• H CJ

X

T3 3 CO

J3 U •H & CO CJ >

• H

4J 3 CJ

T3 3 4-1 CD

T3 0) 3 M CO CJ

CD • H

4J CO

O CD 3 O

4-1

CJ rH X I CO

00 3

•H 4J 3 CO ^

T3 3 CO

X 4-1

cn CJ

4J 3 CJ

T3 3 4J cn

cn T3 3 CJ

• H

M-l

cn CO

cn cn CO

TH CJ

CJ g CO CD

CJ Si

o 4J

00 3

•H •U 4J CJ 00

T3 3 CO

X 4J •H

CO CJ >

-H

4J 3 CJ

T3 3 4J CD

CO cn CO

rH o 3

• H

4-1 CO CJ

O 4-1

T3 CJ

T3

O u a

T3 3 CO

• H

cn CJ >

3 CJ

T3 3 4-1 cn

i n o

CM CO

i n o vO

vO

CD CJ cn cn CO

I 3 U CO CJ

T3 3 CO

• H

CD CJ >

• H

4-1 3 CJ

T3 3 4J CD

> CJ 3 O g CJ > CO CD

O H

00 3

•H

o rH

<3-CN

!->. CM

vO CO

r- CO

55

There was a significant difference between family position and

the questionnaire item relating to being able to eat in class. A large

number of students who were middle children agreed with the statement,

getting to eat in class influenced their decision to take homemaking

classes.

Significant differences between who the student lived with and

questionnaire items one, ten, twenty-four, twenty-seven, thirty-six,

and thirty-seven are shown in table 15.

There was a significant difference between the variable, who

the student lived with and the questionnaire item, chances to learn new

things. A large percentage of students who lived with both parents or

with only a mother agreed that homemaking classes provided chances to

learn new things.


the student lived with and the item, being able to use what is learned

in homemaking classes. A large proportion of students who lived with

both parents agreed they could use what they learn in homemaking class

es.

A significant difference was shown between the variable, who

the student lived with and questionnaire item, being in the same class

as friends. Students who had taken Homemaking I agreed that they

wanted to be in classes with their friends.


the student lived with and the questionnaire item twenty-seven, getting

to eat in class. Students who had lived with both parents agreed with

the statement that getting to eat in homemaking classes was a factor

56

influencing them to take homemaking.

There was a significant difference between the variable, who the

student lived with, and the item relating to homemaking classes being

crowded. Students who lived with their father or with grandparents dis

agreed strongly that homemaking classes were crowded.

There was a significant difference between the variable, who the

student lived with, and the item, learning how to save money. Students

who lived with their mother, other relatives, others, and both parents

agreed with the statement that students can learn to save money in home-

making classes.

Differences were found between the variable, the number of

brothers and three questionnaire items. Analyzation of data which is

statistically significant is reported in table 16. There was a signifi

cant difference between how many brothers a student had and the question

naire item, chances to learn new things. The majority of the students

who agreed with the statement that homemaking classes provide chances to

learn new things had one brother.

There was a significant difference between how many brothers the

student had and the questionnaire item, learning to take care of a family.

Students with one brother agreed that homemaking classes help students

learn to take care of a family.

There was a significant difference between how many brothers a

student had and the statement, learning to get along with others. Stu

dents with two brothers agreed that homemaking classes help a student

get along with others.

Significant differences existing with the variable, how many sis

ters a student had and five questionnaire items are reported in table 17.

vO

Pd

PQ <

Cd pJH C J

O Z <

CO CJ HJ H C d P3U

w z t-3 O

M CO

pt4

o S CO O Ed Q txi Cd erf Cd CJ erf Pd Pi4 Q

Pd

- 5 CO D Pd C J - p CO t J 1 <3

M > ffi CJ

CO Pd hJ PQ <: M

s >

S Pi M Cd < PQ

§ § o z M

H S CO Pd Pd H 33 M cr

rH O

•

S3-CM

rH rH CN

• >vr •<r

o Li

CD CJ o 3 CO

X a

T 3 3 CO

CD U CJ

X 4-1

o M

XJ

M-l o

u CJ

X g 3 z

r H

cn 00 3

•H X 4-1

^ CJ 3

3 M CO CJ

rH

rH O

•

-cr CN

rH CO 0 0

• CN

<r

00 3

• H

3 ^ CO CJ

r H

T 3 3 CO

cn M CJ

X 4-1

o !-4

X

MH

o 5-1 CJ

X g 3

Z

r H rH

>> r H • H

g CO

M-l

CO

U O

M-l

CJ u CO

o 0 4J

r-i o

•

-^ CN

CN CN CO

•

rH < •

00 3

• H 3 Vi CO CJ

r H

T 3 3 CO

CO

u CJ

X 4-1

o M X

M-l

o J-4

o X g 3 z

CM r H

CO ; - i

CJ X H O

r H • H

5 00 3 o r H CO

4-1 CJ oo

o 4J

57

i

f

'

i

1

1

!

Cd

PQ

P=4 O

erf Cd Pu PQ O

S CO Z Pi o Z H Pd CJ W <3 3 P=u

Pd »d PQ <3

M CO H Pd Z CJ Pd Z P Cd I-J Prf Pt4

CD Z CO M S ::> Pd

H M S

Pd

5 PC

H Z

Pd Pu Pt<

Z M

Pd

M

z o M H CO Cd P C

CJ Pd H

• J hJ O Qs; CO Z Ed Cd CO

CO erf

Pd prf P o CJ

plH M Z CD M CO

CO M CO

Pd Piu CJ

O Z CO CJ HJ M Pd Ct, > M Cd Z I-J O

M CO

Pn o

2 CO O Pd Q Pd Cd 3 Pd CD 3 Pd p£4 Q

Pd erf <3 CO 33 Pd C P3 CO bJ I <

ti > p CJ

CO Cd •-J PQ < M erf <: >

§ erf H Pd <J PQ

1 § O S M H S CO Cd Pd H !=) M O *

m o

•

-3' CM

CO vO rH

• C3N CO

o 4-1

CO CJ o 3 CO X a

T3 3 CO

cn u CJ 4J cn

•H CD

MH o U CJ

Si 1 3 z

rH

cn 00 3

•H x: 4-1

5 CJ 3

3 M CO CJ

rH

i n o

•

<J-CN

o ON VO

• r-CM

00 3

•H ^ CO g CJ g o sz T3 3 CO

cn u CJ 4-1 CO

•H CD

MH o u d)

Si g 3 z

vO

>. CD CO CJ

00 3

•H CJ

X

CD CJ CD CD CO

rH O

m o

•

S3-CM

i n VO CO

• o •<r

00 3

•H 3 U CO CJ

rH

' 3 3 CO

CD U CJ H CD

•H CD

M-l o M CJ

X g 3

z

i n

CJ g 0 x: 4J CO

Li CD CJ

X

CO rH rH •H ^ cn 00 3

•H

CO g a o X

i n o

•

•<r CN

>d-ON 00

• vO CO

3 •H

00 3

•H CJ

X I

T3 3 CO

CD ^ CJ -Ul cn

•H cn

M-l o u CJ

X g 3 Z

<t-Cv4

cn T3 3 CJ

•H Su

MH

cn CO

cn en CO

rH a CJ g CO en

m o

•

< f CM

00 CO C3N

• m CO

o 4-1

00 3

•H •Ul 4-> CJ 00

T3 3 CO

en M CJ 4-1 en

•H en

M-< o M CJ

X g 3

z

r CN

en cn CO

rH O

3 •H

4J CO CJ

58

59

There was a significant difference between the variable, how

many sisters a student had, and the questionnaire item, chances to learn

new things. Students who had none, one, or four sisters agreed that

homemaking classes provided opportunities to learn new things.

There was a significant difference between the variable, how

many sisters a student had, and the questionnaire statement, the easi

ness of homemaking classes. The students who had four or six sisters

agreed strongly that homemaking classes are easy.

There was a significant difference between the number of sisters

a student had and the statement, It is better to learn homemaking skills

at home than at school. Students with two or three sisters agreed that

homemaking skills should be learned at home.

There was a significant difference between the number of sisters

a student had and the item, being in the same class as friends. The

students who had one sister agreed that they wanted to be in the same

class as friends.

There was a significant difference between how many sisters a

student had and the questionnaire item, getting to eat in class. Stu

dents who had one or two sisters agreed that getting to eat in class in

fluenced them to take homemaking classes.

Summary

Because of the seemingly inadequate enrollment of males in high

school homemaking programs, a study of the factors which influence males to

take or not to take homemaking classes was completed. By statistically an

alyzing the data received from questionnaires that were given to high

60

school male students, many factors were found that affect the decision

of males to take or not to take homemaking courses. Factors believed

to influence males were placed in these seven categories: General Con

siderations, Perceptions of Homemaking Programs, Adults, Peers, Class

Activities, Scheduling, and Course Content. In the categories of Gen

eral Considerations and Perceptions of Homemaking Programs, the state

ment that ranked highest pertained to Homemaking classes providing

chances to learn new things. Students agreed with the statement that

Homemaking classes help to improve homemaking skills. Students who had

previous homemaking classes agreed with It is better to learn homemak

ing skills in homemaking class than at home.

When the researcher was developing the initial questionnaire

used in the study it was believed that various adults affect the deci

sions of males to take or not to take homemaking classes. Findings

from the study showed that the majority of students disagreed that

counselors, coaches, parents, and other teachers had any influence on

their decision to take or not to take homemaking courses.

Another variable which was believed to affect the decisions of

males to take or not to take homemaking classes was peer group influ

ence. It was found that all students wanted to be in class with friends,

Many students wanted to be in classes with students of difterent ages.

The majority of students agreed that getting to eat in homemaking class

es is an influencing factor. The students seemed to enjoy class activ

ities. Students stated that knowing how to cook or sew did not affect

their decision to take or not to take homemaking classes. The last

61

category investigated was class scheduling. The students disagreed that

classes were too crowded or that they were scheduled at poor times.

CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS, RECOMMENDATIONS

AND SUGGESTIONS FOR FURTHER RESEARCH

The chapter is divided into five sections: summary, findings,

conclusions, recommendations, and suggestions for further research.

Results of the study are reported as findings. The conclusions are

drawn from the findings, and the recommendations are based on the find

ings and conclusions. Suggestions were made for further research in

the area of factors influencing students to enroll in homemaking.

Summary of the Study

To determine the factors which influence male high school stu

dents' enrollment in homemaking classes, a questionnaire was developed

to collect data from 324 male high school students in the Lubbock Pub

lic Schools, Lubbock, Texas. The responses were analyzed to obtain

frequency distributions about student responses to questionnaire items

pertaining to demographic variables and rank order information. The

Chi-Square test was used to determine significant differences between

demographic variables and individual questionnaire items.

Findings of the Study

Significant findings from the analyses of the data were as fol

lows:

1. There were 173 or 53% Anglos in the sample. Ninety-one students

62

63

or 28% were Mexican-American and 51 or 15% were Black. In the cat

egory of "Others" there were eight students or 12.5%.

2. Students agreed that homemaking classes provide chances to learn new

things.

3. The perception of the majority of the students toward homemaking

classes show that they believe homemaking classes are enjoyable

and will help them in the future.

4. Coaches, parents, counselors, and other teachers have no signifi

cant influence on the students' decisions to elect homemaking class

es. The homemaking teacher did have a significant influence on the

students' decisions to elect homemaking classes.

5. Peers are an influencing factor on males. Friends of a student had

a significant effect on the students' decisions to enroll in home-

making classes.

6. Students agreed that homemaking class activities were enjoyable.

The students favored cooking and sewing laboratory experiences.

7. Students agreed the course content of homemaking classes was worth

while. The students also agreed they could learn to save money,

learn housekeeping skills, and learn to be independent.

8. Class scheduling was not an influencing factor on students' deci

sions to elect homemaking classes. The students disagreed there

were any scheduling problems between homemaking classes and other

classes. They also agreed classes were not too crowded.

9. Students agreed that Future Homemakers of America/Home Economics

Related Occupations chapters did have a significant influence on

their decisions to take homemaking classes.

64

Conclusions and Implications

The following conclusions have been based on the review of lit

erature, the analyses and interpretation of the data and the findings

of the study. Implications were made on how the conclusion affects the

male high school student's decision to enroll in homemaking classes.

1. A well-designed questionnaire can be used in determining the fac

tors which influence male high school students to enroll in home-

making classes.

2. The review of literature has shown that there is very little infor

mation available relating to factors which influence male high

school students to enroll in homemaking classes.

3. The students perceive that homemaking classes provide opportunities

to learn new things which implies the teacher should use this in

formation when planning classes, so the content is relevant to the

s tudent s' need s.

4. Students believe homemaking classes are enjoyable, useful, and will

help them in the future. A concentrated effort should be made to

continue to offer homemaking classes which prepare students to be

come successful in their future roles in society. Of the five

adult categories included in the study (coaches, parents, counse

lors, other teachers, and homemaking teachers), the homemaking

teacher was the only adult who had a significant influence on the

students' decision to elect homemaking classes. The influence a

homeroom teacher has with the students should not be underestimated.

In the study, the homemaking teacher was also the homeroom teacher.

5. The friends of a student did affect the student's decision to

65

enroll in homemaking classes. The teachers should encourage the

students they have in class to promote homemaking classes to their

friends.

6. The students thought homemaking class activities were enjoyable.

The teacher should make sure enjoyable class activities are inclu

ded in the course content.

7. The students thought that learning to save money, to perform house

hold skills, and to be independent made homemaking a worthwhile

class. Homemaking teachers should consider this factor and make

the course content relevant to the students' needs.

8. The students did not believe there were any scheduling problems be

tween homemaking classes and other classes. Homemaking classes are

offered during time periods students want to take them.

Recommendations

The findings and conclusions of the study suggest the need for

the following recommendations:

1. For years the homemaking teacher has been directing public rela

tions toward other adults employed in the school system who may in

fluence students to take homemaking classes. Therefore, the home-

making teacher should continue public relations with the adults

but must focus new efforts toward the teenager and young adult peer

groups to inform them about homemaking education. The study re

vealed that the peers of the teenagers have a major influence re

garding their decision to enroll in homemaking classes.

2. Students want to be in classes with their friends. By identifying

66

the friends of students already enrolled in homemaking classes, the

teacher can reach additional students. One way for students to

reach other students is through a strong Future Homemakers of Amer

ica/Home Economics Related Occupations chapter.

3. The study needs to provide students with chances to learn new things

since this is one factor that significantly influenced students to


4. The homemaking teacher should continue to make the content of home-

making classes relevant to the students' needs.

Suggestions for Further Research

From the information provided by the study, the following are

suggestions for further research:

1. A study conducted using a similar approach in which factors affect

ing the decisions of females to elect homemaking classes are inves

tigated.

2. A study undertaken using a similar approach in which factors which

influence males and factors which influence females to elect home-

making classes are compared.

3. A study conducted with adults to determine their influence on male

students toward enrolling in homemaking classes.

4. A study undertaken t'o analyze the influence of homemaking teachers

in their roles as homeroom teachers and how these roles affect the

student to enroll in homemaking classes.

5. A study on the influence of the homeroom teacher on the male stu

dent to enroll in homemaking classes.

LIST OF REFERENCES

LIST OF REFERENCES

1. American Psychological Association, Technical Recommendations for Psychological Tests and Diagnostic Techniques. Supplement to the Psychological Bulletin 51:28; March 1954.

2. Bell, Camille Graves. "A Survey of the Vocational Enrollment of Areas I and II of Texas with Factors which Influence Girls Against the Election of Homemaking Classes." Unpublished Master's Thesis, Texas Technological University, 1949.

3. Borg, Walter R., and Gall, Meredith D. Educational Research; An Introduction. David McKay Co., Inc., 1971.

4. Buck, Ruth Ann Westley. "Beliefs of Iowa High School Principals, Homemaking Teachers and Parents Concerning Offerings for Boys in Home Economics." Unpublished Master's Thesis, Iowa State University, 1969.

5. Caputo, Colleen D. "Contributing Factors to Successful Program Offerings for Boys in Home and Family Life." Unpublished Master's Thesis, Iowa State University, 1971.

6. Coon, Beulah J. Home Economics Instruction in the Secondary Schools Washington, D.C.: The Center for Applied Research in Education, Inc., 1964.

7. Dillman, Don A. "Increasing Mail Questionnaires Response in Large Samples of the General Public." Public Opinion Quarterly 36 (Summer 1972): 254-257.

8. Eppright, Ercil S. "Challenge to the Profession." Journal of Home Economics 51:8 (October 1959), 690.

9. Estacado High School Administration, Principals Administrative Bulletin, Lubbock, Texas. 1977-78.

10. Fleck, Henrietta. "Boys in Home Economics." Forecast for Home Economics (September 1972), 67.

11. Fleck, Henrietta. Toward Better Teaching of Home Economics. Mac-Millan Publishing Co., Inc., 1974.

12. Garrett, Lula D. "Attitudes of Senior High School Girls Toward

68

69

Home Economics." Journal of Home Economics (February 1958), 92-96.

13. Hall, Oliver A. Research Handbook for Home Economics Education. Burgess Publishing Co., 1967.

14. Jolly, Eva Nell Carter. "Interest Areas of Boys Enrolled in High School Home Economics Classes in Selected Small Schools." Unpublished Master's Thesis, Texas Women's University, 1973.

15. McGrath, Earl J., and Johnson, Jack T. The Changing Mission of Home Economics. Teachers College Press, 1968.

16. Matthews, Martha, and McCune, Shirley. Why Title IX. Resource Center on Sex Roles in Education. National Foundation for the Improvement of Education. Washington, D.C.: United States Government Printing Office.

17. Neill, Lora Ann. "A Readership Survey of an Educational Publication: Tips and Topics in Home Economics." Unpublished Master's Thesis, Texas Tech University, 1976.

18. New Directions II. American Home Economics Association, Washington, D.C., 1975.

19. Ray, Johnnie Mell. "Homemaking Education for Boys as Well as Girls." Journal of Home Economics, L (April 1958), 259.

20. Smith, Elizabeth Faulkner. "Factors Influencing Girls in Certain Texas High Schools to Take or not to Take Homemaking III." Unpublished Master's Thesis, Texas Technological University, 1955.

21. Thompson, John F. Foundations of Vocational Education. Prentice-Hall, Inc., 1973.

22. Title IX Education Amendments, 1972.

23. United States Department of Health, Education and Welfare. Education for a Changing World of Work. Washington, D.C.: United States Government Printing Office, 1963, p. 226.

24. United States Department of Health, Education and Welfare, Office of Education. Summary Data Vocational Education, Fiscal Year 1972 (Washington, D.C.: United States Department of Health, Education and Welfare).

25. Vocational Homemaking Education Program Standards. Texas Education Agency, Austin, Texas 1978.

26. Williamson, Maude and Lyle, Mary. Homemaking Education in the High School. Fourth Edition. New York: Appleton Century, Inc., 1961.

70

27. Mays, Arthur B. Principles and Practices of Vocational Education. New York, New York: McGraw-Hill Book Company, Inc., 1948.

APPENDICES

APPENDIX A

PANEL OF JUDGES

APPENDIX A

PANEL OF JUDGES

The panel included the following people, who recommended

revisions for the questionnaire:

1. Estacado High School Student - Mr. Willie Queenan

2. Texas Tech University Instructor - Dr. Joan Kelly

3. Estacado High School Administrator -Mr. C. Doyle Gammill

4. Special Education-Learning Disability Teacher at Estacado High

School - Mrs. Barbara Swaney

5. Home Economics Education Student at Texas Tech University - Mr.

Gary Schwartz

6. Estacado High School Homemaking Teacher - Mrs. Clydene Damron

7. Monterey High School Homemaking Teacher - Mrs. Joyce Cheatham

8. Monterey High School Student - Mr. Kyle Nunley

9. Lubbock High School Homemaking Teacher - Mr. David Neeley

10. Lubbock High School Homemaking Teacher - Miss Gay Nell McGinnis

73

APPENDIX B

QUESTIONNAIRE FOR SURVEY OF FACTORS INFLUENCING MALE ENROLLMENT IN HOMEMAKING CLASSES

A Survey of Factors Influencing Male Earollinent in Homemaking Classes

Lubbock Secondary Schools Lubbock, Texas

through the cooperation of: Dr. S. C. Leslie Assistant Superintendent Administration

Mrs. S. S. Williams Consultant Vocational Homemaking Home Economics Education Department Texas Tech 'Jniversity

conducted by: Mary o'ane Sampson

in partial fulfillment of the requirements for the Master of Science Degree

"Copyright" Mary Jane Hollabaugh Sampson 1978

75

76

ENHOLLMENT (QUESTIONNAIRE

Please place a X in tha hlani,, which apply to you:

School

Race:

Gx^de level:

I am teLking or have already taken:

My position in the family:

Anglo "Black _Mexican-American "other

_Freahraan _Sophomore jJunior Senior

HECE Home and Family Living Child Development Home Furnishings Consumer Education Homemaking I Homemaking II Homemaking III Homemaking IV None

Oldest "Middle Youngest

I live with: ^Father Mother Grandparents Other relative Other

Family Information: Number of brothers: 1

'2

-i

Number of sisters:

_Above 5

1 "2 J

Above 5

I am very interested in learning the reasons why you enroll or do not enroll in home-msiking classes. The following statements are reasons that may influence your decision. Read each statement carefully. Place a check (•) in the box after each statement to show the degree to which you agree or disagree. Answer every alatement-

SA = Strongly Agree A = Agree

Example: Homemaking teachers grade fairly.

D = Disagree SD = Strongly Disagree

SA A v-1 r 3D

1. Homemaking classes provide chances to learn new things.

2. Homemaking classes seem to be fun.

3. Homemaking classes help improve your skills at home.

k. Homemaking classes are interesting.

^, It is better to learn homemaking skills in homemaking classes than at home.

6. Homemaking classes are easy.

7. Subjects covered in homemaking classes will help me in the future.

8. Homemaking classes seem to be enjoyable.

9. Homemaking classes allow students to be creative.

10. Students can use what they learn in homemaking classes.

11. Homemaking classes teach you how to take care of a faaily.

12. Homemaking classes teach you how to get along with others.

SA A D SD

t

1 1

i • —

1

77

13.

16.

17.

18.

19.

20.

21.

22.

23.

2=?.

26.

27.

28.

29.

30.

31.

32.

33.

3^.

35.

36.

37.

38.

39.

ko. kl.

k2.

Homemaking classes provide chances to learn about jobs.

Homemaking teacher(s) seem to be easy to get to know.

Other teachers influence my decision to enroll in home-naking classes.

Counselors influence my decision to enroll in homemaking classes.

Coaches influence my decision to enroll in homemaking classes.

Parents influence my decision to enroll in homemaking classes.

I can learn homemaking skills best from someone at home.

Students get to work together in homemaking classes.

My friends would laugh at me if I took homemaking classes.

My friends influence my decision to enroll in homemaking classes.

I want to be in the same class as my girlfriend.

I want to be in the same class as my friends.

I want to be in classes with students of different ages.

Activities in homemaking classes seem to be enjoyable.

Students get ro eat in homemaking classes.

FHA (Fut\ire Homemakers of Afflerica)/HERO (Home Economics Related Occupation) activities seem to be enjoyable.

Homemaking lab experiences seem to be enjoyable.

Homemaking demonstrations by the teacher seem to be enjoyable.

Home experiences influence my decision to enroll in home-making classes.

Learning housekeeping skills ia enjoyable.

Homemaking claisses are more important than other classes.

Homemaking classes are all I want to take.

The times homemaking classes are scheduled conflict with other classes.

Homemaking classes are too crowded.

Students can learn to save moaey by taking homemaking classes.

Knowing how to cook influences ae to take homemaking classes-

Knowing how to sew influences ae to take homemaking classes.

Students learn to be more independent in homemaking classes.

My school requirements influence my decision to take home-making classes.

Students need to know homemaking skills when they marry.

SA

i

A D

1

I

j

I

3D

!

1 1 1 1 i

1 r '1

i

!

^ i 1 j 1

1 ' 1 1

1 I ! i

!

! 1

1

APPENDIX C

INSTRUCTIONS FOR DISTRIBUTION OF QUESTIONNAIRE PACKETS

APPENDIX C

INSTRUCTIONS FOR DISTRIBUTION OF QUESTIONNAIRE PACKETS

Homeroom teacher - Please fill in the requested information.

Name of teacher administering questionnaire

Date administered

Total number of students assigned to homeroom

Total number of MALE students assigned to homeroom

Number of MALE students absent the day questionnaire was administered

Instructions:

Please distribute to your grade homeroom.

If you do not have this level of homeroom, please give this packet to a teacher friend who has this grade level.

Enclosed in the packet is a questionnaire for each MALE student in the

homeroom. Distribute the questionnaire to every MALE homeroom student

and have him complete it during the homeroom session.

This must be adminstered to the students by Friday, May 12, if possible.

Instruct the MALE students to complete the questionnaire according to

the directions on the questionnaire.

Collect all of the questionnaires and return the packet to

for collection by Mrs. Williams on Friday,

May 12 or Monday, May 15.

Pencils are enclosed for your convenience. Thank you for your coopera

tion.

Mary Jane Sampson, homemaking teacher Estacado High School 763-7021 Home 797-2972 May 7, 1978

79

FACTORS INFLUENCING MALE HIGH SCHOOL STUDENTS TO …

Documents

Transcript of FACTORS INFLUENCING MALE HIGH SCHOOL STUDENTS TO …