Home Economics Programs Research Articles

Gender Stereotype in Home Economics Programmes in Nigeria: Strategies for Correction

This study was carried out to find out the gender stereotype in home economics programmes in Nigeria and the strategies for correction. In carrying out the work, three research questions were formulated based on the purpose of the study. The data used were obtained by means of questionnaire distributed to 210 male youths in all the 21 local government areas in Anambra State. The data collected were analyzed using mean score. The findings include: the society both educated and uneducated look down on any man studying home economics, parents influencing the career choice of their children, dearth of male of male graduates in home economics, men lacking the knowledge and skill that will help them develop critical inquiry and scientific mind to deal with every day problem appropriately, parent/society changing their perception of job and activities that are for male and which are for females. Based on the findings, recommendations were made which include: students no matter their department should be compelled to study any area of the subject as an elective apart from those that are studying the course. DOI: 10.5901/ajis.2013.v2n5p9

Home economics in higher education: pre‐professional socialization

AbstractIt is paramount that higher education programmes in home economics remain ever vigilant regarding how they are designed, because they socialize individuals into the profession, and deeply affect the formation of home economics professional identities, how people see themselves as a home economist and identify with the profession. This paper discusses the link between higher education home economics programmes and future‐proofing the profession through a well‐thought‐out pre‐professional socialization process. Well‐planned socialization processes better ensure a commitment to the home economics professional culture and community, and to deeply entrenched alignment with a positive home economics identity.

Care Work Practice Integrating the Activity of "Future Homemakers of Japan" in Home Economics Program in Senior High School : For Developing Bright and Enjoyable Ways and Means of Care for the Elderly

Care Work Practice Integrating the Activity of "Future Homemakers of Japan" in Home Economics Program in Senior High School : For Developing Bright and Enjoyable Ways and Means of Care for the Elderly

Required competencies for employment in the catering industry in Swaziland

The study was conducted to determine competencies needed by Home Economics graduates for employment in the catering industry in Swaziland. Respondents for the study were managers of catering institutions in Swaziland and graduating Home Economics students from the University of Swaziland, Luyengo. An interview schedule and a questionnaire were used to collect data. Both instruments were pilot-tested by fourth year Home Economics students at the University of Swaziland, Luyengo and validated by a panel of experts from the Home Economics Department, University of Swaziland, Luyengo. Data were analysed using the SPSS programme to determine frequencies, percentages and standard deviations. The findings showed that both technical and non-technical skills are required in the catering industry. There was a highly significant difference in perceived level of technical and non-technical competencies of graduating home economists in almost all the aspects, before and after enrolment in the B.Sc. Home Economics programme. The B.Sc. in Home Economics curriculum appears to cover a majority of the identified technical and non-technical competencies. Some changes are necessary in order to address all the competencies fully. UNISWA Jnl of Agric Vol 10 2001: pp 76-85

Assessment: Practices and Implications for Home Economics in Higher Education

Public demandsfor accountability in higher education have led to the development and use of multiple measures to evaluate student outcomes in a variety of disciplines. Home economics programs are among those involved in these initiatives. As the discipline movesforward in the face of declining enrollments and program elimination, assessment will be a valuable and necessary toolfor identifying methods to improve program effectiveness. This article reviews the various assessment initiatives practiced by institutions of higher education, provides examples that may be adopted by home economics programs, and also offers recommendations for establishing a unit-based assessment program.

Addressing Child Poverty within the Context of a Community‐Collaborative University: Comments on Fabes, Martin, and Smith (1994) and Mcloyd (1994)

Across history, there has been a strong interrelation between the scholarly agendas of American universities and pressing social issuesfacing the nation, such as child poverty. Today, however, this historical association has weakened. The two commentaries about the McKinney, Abrams, Terry, and Lerner (1994 [this issueD article‐by McLoyd (1994 [this issueD and by Fabes, Martin, and Smith (1994 [this issue1)‐differ in their respective visions of the role of child development scholars in addressing key societal problems besetting our nation's youthfamilies, and communities. McLoyd argues that it is morally, socially, and scientifically necessaryfor scientists to adopt scholarlyagendas that involve research addressing these problems. Fabes et al. (1994) callfor the maintenance of a balance between basic and applied research in home economics programs. We argue that it is the unique niche and potentially special contribution of home economics programs pertinent to children to pursue models that integrate research and outreach in a community‐collaborative manner.

Professional development needs of international students in home economics

This paper focuses on the professional development needs of a selected group of international students enrolled in home economics programmes in universities in the United States. It presents a rationale for professional communication as a means for maintaining professional competencies. It reports findings from a survey of students in which they reported their interest in and their perception of the availability of professional activities after return to the home country. Implications are then discussed and recommendations are made for supporting professional development and strengthening professional communication, thereby easing professional integration problems of international students.

The Extension/Research Link: Current Issues and Future Directions for Home Economics

The link between extension and research has been a hallmark of home economics programs at land‐grant universities. The uniqueness of extension programs, compared to other agencies and organizations that provide educational programs for families, is that extension programs are research based. This article examines several of the factors that impede the full realization of the ideal of the land‐grant university model. Recommendations for revitalizing the extension/research link in home economics are proposed. The article is intended to provide research and extension faculty and administrators at the land‐grant universities with ideas for strengthening the interface between extension and research so that the ultimate goal of more effective service to constituents, in particular, families, can be achieved.

Student evaluation of teaching effectiveness: an unresolved dilemma

Content analysis techniques were used to analyse the criteria used for student evaluation of teaching effectiveness in college and university home economics programmes. Student evaluation forms were obtained from 29 state institutions representing 21 states. The evaluation forms varied in length from seven to 36 objective items. Most provided for flexibility. including such options as add-on items, open-ended response format, and choice of forms. The evaluation criteria fell into six categories: course organization and content, course requirements, evaluation procedures, student participation, teaching skills, and global value of course. All of the institutions included items related to teaching skills. This was also the most heavily weighted factor, accounting for nearly 40% of the total evaluation. This is a significant finding, given that many college and university faculty have limited opportunities to develop teaching skills prior to beginning an academic career. Home economics administrators might use the results of the study to design faculty development programmes to help both novice and experienced faculty acquire or improve the skills on which they are being evaluated.

Gerontology in Home Economics

Abstract Oregon State University's College of Home Economics revised its curriculum to permanently increase the gerontology content required of all undergraduate students, particularly those in nutrition, dietetics, housing, apparel design, and family studies. Thirteen courses were revised and four new courses were developed. Students also took part in expanded field study in gerontology and the Certificate in Gerontology program. Approximately 500 students participated during a 20 month grant period; over 350 will participate each year thereafter. Course materials were disseminated to over 200 of the nation's baccalaureate level home economics programs to facilitate use of the curriculum at other institutions. Implications for other professional curricula are presented.

Home economics programmes in Oyo state secondary schools: a survey

The purpose of this study was to identify the curricula emphases in home economics in Oyo state secondary schools and to describe selected aspects of teaching and the teacher. Sixty‐two home economics teachers in Oyo state responded to a mailed survey indicating the degree of emphasis given to 50 topics in five subject‐matter areas of home economics: (i) clothing and textiles, (ii) foods and nutrition, (iii) home management and family economics, (iv) housing, and (v) human development and the family. The most taught subject‐matter areas (in order) are foods and nutrition, home management and family economics and clothing and textiles while human development and the family and housing were the least taught subject‐matter areas. A similar response was given for teacher's reported level of competence and subject‐matter preference. Scores on the topics within each subject‐matter area, however, indicated that all the five subject‐matter areas were moderately emphasized in the curriculum. These three philosophical views of home economics exist concurrently in Oyo state secondary schools: (i) home economics as home‐making education, (ii) home economics as household management, and (iii) home economics as cooking and sewing. Suggestions for improving and strengthening the current home economics programmes are discussed.This research was conducted during 1987–1988 in the Faculty of Education, University of British Columbia, Vancouver, Canada.

Developing Local Leaders: Results of a Structured Learning Experience

This study reports on the outcomes of a leadership program designed to develop a cadre of local leaders in voluntary associations to be active in identifying and resolving local and regional issues. The analytical method selected was a preexperiment design using the one-group pretest-posttest procedure. Knowledge gains of participants showed statistically significant differences at the posttest. Gains in the capability to use knowledge and self-confidence as a leader were positive, but only a small number of the measures used were statistically significant. The outcomes show that members of voluntary associations gained in terms of their knowledge of leadership but evidenced limited improvement in their capability and self-confidence to use the skills in contexts within the community. The implications for community development practitioners are: (1) voluntary associations are an important means of recruiting and developing local leaders; and (2) extension home economics programs that focus on broad issues...

Baccalaureate Hotel, Restaurant, and Institutional Management Programs in Home Economics Units

This study investigates the current status of four‐year hospitality education pro grams within home economics units. Using data from a 1987 national survey of 276 members of the Federation of Administrators of Home Economics, status was determined by analysis of variation in enrollment, characteristics of faculty, pro gram options offered, types of laboratory facilities, internship requirements, and student placement services. Programs surveyed varied significantly only in current and predicted enrollment, number of full‐time faculty, number of faculty with Ph.D.s, and proportion of programs placing at least one graduate in mid‐scale dining. Given the increased employment projections for hospitality managers and the fact that the current majority of these programs are within home economics units, hospitality education programs offer an opportunity for substantial home economics program growth.

Presidential Perspectives Concerning Home Economics in Higher Education

The objective of this study was to solicit and analyze the views of college and university administrators concerning the current status and future directions of home economics. A survey instrument was developed and mailed to the presi dents of the 343 institutions where home economics units are located. Usable responses were received from 202 central administrators. Home economics pro grams were rated as above average, but not exceptional. Problem areas were identified as lack of research and poor public image. The larger public institutions were significantly less likely to retrench home economics programs than the small private institutions. However, no institution reported any large increases in re sources for the next five years. These views of home economics held by leaders in higher education should be considered as home economists work to develop and strengthen the profession.

Home Economics Deans' and Department Chairpersons' Perceptions of Journals and the Importance of Faculty Publishing

Seventy‐five administrators of home economics programs rated 18 journals for familiarity and perceived quality. The Journals to which the most subscribed were the Journal of Home Economics (92%) and the Home Economics Research Journal (82%). The administrators rated the American Journal of Clinical Nutrition highest in quality. Almost all administrators stated that publishing is becoming more important in their evaluations of faculty. Data were collected on administrators' specializations and on the characteristics of responding administrators' institu tions. The growing stress on faculty publishing is evidenced at both small and large institutions, although in the past it was less emphasized at smaller colleges. Institution size is a factor in actual publishing productivity in that larger schools tend to have more prolific authors.

Clothing and Textiles Curriculum Content Needed for Success in Fashion Marketing Careers

The purpose of this study was to identify the content of clothing and textiles curricula in home economics programs at the baccalaureate level and then to ascertain which elements of that content were perceived as important to job performance in the occupational field of Fashion Marketing, with emphasis on retail merchandising. The analysis of the responses of 416 apparel retailers (employers), ACPTC members (educators), and clothing and textiles degree recipients (graduates) to a mail survey provided strong rationalefor recommendations regarding which content elements should be included in the required core of Fashion Marketing programs and which elements would be likely candidates for de-emphasis or deletion from program requirements when there are time constraints.

History of Costume: Theory and Instruction

History of costume courses were part of the clothing and textiles curriculum in developing home economics programs early in the twentieth century. Since that time nineteenth-century theories of social evolution have been a continuing influence on history of costume courses, sometimes introducing misconceptions regarding origins and an elitism featuring Westerners as those who are privileged to know civilized rules for dress. Teachers can improve learning outcomes of courses by emphasizing a global view of dress, weeding out misleading carry-overs from evolutionary theory, and working out instructional strategies for utilizing newer theories regarding changes in form and meaning of dress. Using a tri-part conceptual scheme outlining the processes of cultural, temporal, and temporo-cultural authentication of dress is one step toward helping students comprehend how the art of borrowing elements of dress from a previous era across cultural lines leads to cultural conversion of the elements into forms unique to their setting. Additional work is needed to develop a comprehensive theoretical base that will utilize these or other constructs to improve learning outcomes for students.

Student Recruitment Strategies In Undergraduate Home Economics Programs: An Exploratory Study

The survival of some college programs may depend on their ability to recruit students. The number of persons in the 18–24 year age group will steadily de cline for some time. The purpose of this study was to discover the recruitment strategies used in home economics programs and to discover if the strategies used differed by size of program, environment, or group responsible for planning recruitment. Surveys were mailed to 160 administrators of undergraduate pro grams. Results indicate that size of program, group most responsible for planning recruitment, and environment does affect the extent of use of some selected strategies. Knowing recruitment strategies and influences imposed by the organi zation may suggest alternatives to those responsible for planning recruitment.

Higher Education Home Economics Programs In A Changing Economic Environment

This study investigates funding trends in college/university home economics pro grams during 1975–80 based on survey data from 138 heads of home economics units. Home economics faculty salaries did not keep up with inflation and avail ability of resources to higher education during the period studied; however, this was true for faculty members in general from all disciplines. Although this study is largely descriptive, an exploratory stepwise multiple regression analysis iden tifies characteristics of programs which fared better in terms of budgetary expan sion in comparison to group norms. Home economics undergraduate degrees granted was the only variable significantly related (p < 0.01) to growth in faculty salary allocations. Although growth in overall university allocations was the only significant predictor (p < 0.01) for growth in the maintenance, operations, and equipment budget category, two other variables‐undergraduate degrees granted and percentage of faculty tenured‐were closely enough related to be considered in future research.

Recruitment Attitudes and Behaviors of Home Economics Teachers in Virginia

This study focused on the recruitment attitudes and behaviors of home eco nomics teachers. The sample came from home economics teachers who attended the Virginia Vocational Teachers Conference in August of 1981. The instrument consisted of seven demographic information questions that were treated as in dependent variables for the study and 43 statements related to recruitment atti tudes and behaviors for public school and college/university home economics programs. The teachers who participated in this study were requested to respond to 43 recruitment statements on a four‐point, forced‐choice Likert scale. Data were analyzed with both a one‐way analysis of variance to test the relationship between the response value and the seven independent variables, and a post hoc analysis using the Scheffé test to identify the main source of the significance of the overall F‐ratio. Findings from the study indicate that (1) greater emphasis in pre‐service teacher education should be placed upon recruitment techniques, (2) home economics career education should be taught at the middle school or junior high level, and (3) college‐university home economics faculty should speak to public school classes about careers in home economics.