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LIBRARY OF THE

UNIVERSITY OF ILLINOIS

AT URBANA-CHAMPAICN

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v. 14

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in 2011 with funding from

University of Illinois Urbana-Champaign

http://www.archive.org/details/illinoisteachero14univ

yj y Vol. XIV, No. 1

/sy- Sept. -Oct. 1970

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ILLINOIS TEACHER

FOR CONTEMPORARY ROLES

PERSONAL • HOME AND FAMILY • EMPLOYMENT

HOME ECONOMICS FOR THE SEVENTIES

ACCENT ON NUTRITION FOR CONSUMERS
by

Hazel Taylor Spitze and Members of the 1970 Summer Workshop

THE NEW HOME ECONOMICS EMPHASIZES NUTRITION 1

NUTRITION CONTENT - THE BASIC CONCEPTUAL FRAMEWORK

Esther L. Brown 3

LET'S SEE WHAT WE KNOW ABOUT NUTRITION 6

EXCITING NEW TECHNIQUES FOR TEACHING NUTRITION 17

Teaching the Most Basic Idea: Diet Affects Health 17

Teaching the Second Basic Idea: Foods Vary in Nutrient Value . 19

Other Teaching Ideas 30

Visual Aids and Charts 36

SELECTED REFERENCES IN NUTRITION

Esther L. Brown 45

— -— — — -^^— — — — — ^ — — ^ —^—— ——^—— ——— ———^— — —

HOME ECONOMICS EDUCATION • UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN

A publication of the Division of Home Economics Education,
Department of Vocational and Technical Education, College
of Education, University of Illinois, Urbana, Illinois 61801

Members of Division:

Mary E. Mather, Division Chairman

Hazel Taylor Spitze, Associate Professor

Mildred B. Griggs, Instructor

Kathryn W. Smith, Instructor, University High School

Christina R. Brown, Assistant

Reba J. Davis, Assistant

Cynthia C. Theiss, Assistant

Janice Tronc, Assistant

Carolyn Wax, Assistant

Business Manager of Illinois Teacher: Clara Bosshart

Vol. XIV, No. 1, September-October. 1970. Published six times each year,
Subscriptions $5 per year. Single copies $1.

Address: Illinois Teacher

342 Education Building
University of Illinois
Urbana, Illinois 61801

Telephone: 217-333-2736

INTRODUCING

Mrs. Mildred Griggs

our new staff member

in the

Division of Home Economics Education

Mrs. Griggs is in the final stages of her doctoral work at the
University of Illinois where she received the master's degree in
1966. Her undergraduate work was at Arkansas AM$N College and she has
taught at Jefferson Junior High School in Champaign, Illinois. During
her graduate study at University of Illinois, she has worked as a
graduate assistant in the Institute for Higher Education as well as in
Home Economics Education. She will be teaching in our undergraduate
program and sharing in the supervision of student teachers and in the
editing of the Illinois Teacher. Her husband teaches in the Champaign
public schools, and they have two young sons.

F0REW0RP

What wilt the Seventies require o^ Homo. Economic*? Wilt relevance
take, on new meaning? Every home, economic* teacher, supervisor, and
te.ach.eA educator must be. caking herself these question* and trying to
predict answers. We shall not alt fiind the. home. answers, but working
together we. can discover and create a detection c£ answers {rom which.
to choose in oua own -situations .

The. ILLINOIS TEACHER maid tike to be a paAt o& tkii> seeking, this
working togetheA, tkts sharing in the cAeatlon ofa new solutions to old
pAoblems and innovations to meet the new pAoblems.

We anticipate that home economists may make theiA greatest contri-
bution as they join professionals in otheA fields in helping to improve
the quality o\ Living. This quality ofa Living can involve the quality
o£ the enviAonment, paJvU.cuZ.akty as consumers a^ect that quality, and
it can involve the quatvty ofa human relationships , especially in the
fiamity. It can ceAtainly involve health, both physical and mental.

We predict, and encouAage, gAeateA emphases on nutAition in the
junior high and high school cuhAicutum as one way to improve the quality
o£ living, and we begin this new volume witih an issue devoted to this
aAea. We welcome suggestions {rom readers ^or future issues on Home
Economics ^or the Seventies .

Hazel Taylor Spitze
Editor far This Issue

MEMBERS OF UNIVERSITY OF ILLINOIS WORKSHOP
ON THE TEACHING OF NUTRITION, SUMMER 1970

Nancy Bell

Elmwood Park High Sch.

Elmwood Park, 111.

Deana Haywood

Rich Central High Sch.

Olympia Fields, 111.

Nancy McKay

Clark Air Force Base

Philippines

Sally Buckingham
Parkland College
Champaign, 111.

Paula Conder

South View Jr. High Sch

Danville, 111.

Carol Johnson

Black Hawk Jr. High Sch.

Park Forest, 111.

Marian Kessler

Champaign Central High Sch

Champaign, 111.

Jan McKee

Hubbard Trail Jr. High

Crete, 111.

Kitty Owen

Glenbrook North High
Glenview, 111.

Doris Green

Food Director

Champaign (111.) Schools

Catherine Lagacy
Pawnee High School
Pawnee, 111.

Joyce Plume

Dirksen Jr. High Sch

Joliet, 111.

Brenda Harris
Dairy Council
805 W. Pioneer St
Champaign, 111.

Gwen Larabee

Carl Sandburg High Sch.

Or land Park, 111.

Sister Suzanne Sabetti
Marywood High School
Orange, Calif. 92667

Wilma Wright
Macomb High School
Macomb, 111.

THE NEW HOME ECONOMICS EMPHASIZES NUTRITION

Hazel Taylor Spitze

The White House Conference on Food, Nutrition and Health is one of
many outstanding examples of the attention now being focused on nutrition.
Hunger and malnutrition cause problems in health, motivation, learning,
employment, mental development, human relationships—perhaps even mental
health.

The causes of malnutrition are many, but conspicuous among these
causes is ignorance of the principles of nutrition. No income group is
immune to malnutrition nor to the ignorance which promotes it. Who is
in a better position to combat this ignorance than the hundreds of home
economics teachers across the nation? How can we make ourselves better
ambassadors of optimum nutrition?

During four weeks of the 1970 Summer Session of the Division of Home
Economics at the University of Illinois, sixteen teachers tackled this
problem with Dr. Esther Brown and the author as co- leaders of the Workshop
on the Teaching of Nutrition. This issue of the Illinois Teacher is an
attempt to share the ideas and enthusiasm generated in that workshop.

Our objectives were:

(1) to increase our knowledge (or cognition or wisdom!) about the
science of nutrition;

(2) to increase our interest in nutrition and our personal valuing
of an adequate diet;

(3) to increase our range of teaching techniques and our enthusiasm
for teaching nutrition;

(4) to increase our inventory of teaching aids and materials for
nutrition;

(5) to increase our understanding of students, especially those in
greatest need of understanding;

(6) to increase our understanding of ourselves and each other as
teachers .

In addition to these common objectives, individuals had their own
objectives, e.g., "to plan a new curriculum for Foods II in my school."

Our workshop group included a school lunch supervisor of a city
school system, a home economist in business with an interest in educational
materials, a junior college instructor in nutrition for dental hygienists,
and home economics teachers from thirteen junior and senior high schools.

Workshoppers had the opportunity to observe a nutrition class for
pregnant teenagers taught by a graduate assistant in our division,

Mrs. Peggy Haney, and to work with a small group of Neighborhood Youth
Corps employees to try out ideas and get reactions.

Shelves of books and pamphlets on nutrition and teaching were made
available to the workshoppers in the Resource Center, and each one chose
what she wished to read. Some set for themselves a goal of a book a day!

The group decided against having any examinations; and evaluation
(by self and instructors) was based on readings, class participation, and
written evidence of growth toward the stated objectives. Some of the
latter consisted of lesson plans, resource units, games, simulations, and
other techniques for making the teaching of nutrition an adventure. We
are sharing some of these in this issue.

We are deeply indebted to Dr. Esther Brown who served, without
remuneration, as nutrition consultant to the Workshop and who consented
to write the following section which gives us direction regarding the
content for our nutrition teaching.

A selected bibliography on page 45 offers readers some suggestions
for further study.

Readers are invited to share their own creations of teaching tech-
niques by submitting them for inclusion in future issues of the Illinois
Teaohev. Accompanying photographs are often desirable.

The Workshoppers gathered at a pancake house
for breakfast on the final day--in lieu of an exam!

NUTRITION CONTENT - THE BASIC CONCEPTUAL FRAMEWORK

Esther L. Brown
Associate Professor
of Home Economics
University of Illinois
Urbana-Champaign, Illinois

The BASIC CONCEPTUAL FRAMEWORK OF NUTRITION reproduced below consti-
tuted the core content for the Workshop. This statement was developed
by the Interagency Committee on Nutrition and was accepted by the White
House Conference on Food Nutrition and Health as an adequate base for
nutrition education.

Depending upon the group (age, socio-economic level, intellectual
level, etc.) such statements can be useful within the framework of a
given situation whether classroom, lunchroom, doctor's office, own home,
or other. They can be developed and adapted to the situation. Oppor-
tunity is given to repeat ideas, each time perhaps a little more simply
than the previous time, leading to relationships; or the same idea can
be restated in a different situation.

The conceptual framework permits the flow of basic nutritional infor-
mation in logical steps. It helps to set priorities on the information
presented and upon the activities to be planned. It is useful in making
nutrition teaching dynamic.

Conceptual teaching provides a base from which to start, a center
around which to organize content and learning experiences. When persons
become adept in conceptual teaching, they gain confidence in using facts
(in this case, nutrition facts), for concepts are based on research.
Teachers who use them can, as more knowledge becomes available, expand,
revise, or change the emphasis. With more confidence and more facts,
individuals become more interested in their own nutrition and are moti-
vated to behavioral changes as far as their own food habits are concerned

Concepts provide a measure for evaluation, a means of examining
one's teaching to determine whether the basic information to be taught
will provide students with the thoughts suggested by the concept. It
may have to be paraphrased many times in different ways until it is
understood and used.

Conceptual teaching is not "business as usual." It is an effort to
meet the needs of all class members. It is an opportunity to learn
actively about nutrition. In order to contribute to such teaching, one
first must have a sound background knowledge of the subject matter. In
the Workshop, several periods were spent in updating the nutrition in-
formation of the students and to be certain that what information they
had was sound in accordance with current research facts. If lacks or
gaps in knowledge are filled in, then sufficient basic information about
nutrition can be taught and students become more knowledgeable and more
questioning of statements heard or read. One major objective of the
Workshop then was to challenge the students with different teaching
methods and techniques to enable them to learn and use nutrition infor-
mation, and to prepare them to do the same with their own classes during
the next school year.

Workshoppers learned that they must be willing to experiment, inno-
vate, make mistakes, then move forward. Enthusiasm, imagination,
ingenuity, energy, and judgment were found necessary in developing methods
that would encourage, challenge, and enthuse others to seek nutritional
improvement in their own dietaries. If it is true that poor health, low
morale, lack of self-confidence, and low levels of energy are partially
due to poor nutrition and from them stem such problems as unemployment,
school dropouts, delinquency and family breakdowns, accelerated nutri-
tional programs with meaningful information must contribute to learning
about nutrition and practicing it. The goals sought are behavioral change
as far as one's own eating habits are concerned and ability to bring about
such change in others.

BASIC CONCEPTUAL FRAMEWORK OF NUTRITION

1. Nutrition is the process by which food and the other substances eaten
become you.

a) The food we eat enables us to live, to grow, to keep healthy and
well, and to get energy for work and play.

2. Food is made up of certain chemical substances that work together
and interact with body chemicals to serve the needs of the body.

a) Each nutrient has specific uses in the body.

b) For the healthful individual the nutrients needed by the body are
usually available through food.

c) Many kinds and combinations of food can lead to a well-balanced
diet.

d) No natural food, by itself, has all the nutrients needed for full
growth and health.

All persons, throughout life, have need for about the same nutrients,
but in varying amounts.

a) The amounts needed are influenced by age, sex, size, activity,
specific conditions of growth, and state of health.

b) The amounts needed may be altered by environmental and disease
conditions which produce various kinds of stress.

c) Suggestions for kinds and needed amounts of nutrients are made by
scientists who continuously revise the suggestions in the light of
the findings of new research.

d) A daily food guide is helpful in translating the technical informa-
tion into terms of everyday foods suitable for individuals and
families in such a way that the newer knowledge of nutrition can
be applied simply and practically in accordance with the food
preferences and economic conditions.

Food use relates to the cultural, social, and psychological domain as
well as to the physiological.

a) Food selection is an individual act but it is usually influenced
by social and cultural sanctions.

b) Appropriate selection of food to fulfill physiological needs can
be made at the same time as social, cultural, and psychological
needs and wants are satisfied.

c) Attitudes toward food are a culmination of many experiences, past
and present .

The way a food is handled influences the amount of nutrients in the
food, its safety, appearance, taste, and cost.

a) Handling means everything that happens to food while it is being
grown, processed, stored, and prepared for eating.

The nutrients, singly and in combinations of chemical substances
simulating natural foods, are available in the market and these may
vary widely in usefulness, safety of use, and economy.

Food plays an important role in the physical and psychological health
of a society or a nation just as it does for the individual and the
family.

a) The maintenance of good nutrition for the larger units of society
involves many matters of public concern, such as: peace; social
and economic stability; healthful environment; food production,
processing, and distribution; and education.

b) Nutrition knowledge and social consciousness enable citizens to
participate intelligently in the adoption of public policy affect-
ing the nutrition of people around the world.

LET'S SEE WHAT WE KNOW ABOUT NUTRITION!

The following items were used in the Workshop to stimulate
discussion and increase understanding of nutrition. Scoring was
optional. It was not a "test" and was not a part of the evalu-
ation. The title suggests identification of needs and stimulates
curiosity .

Selected items from this list, a few at a time, could be
used effectively for the same purpose in a high school class 3
or for students of any level. They may need to be rewritten
in simpler language. Students could be encouraged to look up
answers and expand their knowledge beyond the given item by
providing clues to sources. Our page numbers refer to
Corinne H. Robinson's BASIC NUTRITION AND DIET THERAPY, 2nd
ed.a but any reliable reference on a suitable reading level
could be utilized.

Correct answers are provided on page 16. It will be noted

that most of the items are true. This is deliberate y so as to

emphasize correct information, but enough false statements are
included to keep students thinking.

Write T or F in the blank after (to right of) each number to indicate
whether statement is true or false. Write 0 if you do not know. If
statement is false, change it to make it true.

In blank at left of number, write a number to indicate your degree
of certainty of your answer as follows:**

1. I'm not at all sure aboutthis, but I'm not guessing.

2. I'm fairly sure of my answer, but I wouldn't bet much on it.

3. I'm somewhat sure.

4. I'm reasonably certain of the answer.

5. There is no doubt in my mind.

Page No.*

1. Blindness can be caused by poor diet. 12

2. Every body tissue contains protein. 41

3. Every body fluid except bile and urine

contains protein. 41

4. Essential amino acids cannot be manufactured

by the body. 42

*Page numbers refer to Corinne H. Robinson, Basic Nutrition and
Diet Therapy, 2nd ed., New York: Macmillan, 1970, and contain mention
of the ideas in the test items.

**Score will be determined by adding the numbers in this left blank
for those that are correct and subtracting the numbers for those that
are wrong. ^

Page
No.

5. A complete protein contains the amino acids in the
proportions and amounts needed by the body for

tissue replacement and growth. 42

6. Some combinations of incomplete proteins serve as

complete proteins. 42

7. If the diet does not contain sufficient calories

from fat and carbohydrate, the proteins will be 63
used for energy rather than for building or §
replacing tissue. 65

8. The amount of exercise an individual takes affects

his need for protein. 46

9. In order for the body to build and repair tissue,

all of the amino acids must be present in the

blood circulation at the same time. 46

10. If half of the body's need for protein is met by

complete protein the rest might be met satisfac-
torily by incomplete protein. 46

11. The consequence of a shortage of complete protein

is more serious in children and in pregnant women

than for the rest of the population. 46

12. Negative nitrogen balance exists in the body when

a person does not eat enough protein or eats

protein foods of poor quality. 47

13. Low protein diets reduce ability to resist infec-
tion. 47

14. Low protein diets reduce ability to withstand

injury or surgery. 47

15. Carbohydrates and proteins in excess of body needs

are changed into fatty tissue. 54

16. Fats have no function in the body except to provide

energy. 54

17. Consumption of fat may be related to heart disease

in some individuals. 55

18. \Titamins A, D, E, and K are soluble in water. 94

19. Fried foods are slow to digest. 55

20. Mineral oil interferes with absorption of some

vitamins. 55

21. Enrichment is a legal term used by FDA to apply to

addition of Vitamin A and calcium. 59

22. Enriched bread is just as nutritious as whole grain. 61

23. The form of sugar in the blood is glucose. 63

24. The level of blood sugar affects the stimulation

of the production of insulin. 63

25. Insulin is a hormone. 63

26. Insulin affects sugar metabolism. 63

27. Brain and nerve tissue can use energy from protein. 63

28. Carbohydrates furnish chemical elements to help the

body produce some amino acids. 63

29. Complete oxidation of fat in the body requires

carbohydrate. 63

30. Carbohydrates furnish heat and energy for the body. 63

31. Basal metabolism accounts for more than half of

the caloric requirements of most people. 67

32. The thyroid gland regulates the rate of energy

metabolism. 67

33. Mental effort requires so few calories that it is

hardly worth noticing. 69

34. Fats provide the same number of calories per ounce

as carbohydrate or protein. 71

35. The method of cooking some foods affects their

caloric yield. 71

36. Calories from fatty foods promote weight gain more
than calories from protein or carbohydrate foods. 71

37. If a person eats the foods recommended in the Basic
Four, he will have enough calories. 72

38. For the adult the best guide to the caloric require-
ment is body weight. 73

39. Fats, proteins, and carbohydrates are organic

substances. 78

40. Minerals are inorganic. 78

41. Minerals provide body energy. 78

42. Minerals are found in all body tissues and body
fluids. 78

43. Bone is made of protein into which minerals are
deposited. 79

44. The blood can withdraw minerals from the bones to
serve the needs of soft tissues and body fluids. 80

45. Every body cell contains iron and phosphorus. 80

46. Minerals regulate the transmission of nerve
impulses. 80

47. Minerals regulate the contraction of muscles. 80

48. Calcium and potassium affect the work of the heart. 80-81

49. Minerals help maintain the normal pH of the blood. 80

50. The normal healthy person on an adequate diet

will have normal pH without special attention

in food selection. 81

51. Calcium affects the coagulation of the blood. 81

52. Vitamin D is essential for the efficient absorption

of calcium in the body and for the normal deposition

of calcium and phosphorus in the bones and teeth. 82

53. The presence of lactose improves the utilization

of calcium in the body. 82

54. All forms of cow's milk are equally good sources

of calcium. 82

55. Cream cheese and butter are good sources of

calcium. • 82

56. Copper is necessary for the synthesis of hemoglobin. 86

57. Vitamin C (ascorbic acid) improves the absorption

of iron. 86

58. Men need more iron than women. 86

59. Diets that are adequate in other nutrients will be

adequate in iron. 87

60. Anemic persons may have lowered resistance to

infection. 87

61. Mental retardation can be caused by iodine

deficiency before birth. 88

62. Fluorides reduce the incidence of tooth decay if

applied while teeth are forming. 88

63. Vitamins provide energy for the body. 93

64. Vitamins affect the body's utilization of energy

foods . 93

65. We cannot get too much of any vitamin. 94

66. The rapidly growing child needs proportionately

more vitamins than the mature adult. 91

67. The diet that supplies sufficient thiamine,

riboflavin and niacin will also furnish enough

of the other B factors. 95

68. Milk that stands for an hour or two in the sun may

lose much of its riboflavin. 96

69. Of all the vitamins, vitamin C and thiamine are

the most easily destroyed by oxidation. 96

70. Wilted greens contain as much vitamin A as crisp

ones . 96

71. In ordinary cooking procedures vitamin A is not

subject to much loss. 96

72. Mashed potatoes made from potato flakes contain 96

the same nutritive value as those made from fresh |
potatoes. 105

73. Mashed potatoes in TV dinners have less vitamin C 95 $

than freshly prepared ones. 105

74. Raw cabbage has more vitamin C than cooked cabbage. 96

75. Vitamin A affects the structure of the bones and

teeth. 96

76. Vitamin A helps maintain the skin. 96

77. Vitamin A affects whether the eyes are blue or

brown. 96

78. Vitamin A affects the membranes that line the
respiratory tract, the gastrointestinal tract, the
genito-urinary tract, the eyes, and some of the
glands. 96

79. Vitamin A affects the ability of the eye to adapt

to dim light. 96

80. Vitamin A affects the body's resistance to

respiratory infections. 96

81. Vitamin A deficiency can cause blindness. 96

82. Vitamin A can be stored in the body and hence may

not be required in each day's diet. 96

83. Too much vitamin A can interfere with growth and

appetite. 97

84. Too much vitamin A can cause pain in the joints

and enlargement of the liver. 97

85. Adult women may have rickets if vitamin D and

minerals are deficient and pregnancy has "drained"
their bones of needed minerals. 98

86. Too much vitamin D can lead to hardening of soft
tissue. 99

87. Vitamin K affects clotting of blood. 100

88. Vitamin E protects vitamin A. 100

89. Vitamin C serves body cells as mortar serves bricks. 103

90. Vitamin C affects firmness of tissues. 103

91. Vitamin C affects metabolism of some protein. 103

92. Vitamin C protects against infection. 103

93. Vitamin C promotes healing of wounds. 103

94. Extreme tenderness and easy bruising of the skin

are symptoms of vitamin C deficiency. 103

95. Pasteurized cow's milk contains no appreciable

vitamin C. 103

96. Human milk from a healthy mother on a good diet

supplies enough vitamin C for the very young

infant. 104

97. Vitamin C deficiency in adults may result in loss

of teeth. 103

98. Whole grain cereals are rich in vitamin C. 104

99. Vitamin B , or thiamine, affects the nerves and

mental outlook. 105

100. Vitamin B , or thiamine, affects appetite and

digestion. 105

101. Deficiency of vitamin B may result in irritability

or fatigue. 105

102. Deficiency of vitamin B may result in constipation

and numbness in the legs. 105

103. Deficiency of vitamin B may result in heart

disease. 106

104. _____ Alcoholics usually suffer from malnutrition. 106

105. Vitamin B?, or riboflavin, is essential for

healthy skin and for good vision in bright light. 107

106. Deficiency of vitamin B„ leads to cracking at the

corners of the mouth ana scaliness of the skin

around ears and nose. 107

107. Deficiency of vitamin B may result in burning and
itching of eyes and extreme sensitivity to strong
light. 107

108. Several of the B vitamins affect the metabolism 107

of carbohydrates. 108

109. Niacin deficiency affects the nervous system. 108

110. Niacin deficiency affects the skin. 108

111. Niacin deficiency affects the function of the

gastrointestinal system. 108

112. Niacin deficiency may result in mouth soreness,
tongue swelling, and diarrhea. 108

113. Niacin deficiency can cause death. 108

114. One of the amino acids can be changed to niacin

in the body. 108

115. Vitamin B (pyridoxine) is involved in protein

metabolism. 108

116. High protein diets require more vitamin B, than

low protein diets. 108

117. Vitamin B, deficiency may result in loss of

appetite, nausea and vomiting. 108

118. Vitamin B, deficiency may result in dermatitis and

soreness of lips and tongue. 108

119. Vitamin B, deficiency may result in irritability

and anemia. 108

120. Vitamin B deficiency in infants can retard growth

and cause convulsions. 108

121. Diets that include the Basic Four will meet the

requirements for vitamin B. .

108

122. Vitamin B ? affects the production of red blood 109

cells, the metabolism of nerve tissue and the d,
mental processes. 110

123. Malabsorption of vitamin B causes pernicious
anemia. 109

124. Vitamin B ? is required for the production of

amino acids in the body. 109

125. Vitamin B ? deficiency may result in poor coordi-
nation in walking and other malfunctions of the
nervous system. 109

126. Plant foods supply practically no vitamin B . 110

127. Extra folacin is needed during pregnancy since

the fetus has a high requirement. 110

128. Pantothenic acid is involved in the metabolism of

carbohydrates and fats and in the synthesis of
cholesterol and steroid hormones. 110

129. Vitamin A and C deficiency may reduce resistance

to colds and other infections. 112

130. Vitamins from food sources are more fully utilized

by the body than those from pills. 112

131. No vitamin pill has all the vitamins the body needs. 112

132. Constipation may result from failing to drink

sufficient liquids. 125

133. A history of poor dietary habits may adversely

affect a person even if present habits provide
adequate nutrition.

134. Level of nutritional status in the years before

pregnancy begins can affect the chances of a
pregnancy without complications, a healthy baby,

and the ability to nurse the baby. 126

135. Pregnancy increases the importance but not neces-
sarily the amount of all nutrients needed,
especially calcium, iron, and vitamin D. 127

136. Iron deficiency anemia during pregnancy increases

the likelihood of premature birth and of anemia

in the infant. 128

137. A child develops 90% of its adult brain by the

age of 4 years. 131

138. Malnutrition during the first few years of life

can result in irreversible brain damage. 131

139. The American Medical Association, the American
Dietitic Association, and the National Congress of
PTA oppose the sale of candy and soft drinks in
school. 141

140. Teenagers generally have poorer food habits than

other age groups. 142

141. Young children have more taste buds than older

people. 146

142. Lean beef, lamb, pork, veal, poultry, and fish

are similar in nutritive value. 170

143. The round purple stamp of the U.S. Meat Inspection

Board indicates safety and grade of meat. 171

144. Prime meat has higher nutritive value than choice. 171

145. Butter and enriched margarine are of equal
nutritive value. 172

146. Canned foods stored in a cool place lose less

vitamins than in warmer locations. 173

147. Thorough cooking guarantees that all food is safe. 180

148. Leftovers generally have little or no vitamin C. 183

149. Illness affects the body's ability to use nutrients . 189

150. Ulcer patients have particular need of proteins and

vitamin C. 209

151. Overweight people are more prone to heart disease

and are greater risks in surgery and pregnancy. 218

152. If a person at a steady weight (i.e., not gaining

or losing) maintained his present diet and increased
his exercise by walking 5 miles a day, he would lose
about a pound a week. 219

153. One pound of fat is equal to about 3500 calories. 219

154. Reducing candies and pills may cause diarrhea,
kidney problems, overactivity of the thyroid,
increase in heart rate, and increase in metabolism. 222

155. Losing weight by taking such preparations as

Metrecal does not retrain the individual to a
pattern of eating which will maintain the

desired weight. 232

156. Meals can be teaching aids for nutrition. 232

157. Phenylketonuria is a birth defect which will

result in mental retardation unless treated

with a special diet. 246

158. The absorption of carotene from vegetables is
reduced when fat intake is low or flow of bile

is not normal . 250

159. Salt substitutes may be harmful to persons with

damaged kidneys. 266

160. Iron deficiency causes goiter. 91

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EXCITING NEW TECHNIQUES FOR TEACHING NUTRITION

TEACHING THE MOST BASIC IDEA:
DIET AFFECTS HEALTH

The simplest, most basic idea or concept in nutrition, i.e., that
diet affects health, is probably the most difficult to teach. Some
workshoppers preferred to state it as

Food intake affects well-being, or

What we eat affects how we feel and what we can do.

This idea that "we are what we eat" can be confusing, however,
especially to slow learners. The following poem states this confusion
whimsically:

SOMEONE TOLD ME I AM WHAT I EAT

I am what I eat !

Now isn't that neat?

But can it be

That meat is me?

Are beans my legs,

My kneecaps, eggs?

Is my plasma made of milk,

My skin from something soft as silk?

Potatoes cannot make an ear

Or any part of me, I fear.

Can someone solve this mystery

Of how my food turns into me?

One of the best resources to explain this relationship is the film,
"How Hamburger Turns into You," from the National Dairy Council. It
explains graphically in color how the constituent parts of a plant or
animal protein can be rearranged to form the kinds of protein we need
for muscle, skin, etc., and it is suitable for all ages.

Another excellent film of a very different kind is "Hungry Angels"
from Association Films, LaGrange, Illinois. It tells a true story of
some young children who were severely malnourished and shows how food
brought them back to health. The University of Illinois Bureau of
Visual Aids has ordered a copy for its rental library.

Rat demonstrations can be effective in teaching the relation between
food intake and well being also. The National Dairy Counci has an
excellent bulletin explaining how to do such demonstrations and where to
get the rats.

Slides showing the results of various kinds of deficiencies in
animals and human beings were also used in the Workshop to help establish
the basic relationship. One set, showing results of animal experiments,
is available from the U.S. Department of Agriculture, Office of Informa-
tion, Photography Division, Washington, D.C. 20250. We ordered numbers
10015-D to 10024-D. Another set, showing parts of the human body, can be
obtained from Nutrition Today, 1140 Connecticut Avenue NW, Washington,
D.C. 20036.

We also used pantomime and added some humor to our learning. Each
small group of workshoppers was responsible for learning, and then show-
ing in pantomime, the results to be expected from dietary deficiencies
of a given nutrient, and the "audience" guessed what was being demon-
strated.

Fatigue, lack of appetite, bloated abdomen (with a pillow for a
prop!), nervousness, irritability, blindness, skin problems, and the
like, were aptly demonstrated. When one group ended their pantomime
with a mad dash off stage and a roll of toilet paper in hand, it was
obvious to the hilarious onlookers that diarrhea could be a problem of
poor diet! This class session was video taped for use in future
nutrition classes.

Of course, the very best technique for teaching that diet affects
various aspects of appearance and health is to work on the real problems
of the students. If some of them change their eating habits, e.g.,
decide to start eating breakfast or stop consuming candy and pop and
then experience a desired change in the way they feel or look, their
testimonials will carry more weight than all the slides and simulations.

Two workshoppers created bulletin boards and displays which call
attention to this most basic concept as shown below.

FOOD AFFECTS
YOUR

by Carol Johnson,

Black Hawk Junior High

by Marian Kessler,
Champaign Central
High

TEACHING THE SECOND BASIC IDEA:
FOODS VARY IN NUTRIENT VALUE

Once a person becomes convinced that what he eats makes a differ-
ence, he begins to ask what foods are best for him, and we can then
teach that foods vary in their nutrient values. This concept is easy
and fun to teach, approachable through an amazing variety of games
and simulations.

If this study is begun by having each student volunteer to become
"expert" on one nutrient (and to work in a small group with the others
who are experts in the same nutrient), then the expertise can be uti-
lized throughout the study as questions arise, games are played, visual
aids prepared, etc. Time and suitable references are necessary to
develop the expertness, and interviews with appropriate people may be
arranged. The experts may be assigned to share their expertise in ways
of their own choosing. This sharing may extend beyond the class if hall
displays are prepared, photographs and stories written for the school
paper, handouts are distributed in the cafeteria line, etc. Some cafe-
teria managers or food service directors are eager to be a part of the
nutrition education program and would gladly cooperate.

Probably the easiest sub-concept to understand in regard to the
varying nutrient value of foods is that foods vary in caloric value.
Everyone has heard of calories and most people are interested in their
weighty so a game, led by the experts on fats perhaps, might be a good
introduction.

Any of the following, or an original game by the teacher or a
student, could be used.

Calorie Order

The class is divided into three or more teams, and members, in turn,
draw two to five (depending upon the degree of difficulty the group can
handle) food models without looking to see what is drawn. (Cardboard
models are available from National Dairy Council, but slips of paper with
names of foods and amounts, could be used along with charts of caloric
values . )

The player then arranges the foods in order of decreasing caloric
value, and a correct order scores 1 point for his team. If any food is
out of place, score is 0.

Food models are returned to the basket for the next player's turn.

Calorie Balance

This game is a bit more difficult. Teams are arranged as before,
but team membership changes with each game to facilitate greater inter-
action in the class.

Players, in turn, draw 5 food models (or any agreed upon number)
and arrange them on each side of a center so that the caloric value of
one side balances that on the other. A margin of perhaps 25 or 50
calories would have to be allowed since exact balances would likely be
impossible. A simulated see-saw or balance scale on which to place the
foods would add atmosphere and emphasize the concept.

A correct balance scores a point for that team, and models are
returned to the basket for the next turn.

Teacher-led discussion as class views the balance could add to the
learning, e.g., a piece of cake balanced by an apple, an orange, and a
glass of milk could suggest improvements in snack habits.

The Calories Are Right

This game is still more difficult and exact knowledge of caloric
values is of definite benefit to the players. Two or more teams are
formed and each sends a player to the front of the room.

The game is patterned after the TV show, The Price is Right, and
requires players to guess the caloric value of a food drawn by the
moderator. Each team's contestant, in turn, "bids" on the food and the
one who bids closest to the exact value, without going above it, wins a
point for his team. Any player who bids higher than the actual value is
out of the game.

Then each team sends forth another contestant and another food is
drawn. If time allows, play can continue until every team member has
had a turn.

If the teacher is particularly desirous of the students' learning
the caloric values of certain foods about which misunderstanding is
common, only these foods can be placed in the basket for drawing.

As the calorie games are played, the teacher can draw attention to
vitamin, mineral, and protein values by asking repeatedly: What do we
get with our calories in this food? The question can be answered by
looking at the National Dairy Council Comparison Card for that food
(which could well be on display in the room) or by examining the charts
in Illinois Teachev, vol. XIII, No. 5, which are designed to supplement
these cards.

Then the study can move to other nutrients. A game suggested by one
of the workshoppers would be a reasonable transition.

Food Power
Game suggested by
Catherine Lagacy

In this game the food models are set up as a cafeteria and students
go through the line with trays to select a breakfast. Then, using infor-
mation on the backs of the food models or from Comparison Cards or charts,
each student moves a counter up each column on his Food Power Chart (see
photo above) according to the value of his chosen foods.

The Food Power charts have a percentage scale on the left, which
goes to 100%, and a column for each of the nutrients being studied,
preferably color keyed to the NDC Comparison Cards. The chart on page 44
may assist in the preparation of these charts.

When computations are complete for the breakfast foods, the student
records the foods for reference and proceeds to the "cafeteria" for lunch.

The process of calculation and location of counters on the columns
of the Food Power chart is repeated, and the student goes back for his
evening meal. Snacks may be allowed if desired.

When all calculations are finished, scores are allowed as follows

for each nutrient:

Score

85-100%

Excellent

70-84%

Good

55-69%

Fair

40-54%

Poor

Below 39% Very poor

3
2
1
0
-1

If teams were formed, all members' scores are totaled to ascertain
team winner.

During the course of the game, the teacher can circulate, comment,
ask questions, and do some one-to-one teaching. At the end (which may
be two or three days from the beginning) she can lead a summary discus-
sion, call attention to the food combinations that scored highest, and
teach the content desired.

In an earlier Illinois Teacher we suggested a nutrition Tic Tac Toe
game. Another version (shown below) is played on a large "frame" on the
floor. Each student draws 10 food models, and teams, assigned different
nutrients, compete. If a player has a food rich in his team's nutrient,
but not rich in the opponent's nutrient, he places it in a square. If
not, he shows his foods and explains why he has to pass. The first team
to have 3 in a row wins .

Nutrition Dominoes

Paula Conder

This game requires a set of large cardboard dominoes having names
of foods on each end instead of the usual dots. The number in the set
can vary with the number of players. The idea of the game is to cause
each student to find out what nutrients are in what foods and in what
amounts. NDC Comparison Cards should be displayed in the room, or each
player may be given a copy of the charts on pages 229-240 of the Illinois
Teacher, vol. XIII, No. 5. An explanation of the charts should be given
before the game begins. There can be several different sets of dominoes
and the students can play in groups rather than all together. The
competition can be between players in one group or between teams which
each send one player to each table.

Any number can play. It could even be played as solitaire with a
rule like "Play all seven dominoes without going to the boneyard and you
beat sol." Thus it could be used for independent study or to occupy the
time of those who complete some other activity earlier than others.

A rack for holding the dominoes can be made by folding a piece of
paper thus

Instructions for play: Turn all dominoes face down. Each player
takes seven (or fewer if many players) dominoes and arrange them so that
only he can see them. The dominoes remaining will make up the "boneyard
The person who has a double will start the game by putting it face down
on the table. If two or more players have doubles, the player whose
foods start with a letter nearest the beginning of the alphabet will
start. A double is a domino that has the same word written on each end
of it. Example:

+->

■M

t i

c >

The play then goes clockwise around the table if more than two are play-
ing. If no one has a double, each person will draw from the boneyard,
one at a time, until a double is drawn.

The second player finds one of his dominoes which has a food rich
in a nutrient common to the food on the domino already played. ("Rich"
is defined as "one serving has ten percent or more of the RDDA for that
nutrient.") He announces the common nutrient and joins his domino to
the first. If he makes an error, he loses his next turn. From the
double, plays can -go any of four directions. In other plays the dominoes
will go end to end. If a domino has foods, both of which can relate to a
domino already played, it can be placed crosswise to the one previously
played. The next player must then match both of these foods with his
food or change direction and attach to one end. See example in diagram.

If one cannot play, he must draw from the boneyard until he can play,
The player who gets rid of all his dominoes first scores one point for
each domino still held by the other players.

Protein

Vitamin B? (riboflavin)
or Niacin /"

Protein

Vitamin B„ (riboflavin)
or Niacin

£l

£i

/
(

/ Vitamin C

Tomatt

Egg

) Vitamin A

Sweet

Potato

Iron

Liver

s^ Vitamin C

60 CD

Cti C/>

bO CD

•M CD

c o

+-> CD

•H

Oj -H

O X

fH 3

u u

C/)

O "-3

Macaroni

Vitamin A

and

Cheese

Pork

Chop

SOME POSSIBLE PLAYS FOR NUTRITION DOMINOES WITH POSSIBLE REASONS

United Nutrients Hold a Press Conference

Simulation Suggested by Jan McKee

One way in which the class "experts" could share their knowledge of
the various nutrients is to have a United Nations-type meeting in which
the representatives of various nutrients are seated in a semi-circle in
the front of the room, with placards in front of each to denote who they
are and perhaps some food models to show foods particularly rich in that
nutrient. The rest of the class are members of the Press Corps and the
class period simulates a press conference with the press directing ques-
tions to the United Nutrients representatives. The term united here can
suggest that nutrients work together in the body, that they unite to keep
us healthy. Perhaps a moderator could make this point in an introduction
and then recognize the questioners in turn.

Members of the Press Corps may represent specific magazines, news-
papers, television stations, etc., if desired. This could show the wide
variety of people and institutions interested in nutrition. For example,
when the Vogue representative asks a question, the point could be made
that fashions look better on healthy models who are well nourished and
have their weight under control. Or, someone from a labor journal could
note that well -nourished employees have good safety records and low
absentee rates.

The questions asked should be formulated by the questioner and should
be matters of genuine interest to him. The teacher can be a questioner,
too, if desired.

If a class enjoys fantasizing, the nutrients can represent the
Country of Protein, the Island of Fat, the Republic of Iron, etc., and a
map can be produced to show how all make up the "World of Food."

If questions are asked which cannot be answered, the experts may
explain that they will be covered in the next press conference, and time
should be allowed later to hear the answers.

Each member of the press may be required to submit his written
record of the press conference, i.e., his "story" for his publication,
and each expert a brief resume of the importance of his nutrient. Or,
everyone could write, as a summary for the day, a response to these
two items:

(1) The most important thing about nutrition which I learned
today was

(2) Some general conclusions I could draw from attending this
session are .

Or, each student could write a letter (to a friend or an editor or Ann
Landers) pointing out some important ideas of nutrition that everyone
should know.

Will the Real Vitamin A Please Stand Up?

This adaptation of the television program was suggested by a 1970
University of Illinois student teacher, Helen Abell, and refined in the
Workshop.

One student is selected to be Vitamin A and two others to be
"imposters" who really represent other nutrients. All will announce
themselves as Vitamin A. Each student is backed by an "advisor" in
case he needs help in answering a question. The teacher can serve as
advisor to the advisors.

The rest of the class is divided into 3 or more teams. After
Vitamin A and the imposters introduce themselves (see possible introduc-
tion below), team members take turns asking questions answerable by Yes
or No, directed to one of the panel.

Unlike the TV program, all answers must be truthful and accurate
Each person answers in terms of the nutrient he really is.

After an agreed upon time period has elapsed, each person votes
separately on a ballot such as:

I think Vitamin A is No.
I think No. is

•

I think No. is

Team

The real Vitamin A stands up, the other panel members identify
themselves, ballots are counted, and each team scores the total of all
its members' scores, with one point being allowed for each correct
identification .

Material such as the following should be prepared ahead of time by
teacher or by the panel with her consultation (if there is assurance that
no one will tell!). Note that the "imposters" confuse the audience by
telling things about themselves that are also true of Vitamin A or that
may lead the audience astray.

No. 1 says: (No. 1 is really
riboflavin or Vitamin B„)

I am Vitamin A.

I am found in whole milk.

Too little of me may cause skin

problems .
I am destroyed by sunlight.
Liver has lots of me.
I am yellow.

No. 2 says: (No. 2 is really iron)

I am Vitamin A.

I am not present in skim milk.

Turnip greens have a lot of me.

I help people keep from being tired,

Babies need me.

Some foods are enriched with me.

No. 3 says: (No. 3 is really Vitamin A)

I am Vitamin A.

I am found in some fats.

I help people see better.

I affect the development of teeth.

Vitamin E protects me.

I help the body fight off colds.

A good many interesting things can be done with the NDC Comparison
Cards by covering the name of the food graphed on the card. Curiosity
is aroused when displays such as those below are placed on view. They
can be used either for teaching or for evaluating.

Which of the named foods is represented by the graph?

A MACARONI + CHEESE
CHCKEN
LIVER

WHOLE MILK
BUTTERED TOAST

II .L

B STEAK
CORNBREAD
TOSSED GREEN SALAD
BAKED BEANS
COTTAGE CHEESE

C EGG

GRAF»E FRUIT
GREENBEANS
FRENCH FRIES
BROCCOLI

]

D LIVER

BUTTERMILK
PEANUTS
COOKED GREENS
POTATO

A reverse version can also be used, as in the example on the next
page asking: Which one is potato chips?

Other versions can ask simply: What is it? (this is the most
difficult), or give two alternatives to choose from, or ask a Yes or No
question about a single food. See examples next page.

! 2 * U

i ■..„.■ ■■■

Stories as Teaching Aids

Stories can set the stage for teaching important concepts. They
can lead to emotional involvement or discussion of personal problems
in an impersonal way. They can, if written in very simple language, be
a welcome change from textbook reading for the slower learners. They
may actually be able to read and to feel success where they usually
experience failure.

This was the purpose in the story which follows. It deals with a
problem that is very important to a few young people in every school.

Skinny Ginny Gains More Than a Friend

Nancy Bell

Ginny was unhappy. She was underweight, or skinny, as she called
herself. Secretly, she envied her plump friends. They always vowed to
go on a diet, but at least they had a figure. Ginny didn't want to wear
a swim suit. Someone might call her bean pole.

Then Diane moved into town. Things began to happen.

Diane had belonged to the Nutrition Club at her other high school.
Its members were interested in scientific information about nutrition.
At first Ginny could not understand. Why would anyone want to belong to
such a club? She didn't say this to Diane. She didn't want to hurt her
feelings .

Diane told her more about the club. "We learned a lot," she said.
"Some of us changed our ways of eating. Some gained weight and others
lost weight. Each one had a goal he had set for himself. The club
adviser was a county nutrition expert. She helped us tremendously."

"This will really surprise you," said Diane. "Eight boys on the
football team were active members of the Nutrition Club."

"Wow," said Ginny. She was surprised.

Diane had some nutrition leaflets from the club. She gave them to
Ginny when she learned that Ginny wanted to gain weight.

Ginny found these suggestions in the leaflets:

See your doctor first. Find out why you are underweight.
Maybe it is the kinds of foods you eat or when you eat.
Maybe it is how much exercise you take. It can be a lot
of things.

You'll need to start eating more. Do you feel hungry?
How can you feel more hungry? There are ways to stimulate
your appetite. Get plenty of rest. Relax and enjoy eat-
ing.

Eat more often. Have a glass of milk or a milkshake between
meals. Drink juice when you get thirsty.

Fats have more than twice as many calories as proteins and
carbohydrates. They help you gain weight.

But fat foods make you feel full. They digest more slowly
and stay in your stomach longer. Your plump friends will
envy you. They'll wish they could eat lots of French
fries, butter, and salad dressing.

Sugar is high in calories but it takes away your appetite.
You'll probably want to eat only a little sugar. Weight
gainers want to be healthy. They will want to be sure they
eat body building foods and foods that help their blood.
They will want foods with vitamins, too.

Ginny read on and on. These ideas made sense to her. She still
wondered what kinds of foods to eat. What kind of plan could she follow?

Ginny and Diane studied the calorie charts. They made a list of
high-calorie foods and low-calorie foods. They found out which ones
had empty calories. That means calories but nothing else.

Ginny planned a way to start gaining weight.

"Don't be discouraged," said Diane. "Don't expect to gain too fast.
If you gain one ounce a day, you'll gain nearly 23 -pounds in a year."

"That would be enough," said Ginny. "After that I'd need a losing
diet."

Both girls laughed as they went out for a milkshake.

OTHER TEACHING IDEAS

Mini-lessons

One Friday during the Workshop, members were given the weekend
assignment to "teach someone something about why nutrition is important
to him and report your experience on a single page." Interesting things
happened! Husbands, children, grandmothers, house guests, roommates,
and hairdressers got mini-lessons in nutrition, and the reports showed
learning on the part of the teachers as well as those taught.

This assignment could be equally valuable for high school, junior
high, or adult classes.

Eye Openers

Another feature of the Workshop which could be used in other classes
was the "Eye-Openers," an idea borrowed from the AHEA convention's eye
opener sessions. Each workshopper was responsible, on different days,

for reporting, in two minutes, some fact or bit of news or experience

which to her was "eye opening" in regard to nutrition. Ours were all

oral, but eye opening bulletin boards or displays could be effective,
too.

Nutrition Password

Deana Haywood suggested to the Workshop that the "Password" game be
adapted for nutrition. The class is divided into groups of 5, including
a moderator, 2 students to give clues, and 2 to guess. Those giving
clues receive a word from the moderator and try to lead the others to
guess it by providing one word clues related to nutrition.

A time limit, perhaps 5 seconds, is agreed upon, and no references
are used.

After each game conclusions are drawn about the word so as to
emphasize relational learning. This may be done by each student in
writing, by groups, or in a general discussion.

The range of words to be guessed will depend upon the educational
objectives. They may include any nutritional term or be limited to
foods, nutrients, body processes, nutritional recommendations, or some
other less general aspect of nutrition.

Challenge

Sister Suzanne Sabetti built a
board fashioned after the television
Concentration game and called it
Challenge. Numbered cards were
hung on hooks as shown, each touch-
ing the next, and behind them
another card with a picture or a
word pertaining to nutrition.

Players, alternating by
teams, choose 2 numbers and cards
are removed. If the player can
state a nutritional relationship
between the items on the cards
beneath, he scores a point for
his team, and these cards are
removed from the board revealing
still other cards which contain
part of a nutrition cryptogram
to be guessed at any time a
player thinks he knows. Wrong
guesses are penalized with
negative scores of 2, and a
right answer gives a bonus
score of 5.

If a player cannot state a relationship when his chosen numbers are
removed, the numbers are replaced. No pencils are allowed! It is an
advantage, of course, if a player can remember what is behind several
numbers .

One person may serve as moderator, time- and scorekeeper and as
leader of a summarizing discussion at the end.

Election to the Board of Health

This simulation technique was suggested by Carol Johnson and modi-
fied a bit by the instructors.

Three nutrition members are to be elected to the Board of Health.
Each student chooses (or draws from a hat) a nutrient to run for this
office. At a meeting sponsored by the League of Women Voters, each
delivers a campaign speech to convince all voters that he is the most
important nutrient for good health. Speeches should be limited to about
3 minutes. After all speeches are heard, students vote by secret ballots
for 3 candidates.

If time allows, acceptance speeches may be added and losers may make
congratulatory statements, emphasizing again their own importance and
announcing their intention to run again next time.

If class is large, groups of 2 or 3 can work together on each campaign
speech and choose one (by lot or vote) to deliver it.

If the campaign lasts more than one day, posters, flyers, buttons,
etc., may be prepared to add to the atmosphere and the learning. If
educational objectives are kept constantly in mind, the fun will enhance
rather than replace the learning.

Job Interviews at Body, Inc.

Another simulation technique was proposed by Nancy McKay, who created
a corporation to hire foods!

Three students represent the personnel board of Body, Inc. and the
rest are job applicants.

Each applicant represents a self-chosen food and in the interview
explains what he can do for the company, offering to work at a salary
commensurate with the caloric value of one serving of the food.

The total budget of Body, Inc. is the caloric RDDA for the age
group of the students in the class, so the personnel board decides how
to allocate and who and how many to hire.

If desired, the personnel board may make recommendations to the
President and the two vice presidents who make the final decision.

All applicants listen to all interviews and each tries to make his
own most convincing.

A variation of this simulation might be to have the corporation
produce job descriptions for vacant positions and have applicants choose
the food they think meets a certain need best and apply for that job.
For example, Body, Inc. has a vacancy in the pregnancy department which
builds bones and teeth in the fetus. Applicants might represent whole
milk, skim milk, cheese, cottage cheese, turnip greens, and canned salmon

The vacant positions and descriptions could be advertised in advance
and students could study charts and references to find out which food to
represent when applying. The order in which applicants are interviewed
could be by lot to insure fairness.

Card Games

Marian Kessler produced a deck
of cards which could be used in a
variety of ways including a game
called "4424."

Each card has a picture of a
food, the name of the food, the
amount of one serving, the number
of calories, and in the corner a
number (0-4) to indicate the
general nutritive value of the
food. Eighteen of the cards have
vegetables and fruits, 18 have
breads and cereals, 18 have milk
foods, and 9 have meats and
other protein foods.

Thirteen cards are dealt to each of 2 to 4 players and the rest are
placed face down on the table. The dealer draws one card and either dis-
cards it, face up beside the deck, or keeps it and discards from his
hand. Play continues until someone has a perfect 4424 hand, i.e., 4
servings of vegetables and fruits, 4 breads and cereals, 2 meat or other
protein foods, and 4 milk foods, at which time that player shouts "4424"
and scores 1 point for every card held by his opponents, plus the numbers
in the corner of the 14 cards he put down.

If desired, each group can be laid down as accumulated, e.g., 4
vegetables and fruits, rather than all at once, but the player wins only
when all 14 are laid down in the 4424 pattern.

The cards were made of plain index cards with clear transparent con-
tact (self-adhering plastic) on the picture side and a decorative contact
on the back. Making the cards could be a learning experience for students
if carefully planned to avoid repetitive busy work for a few.

Defendant is Accused of Malnutrition

This simulation of a court situation as a technique for teaching
nutrition was suggested by Roberta Larson, 1970 University of Illinois
student teacher, and was tried and refined in the Workshop.

Characters in the role play: defendant, defendant's lawyer, prose-
cuting attorney, witnesses, jury, and judge (or judges).

This role play offers opportunity to cooperate with the teacher of
civics and government and could be preceded with a discussion of our
court system and student experiences in seeing it operate, e.g., Perry
Mason show. It offers a good opportunity to emphasize how the innocent
are protected and the guilty brought to justice by our system, and to
relate this to the school situation.

The classroom may be set up to simulate a court room and if addi-
tional "atmosphere" is desired, one corner can be labeled "Malnutrition
Jail" and the library area (where sentenced persons can go to get needed
information to meet requirements and get suspended) can be the "Nutrition
Parole Center."

The Prosecuting Attorney introduces the defendant and announces
that she has been accused of Malnutrition, that she has pleaded not
guilty, and introduces his evidence: a day's dietary (which is the
defendant's actual inadequate diet or one that is typical of the in-
adequate ones teenagers often eat) and some observations of the defendant,
e.g., that she seems tired a lot, that she has been absent from school
often, that he observed her walk into a tree because she couldn't see in
the dark--or whatever is appropriate.

The defendant's lawyer finds whatever he can in the diet to praise
and refute but must stick to the facts; for example, he may note that
teenagers need energy and that she had plenty of calories, that the icing
on the cake was made with butter, that a hamburger has such-and-such
nutrients, that the candy bar had peanuts in it which are highly nutri-
tious, etc., etc.

If the diet presented in the evidence is carelessly given, the
defendant's lawyer can use this to his advantage. For example, if the
defendant had pancakes and coffee for breakfast and the prosecuting
attorney attacked this as inadequate, the lawyer could say that there
were three pancakes the size of a dinner plate, with lots of butter, and
of course pancakes are made with eggs . . ., etc. Hence, it becomes
very important that the diet be presented with exact amounts and with
specified contents of such dishes as tossed salad or casseroles.

The prosecuting attorney and the defendant's lawyer are each given
a chance for rebuttal, perhaps with a time limit.

Both the prosecuting attorney and the defendant's lawyer may call
witnesses to the stand, including expert witnesses who can represent
authorities and testify that, for example, a deficiency of vitamin A
does indeed lead to vision difficulties, even blindness if severe. Care

must be taken, however, that irrelevancies are not introduced and that
the fun does not lead the students astray from the objectives of the
lesson. This does not rule out humor, but it does suggest that all
witnesses should stick to the subject. If they don't, the judge should
be ready to rule them out of order.

The judge instructs the jury to take account of the evidence, cal-
culate the adequacy and determine whether the defendant is guilty or not
guilty of malnutrition. He may specify that a not guilty verdict must
mean certain degrees of adequacy, e.g., all of the common nutrients
(protein, calcium, iron, and vitamins A, B^, niacin, and C) must be
present in at least 80% of the Recommended Daily Dietary Allowances and
at least half of them must reach 100%, while calories are adequate but
not excessive. The National Dairy Council Comparison Cards may be dis-
played in the room for reference or students may be given the charts in
the Illinois Teacher, vol. XIII, No. 5, pp. 229-240, to secure the
needed information. The chart "Foods I Ate Today" on page 241 of that
issue will be useful in making the needed calculations.

Considerable time may be required to study the evidence carefully
and make the calculations, so the court may be adjourned until the next
day if the class period ends before the case is decided. The jury should
be seated in a manner that permits communication and their judgment must
be unanimous. They may wish to meet in secret session while arriving at
their verdict .

When the jury has rendered a verdict, the judge will either dismiss
the case if not guilty or pronounce the sentence if guilty. (If class
is large the judge may be expanded to a Supreme Court to involve more
students or the judge may have advisors to aid him in determining the
sentence.)

If verdict is guilty, the judge (or Supreme Court) may choose any
of the following sentences (or he may think of one of his own!):
(1) I sentence you to suffer the following consequences of your deficient
diet (and he specifies what these are according to his analysis of the
diet); (2) I sentence you to eat the following foods or specified alter-
natives to correct your deficiences (and he specifies what foods are
needed); or (3) I sentence you to x days in Malnutrition Jail, and after
x days of good behavior you may be paroled to the Nutrition Parole Center
to secure needed information to correct your diet. If corrected, you
will be pardoned. (One student may be designated Parole Officer, if
desired, and may assist the parolee in finding information.)

All students should be continuously involved, and the teacher should
be a part of the court situation, perhaps an expert witness or advisor to
the judge. If class is small, defendant could serve as his own lawyer.
The size of the jury can be flexible to fit class size. In large classes,
it might be possible to have two courts in simultaneous session.

This court situation could be later staged for an audience if the
class wishes to share their nutrition knowledge with the rest of the
school or some adult group.

VISUAL AIDS AND CHARTS

As suggested in a previous Illinois Teacher (vol. XIII, No. 5, p.
252), visual aids can be a help or a hindrance in teaching. They can
help if they

(1) stimulate interest;

(2) make an abstract concept concrete;

(3) provide opportunity for independent learning;

(4) provide opportunity for active participation and ego involvement
for students who prepare them;

(5) provide information not otherwise available or in a more usable
form than other sources provide.

The following pages show visual aids, some prepared by Workshoppers
and some by the instructors, which seem to qualify as helpful, according
to one or more of the above characteristics.

Carol Johnson produced a booklet that
attracted attention and is readable by the
slowest readers. On successive illustrated ili&OOD

pages Charlie Brown told readers that "Good if NUTRITION

nutrition is eating what's good for you, £g) <% is...

eating a variety of foods, staying healthy, J

pleasing mother and father, being good to
yourself, feeling good all over." Perhaps
this aid could serve its most valuable pur-
pose if students were asked to add more

pages to explain further what good nutrition is; for example, "drinking juice
instead of pop," "having milk at every meal," "eating bananas instead of
candy," or "a peanut butter sandwich and a cup of cocoa after school."

Does your department have bathroom scales as a
nutrition teaching aid? If not, perhaps this is a
good nomination for the next equipment voucher.

What is the relation between the two items you
see on display here? This question was asked of
workshoppers, and they gave a chuckle with their
answer: Vitamin C cements body cells together as
glue holds paper and other materials together.

This type of visual (in class or in the hall display case) can arouse
curiosity, and when the answer is learned it may be remembered longer than if
only words were used to teach it. What other pairs of items might be used
this way? The Illinois Teacher welcomes suggestions from readers.

Brenda Harris prepared this visual aid as an independent learning
device. The poster says that "Food the Basic Four Way is a Prize
Package" and the student is directed to open both packages. The one on
the left, wrapped in newspaper and labeled poor nutrition, random meals,
etc., contains an assortment of coke cans, candy wrappers, and other
evidences of habits which result in an unbalanced diet. The prize
package on the right is really four boxes each labeled with one of the
Basic Four and containing food models to represent that food group. The
labels and models are from the National Dairy Council.

*^s

SUZY TEEN 1
VJTAMJN 1

ffl

LEAN 1

*%'

' 1

^■■■1

BRPiWW^^^

This 3-dimensional poster, prepared by Wilma Wright, shows a teen-
ager's snack diet and suggests that it is short on vitamins. Suzy Teen's
head is a cookie, eyes are candy "life savers," ears are potato chips,
body is a skirted pepsi can, legs are gum drops, and feet marshmallows,
and she is holding a candy bar to her breast! Even slow learners should
get the message.

EVERYONE HAS A CERTAIN NUMBER OF
CALORIES TO SPEND EACH DAY .
HOW DO YOU SPEND YOURS?

Joyce Plume asked a good question on this poster (How do you spend
your calories?) and suggests some possible alternatives. On the right
are examples of Basic Four foods and on the left some high calorie or
empty calorie items. It does not preach, but the question remains and
students can see that the choice is his.

Marian Kessler also asked a good question (How do your snacks score?)
and provided an opportunity for the students to discover part of the
answer as they study the charts showing nutritive values of coke, potato
chips, tomato juice, and milk. Yarn leading from the food to the target
scores from "high" to "lower than low."

These "building blocks of food" were made from pop-tart boxes
covered with contact and labeled with "stick-on" letters. They can be
used in a variety of ways. They contain, in this case, small plastic
toggle blocks in six colors (one for each nutrient) and using the charts
on pages 42 - 43 students could "build" various foods and "see" their
nutritive value. The charts are rough, but will provide general knowl-
edge. The photograph below shows milk and coke thus built. Milk con-
tains large amounts (see x's on charts) of several nutrients while coke
has only carbohydrate and water and is, therefore, an "empty" calorie
food. (The toggle blocks are a Mattel toy available in several size
packages . )

The charts on the following pages are included to provide information
for the above and other games and to be duplicated as needed for student
calculations and the like. They were prepared by the Workshop instructors

The following foods are on the NDC Comparison Cards for teenagers.
Prices obtained in Champaign-Urbana, Illinois, 1969. May need adjusting
for other localities at later times.

Cost of One Serving of Common Foods

Amount

Cost

Milk

whole, 1 glass

.06

Buttermilk or Skim Milk

1 glass

.08

Chocolate Milk

whole, 1 glass

.08

Cheese, American

1 slice

.04

Milkshake

milk, ice cream, syrup (10<£ if homemade)

.25

Cottage Cheese, Creamed

1/2 cup

.09

Cottage Cheese, Uncreamed

1/2 cup

.09

Ice Cream, Vanilla

1/4 pint or 1/2 cup

.03

Cream, Light

1/4 cup

.02

Butter

1 T.

.03

Meat Patties, Ground Beef

3 ozs .

.10

Pork Chop

3 1/2 ozs.

.27

Chicken (breast)

3 1/2 ozs.

.14

Hamburger and Bun

beef 2 ozs.

.10

Frankfurter and Bun

1 4/5 ozs.

.09

Fish, Halibut

3 1/2 ozs.

.25

Liver

4 oz.

.12

Bacon

3 long slices

.15

Egg

1 med.

.05

Macaroni and Cheese

3/4 cup

.05

Baked Beans

3/4 cup

.08

Peanut Butter Sandwich

bread, p. butter, butter

.14

Green Beans

1/2 cup

.06

Leafy Greens (spinach)

1/2 cup w/1 tsp. butter

.10

Carrots

1 raw or 1/2 c. cooked

.02

Potato

1 small

.05

Sweet Potato

1 medium

.06

Coleslaw

1/2 cup

.06

Tomato

1 medium

.15

Grapefruit

1 medium

.12

French Fries

10 pieces (2<f: if homemade)

.15

Orange Juice

frozen, 1/2 cup

.03

Potato Chips

10 medium

.05

Banana

1 medium

.08

Cooked cereal

3/4 cup

.01

Ready-to-eat Cereal

3/4 cup

.03

Apple Pie

1/9 of 8-in. pie

.13

Baked Custard

1/2 cup

.05

Frosted Layer Cake

1/8 of 8-in. cake

.12

Vanilla Wafers

3 small

.04

Amount Cost

Soft Drink

cola, 1 glass 8 oz.

.10

Coffee with Cream

1 cup, 2 T. cream, 2 t.

sugar

.03

Sweet Roll

1 average

.06

Jelly

1 T.

.01

Pizza

1/8 of 14-in. pie

.10

French Dressing

1 T.

.02

Tossed Green Salad

3/4 c. greens, carrots,

radishes

.05

Bread and Butter

1 slice, 1/2 t. butter

.06

Split Peas

3/4 c. cooked

.02

Apple

1 medium

.10

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SELECTED REFERENCES IN NUTRITION

Prepared by Esther L. Brown

Anderson, Linnea and John H. Browe. Nutrition and Family Health Service.
Philadelphia: W. B. Saunders Co., 1960. i

Armour, Richard. Through Darkest Adolescence . New York: McGraw-Hill Book
Co., 1963.

Arnold, Pauline and Percival White. Food Facts for Young People. New York:
Holiday House, 1968.

Bogert, L., George M. Briggs and Doris Howes Calloway. Nutrition and

Physical Fitness. 6th ed. Philadephia: W. B. Saunders Co., 1966.

Bowes and Church. Food Values of Portions Commonly Used. 10th ed. J. B.
Lippincott, 1966.

Brennan, Ruth. Nutrition. Dubuque, Iowa: William C. Brown Co., 1967.

Byler, Ruth, ed. Teach Us What We Want to Know. New York: Mental Health
Materials Center, 1969.

Eppright, Ercel, Mattie Pattison and Helen Barbour. Teaching Nutrition.
Ames, Iowa: Iowa State University Press, 1963.

Gerard, Ralph W., ed. Food for Life. Chicago, 111.: University of Chicago
Press, 1965.

Goldsmith, Norman R. You and Your Skin. Springfield, Illinois: Charles C.
Thomas, 1953.

Goodhart, Robert S. Nutrition for You. New York: Dutton, 1958.

Guthrie, Helen Andrews. Introductory Nutrition. Saint Louis: C. V. Mosby
Company, 1967.

Guyton, Arthur C. Function of the Human Body. Philadelphia: W. B. Saunders
Co., 1959.

Heald, Felix P., ed. Adolescent Nutrition and Growth. New York: Meredith
Corporation, 1969.

H. J. Heinz Co. The Heinz Handbook of Nutrition. New York: McGraw-Hill
Book Co. , 1965.

Holmes, Alan C. Visual Aids in Nutrition Education. Rome, Italy: United
Nations Food and Agriculture Organization, 1968.

Kotschevar, Lendal H. and Margaret McWilliams. Understanding Food. New
York: John Wiley £ Sons, 1969.

Leverton, Ruth M. Food Becomes You. Ames, Iowa: Iowa State University, 1965

Lowenberg, Miriam, et al. Food and Man. New York: John Wiley $ Sons,
Inc., 1968.

Martin, Ethel Austin. Roberts' Nutrition Work with Children. Chicago:
University of Chicago Press, 1959.

Martin, Ethel Austin. Nutrition Education in Action. Chicago: Holt,
Rinehart, § Winston, 1963.

Martin, Ethel Austin. Nutrition in Action. Chicago: Holt, Rinehart, £
Winston, 1965.

McHenry, E. W. Basic Nutrition. Philadelphia: J. B. Lippincott Co.,
1957.

McWilliams, Margaret. Nutrition for the Growing Years. New York: John
Wiley § Sons, 1967.

Mitchell, Helen S., Henderika J. Rynbergen, Linnea Anderson and Marjorie
V. Dibble. Cooper's Nutrition in Health and Disease. 15th ed.
Philadelphia: J. B. Lippincott Co., 1968.

Nasset, Edmund Sigurd. Food and You. Springfield, 111.: Charles C.
Thomas, 1951.

National Research Council. Recommended Dietary Allowances. 1968.

Robinson, Corinne H. Fundamentals of Normal Nutrition. New York:
Macmillan Co., 1968.

Robinson, Corinne H. Basic Nutrition and Diet Therapy. 2nd ed. New
York: Macmillan Company, 1970.

Salmon, Margaret Belais. Food Facts for Teenagers. Springfield, 111.:
Charles C. Thomas, 1965.

Simeons, A. T. W. Food: Facts, Foibles, and Fables. New York: Funk §
Wagnalls, 1968.

Stare, Frederick J. Eating for Good Health. New York: Doubleday £ Co.,
Inc., 1964.

Taylor, Clara Mae and Orrea Florence Pye. Foundations of Nutrition.
6th ed. New York: Macmillan Co., 1966.

U.S. Department of Agriculture. Food for Us All, Yearbook of Agriculture,
1969. Washington, D.C.: U.S. Government Printing Office.

. Food — The Yearbook of Agriculture, 1959. Washington, D.C.:

U.S. Government Printing Office.

. U.S.D.A. Handbook #8. Washington, D.C.: U.S. Government

Printing Office.

White, Philip L., ed. Let's Talk About Food. Chicago, 111.: American
Medical Association, 1967.

Williams, Sue Rodwell. Nutrition and Diet Therapy. Saint Louis: C. V.
Mosby Company, 1969.

Wilson, Eva D., Katherine H. Fisher and Mary E. Fuqua. Principles of
Nutrition. New York: Wiley £ Sons, 1965.

yO^b ys^c-yru^ c<:

Vol. XIV, No. 2
Nov. -Dec. 1970

ILLINOIS TEACHER

FOR CONTEMPORARY ROLES

PERSONAL • HOME AND FAMILY • EMPLOYMENT

HOE ECONOMICS FOR THE SEVENTIES _ 0. «$l

ACCENT ON MEETING LOW LITERACY NEEDS

Page

SLOW READERS IN HOME ECONOMICS

Hazel Taylor Spitze 47

LETTERS FROM YOUR UNBORN BABY

Reba J. Davis and Cynthia Theiss 51

CREDIT BUYING, OR JAKE AND MOLLY BUY A NEW TV

Sherry Wineland 85

HOME ECONOMICS EDUCATION • UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN

A publication of the Division of Home Economics Education,
Department of Vocational and Technical Education, College
of Education, University of Illinois, Urbana, Illinois 61801

Members of Division:

Mary E. Mather, Division Chairman

Hazel Taylor Spitze, Associate Professor

Mildred B. Griggs, Instructor

Kathryn W. Smith, Instructor, University High School

Christina R. Brown, Assistant

Reba J. Davis, Assistant

Cynthia C. Theiss, Assistant

Janice Tronc, Assistant

Carolyn Wax, Assistant

Business Manager of Illinois Teacher: Clara Bosshart

Vol. XIV, No. 2, November-December. 1970. Published six times each year,
Subscriptions $5 per year. Single copies $1.

Address: Illinois Teacher

342 Education Building
University of Illinois
Urbana, Illinois 61801

Telephone: 217-333-2736

FOREWORD

This U,t>ue oh the ILLINOIS TEACHER
jj> designed to be "dehtxoyed" and h.econ-
btxucted. It contain* two item* fioh. youx
Home Economics Libhaxy fioh. tho*e becondaxy
Atudentt* who h.ead at elementaxy level*.

On the lai>t 7 6 page* ofi the i**ue
you will fiind "Ch.ecUt Baying, ok Jake and
Molly Buy a New TV," by Shexxy Wineland,
{ohmex graduate. student, Univex*it:y ofi
Illinois, ph.e*ently a Field Vixectoh. fioh.
Michigan ConAumex and Masik<i£ing In^ohma-
tion. Ifi thei>e page* axe. removed and
folded once., they can be. put -into a
pla*tic bindex and ph.e6tol a single-
conce.pt "book" faon. Alow h.eadext> to
explain the. relation ofi coi>t ofa cxedit
to length. o& loan.

Page* 57 to S2 can be h.emoved and
made. Into anothex book oh. h.eph.oduced by
photographic phoce6*e6 and mounted ai>
ten i>epaxate lettex* according to the
way you plan to uhe them. Thet>e
"Lettexh fiMom Vouh. Unboh.n Baby" Atxei*
nutxetion duhUng the ph.enatal pehUod.
The authohA, Reba VaviA and Cynthta
Thet66, axe ghaduate a&i>Aj>tantA In oux
division o^ Home Economics Education.

The lew page* then hemaintng will
provide an intxoductUon to the problem
0^ 6low h.eadexi> in Home Economic*
clai>i>et> , a teachex'A intxoductUon to
the "LettehA &h.om Vouh. Unboh.n Baby,"
and home contxibution* fihom h.eadexi>
in oux "Idea* That Wohked" leatuxe.

We would be vexy glad to have
youx reaction* to thii> new kind ofa
ILLINOIS TEACHER.

Sherry Wine land

Cynthia Theiss

SLOW READERS IN HOME ECONOMICS

Hazel Taylor Spitze

If you would understand how your slow-reading high school students
feel when presented an assignment in the usual high school text, here
is a recipe to try:

(1) Select a good "solid" text in astrophysics, thermodynamics, or
biomedical engineering, and turn to chapter seven.

(2) Look at the clock and begin reading.

(3) Look at the clock again as soon as you get confused, bored
and frustrated.

How long did it take? Five minutes? How would you feel if required
to continue for an hour, perhaps with the "promise" of a test over what
you'd read?

It is not that you are incapable of understanding any of the
principles involved in astrophysics, but only that the language in
which they are written in this text for astrophysicists is incompre-
hensible to you. When a journalist writes about astrophysics in the
daily newspaper, you doubtless do understand a great deal of what he
says .

Your slow-reading students can understand the important principles
which you are trying to teach--about nutrition, consumer economics,
child psychology, or whatever--if you explain them in simple language
and if you provide reading material on a level they can read. For
some, this will be junior high level, for others 5-6 grade and for
others 3-4 grade level.

Where do we find home economics materials on these reading levels
but with youth and adult interest levels? It is not easy, but not
completely impossible either. A bibliography, soon to be published by
the American Home Economics Association in their proceedings of the
workshop on Innovations in Consumer Education in the Home Economics
Curriculum, may be of some help.

Those materials in scarcest supply are the ones written at 3-4
grade level which appeal to youth and adults because they deal with
problems of these age groups and because they do not "talk down" or
appear childish. For this reason we at the University of Illinois
have been bending our efforts to meet this need. In this issue of
the Illinois Teacher we are sharing two such efforts with the
following purposes in mind:

(1) to provide your students with a reference suitable for child
development or nutrition and another in consumer credit,

(2) to stimulate you to seek and order more such references for
your library, and

(3) to encourage you and your students to produce such materials.

We think that the effect on the slow reading students can be
positive for these reasons:

(1) They will experience success, perhaps for the first time in
years, in a reading task.

(2) They will learn to enjoy reading.

(3) They will see reading as a way to find information needed to
solve day-to-day problems.

(4) They will learn some of the content needed to help solve
these problems.

Writing for Slow Readers

In suggesting that you produce reading materials in your classes,
we do not mean to suggest that it is easy. It is a real challenge,
and it is a tremendous learning experience for the writer. If one is
to state important concepts and principles in third— grade language, he
must understand them quite thoroughly. Writing even a page or two a
week, to hand out on a ditto if that is all that is possible, can help
a teacher think more clearly and explain more concretely and concisely
the principles she is teaching.

Writing these references can be a cooperative undertaking. Per-
haps a slow student writes a paragraph or two setting up a problem
situation, a more able student adds a few paragraphs suggesting a
solution or giving information needed for the solution, and the teacher
checks for accuracy of content, edits, or adds a conclusion. Another
student may illustrate, and still another may get it duplicated and put
into a colorful folder. Or it could be a project of a whole class
with small groups being responsible for various parts or chapters. If
the class can spare a copy to send to the Illinois Teacher, we would
receive it happily.

A few suggestions for your writing may be in order. The follow-
ing are taken from Robert Gunning, The Techniques of Clear Writing
(New York: McGraw Hill, 1952).

1. Keep sentences short.

2. Prefer the simple to the complex.

3. Use the familiar word.

4. Avoid unnecessary words.

5. Put action into your verbs.

6. Write like you talk.

7. Use terms your readers can picture.

8. Tie in with your reader's experience.

9. Make full use of variety.

10. Write to express, not impress.

Judging Reading Level

Many factors affect the difficulty level of a given selection for
a given individual, including the degree of interest that subject holds
for that individual. Word choice, especially degree of abstractness,
and style of writing--for example, conversational or expository—are
other determiners.

Several methods of calculating reading difficulty have been
devised, and although they cannot include the above factors, they do
have some usefulness for teachers . One method has been translated into
a wheel -type calculator which can be purchased for about four dollars
from Science Research Associates Inc., 259 East Erie Street, Chicago,
Illinois. The instrument is called the Reading Ease Calculator.

Another formula, developed by Gunning, measures difficulty accord-
ing to length of words and length of sentences. A rough measure of
grade level can be obtained by

1. counting the words of 3 or more syllables in a sample of
100 words;

2. computing the average number of words per sentence in the
sample, and

3. adding the two and multiplying by four-tenths.

Example: If there are 3 "hard words" (i.e., 3 or more syllables)
in the 100-word sample, and the average sentence length is 13,
3+ 13 = 16 x .4 = 6.4 grade level.

Another Thought

Should we teach prenatal diet in the "foods unit" or in the "child
development unit"? Is this a reasonable question for a home economics
teacher to ask?

Why do we teach in units at all? We don't live in such units,
and if education is to help us live more abundantly, perhaps we should
teach more like we live.

Why not plan our teaching with -problem bases? An important prob-
lem of today is the extent of mental retardation, one cause of which
is prenatal diet. If we planned our curriculum around problems, which
problem should we choose?

Another way we could plan is around the functions we serve. One
of the functions women perform is having babies and helping to rear
them. What other important functions could provide a sound basis for
ordering a curriculum?

If a teacher persists in teaching the old "units" she might at
least merge some of them and help the students see relationships between
them. And two places the foods unit and the child development unit
touch is in the prenatal diet and in the feeding of infants and young
children.

We hope this issue of the Illinois Teaoher will stimulate your
thinking and lead you to new mergers and new ways to help your
students see more relevance in our content and more excitement in
learning.

LETTERS FROM YOUR UNBORN BABY

Reba J, Davis and Cynthia Theiss

Graduate Assistants in Home Economics Education

Supported by

Cooperative Extension Service and College of Education

University of Illinois at Urbana-Champaign

1969-70

Illustrated by

Ann Forrestal Rund

Prepared in Project HELLM (Home Economics Low Literacy Materials),
ivision of Home Economics Education, University of Illinois at Urbana-Champaign

Hazel Taylor Spitze, Director

The staff expresses appreciation to the following persons for reading
this manuscript: Dr. Merrill W. Huffman, Head, Obstetrics Department,
Carle Clinic, Urbana, Illinois; Dr. Warren E. Greenwold, Pediatrics
Department, Carle Clinic; Mrs. Warren Greenwold, R.N.; Miss Lois Logan,
R.N., Visiting Nurses Association, Chicago, Illinois; Dr. Esther L.
Brown, Associate Professor of Nutrition, Department of Home Economics,
University of Illinois at Urbana-Champaign; Dr. Jeannie James, Associ-
ate Professor of Child Development, Department of Home Economics,
Illinois State University.

INTRODUCTION

The "Letters from Your Unborn Baby" were prepared as reading material
to facilitate progress toward the national objectives of the "Nutrition
Education Program for Disadvantaged Families."1 More specifically, these
reading materials are directed to "objective 4, Improved diets and health
for pregnant women and infants."2

"Letters from Your Unborn Baby" provide basic nutrition information
needed by the pregnant women and are intended to supplement information
received from the physician. Content of the nine monthly letters to Mom
and one to Dad is arranged for appropriate developmental stages of the
baby.

The letters recognize the reality that the human male is a definite
part of the procreation process and consequently carries some responsi-
bility for the presence of the baby. Value judgments based on ideas of
social morality, i.e., to wed or not to wed, are beyond the intent of
these letters, and are not meant to be implied as a part of the teaching
process. The fact of male involvement in procreation, whether in marriage
or outside it, need not be denied among those who are genuinely interested
in contributing to increasing educational advancement.

The idea of an unborn baby writing letters may be somewhat difficult
for some readers at first. However, when the reader gets into the mater-
ial, it is likely that the baby becomes more real, and the mother may be
encouraged to change her diet as a result of this closer reality. The
father may become more interested in seeing that the mother has adequate
care as a result of his inclusion in the process.

Objectives

1. To stimulate the reader's thinking about the process of human growth
and development and the importance of nutrition to this process.

2. To provide the pregnant woman basic nutrition information which will
enable her to select the best diet available to her.

3. To encourage the pregnant woman to seek adequate medical attention
for herself and the developing child.

4. To encourage the pregnant woman to take whatever steps are necessary
to insure the optimum development of the baby her body is growing.

Nummary of a report to the Illinois Nutrition Committee by Carol
Rebbe and Moyle S. Williams, Cooperative Extension Service, at Urbana,
Illinois, April 11, 1969, page 1.

20p. ait.

Basic Content

Adequate prenatal care enhances the health of mother and growing
fetus.

Foods eaten affect health and general well-being.

Baby's body grows from food substances obtained from the mother's
body.

Foods vary in their nutritive value.

Variety in the diet increases the likelihood of nutritional adequacy,

Prenatal diet, especially protein intake, affects fetal brain devel-
opment .

Nutritional needs of individuals vary and pregnancy increases needs
markedly.

When snack foods as well as meals are chosen with regard to their
nutritive content, the likelihood of nutritional adequacy of diet is
increased.

Conscious weight control may reduce complications during pregnancy
and at birth.

Possible Uses for "Letters from Your Unborn Baby"

1. Could they suggest content for a nutrition class for pregnant women?

2. Could reading them bring to mind ideas for demonstrations, role
playing or other teaching techniques to increase effectiveness of
nutrition education?

3. Might they provide supplementary reading material for various teach-
ing situations where basic nutrition information is needed, e.g.,
with individuals, groups of various kinds, schools, etc.?

4. Could the letters aid in recruiting people to participate in special
classes?

5. Would the letters be suitable mail-out pieces, as a series, to
persons who are known to be pregnant and with whom a working rela-
tionship has been established?

6. Would they serve as a discussion piece for establishing a one-to-one
teaching relationship with a homemaker who may be pregnant or may
have a friend or relative who is pregnant?

7. Could they be used as a series of general information articles to be
published weekly in the local newspaper? Or might they serve as the

basis for a feature story written about the local nutrition educa-
tion program? Could they then be offered to readers at their
request?

8. Might they be used as reading materials in waiting rooms of doctors,
hospitals, public health office, public welfare office, public hous-
ing office, or in other places where people must wait, like the
launderette?

9. Would physicians give the letters to their patients?

10. Could the letters provide supplementary reading for 4-H olub members
in foods and nutrition projects? Might the letters suggest a basis
for an excellent project in nutrition for the girl, or for a friend,
who may be pregnant? Would they be informative for any girl who
thought that she sometime might choose to have children? Could
these letters also be a way to get the 4-H club boy interested in
nutrition?

11. Could a specific kind of reader response be elicited after
experiencing the letters? What do people do with letters? Read
them? What next? Decide whether they will answer them or throw
them away? Could it affect family continuity if the pregnant
girl or woman decided to answer the letters and keep them to
share with the child later? Would this encourage the mother to
learn more about nutrition? What else might it do?

To Use as a Student Resource

These letters are placed in the center of this issue so that they
may be removed easily and put in a separate folder for student use. A
transparent colored folder can protect and look attractive.

SELECTED REFERENCES ON NUTRITION AND TEACHING USED
IN PREPARATION OF LETTERS FROM YOUR UNBORN BABY

Agricultural Research Service. Food Intake and Nitritive Value of
Diets of Men, Women and Children in the United States. U.S.
Department of Agriculture, March 1969.

"Be Good to Your Baby Before It Is Born." New York: The National
Foundation, March of Dimes.

Blackburn, Laura and Julia Porcher Brunson. Planning for the Baby.
Arkansas: Arkansas State Board of Health, 1960.

Bogert, L. Jean, George M. Briggs, and Doris Howes Calloway. Nutrition
and Physical Fitness. Philadelphia: W. B. Saunders Company,
1966.

Brown, Esther L. "Characterization of Developmental Stages: Man" and
"Development of the Organ Systems." Mimeographed material from
Home Economics 322, University of Illinois, Department of Home
Economics, 1963.

Burke, Bertha S. and Ruth Rath. "How Food Helps Mother and Baby."
Chicago: National Dairy Council, 1969.

Citizen's Board of Inquiry into Hunger and Malnutrition in the United
States. Hunger, USA. Washington, D.C.: New Community Press,
1968.

Davis, Reba J. and Hazel Taylor Spitze. "Letters to a Young Homemaker."
News for You, Edition A or B, November 26, 1969. Syracuse, N.Y.:
Laubach Literacy, Inc. New Readers Press.

Fleck, Henrietta and Elizabeth Munves . Introduction to Nutrition.
New York: The Macmillan Company, 1962.

Food, The Yearbook of Agriculture, 1969. Washington, D.C.: U.S.
Government Printing Office.

Langley, L. L. and E. Cheraskin. Physiology of Man. New York:
Reinhold Publishing Corporation, 1965.

Leverton, Ruth M. Food Becomes You. New York: Doubleday and Co.,
Inc., 1960.

Nutritive Value of Foods. Home and Garden Bulletin No. 72. Washington,
D.C.: U.S. Government Printing Office, 1964.

Pike, R. L. and M. L. Brown. Nutrition: An Integrated Approach. New
York: John Wiley and Sons, Inc., 1967.

Proceedings of Nutrition Education Conference. Miscellaneous Publica-
tion No. 1075. Washington, D.C.: USDA, 1967.

Robinson, Corinne H. Basic Nutrition and Diet Therapy. Second
Edition. New York: The Macmillan Company, 1970.

Rowland, Loyd W. "Pierre the Pelican Series." New York: Committee
on Mental Health of the State Aid Association.

Science for Better Living, The Yearbook of Agriculture, 1968.
Washington, D.C.: U.S. Government Printing Office.

Scrimshaw, Nevin S. "Infant Malnutrition and Adult Learning,"
Saturday Review, March 16, 1968, pp. 64-66, 84.

Snowman, Margaret K. (ed.) Recent Advances in Nutrition. Syracuse
University, 1967.

Spitze, Hazel Taylor. "Teaching Nutrition to the Neediest." Journal
of Cooperative Extension, Summer 1969.

Spitze, Hazel Taylor. Choosing Techniques for Teaching and Learning.
Washington, D.C.: Home Economics Education Association, National
Education Association, 1970.

Sunderlin, Sylvia and Brooke Wills. Nutrition and Intellectual Growth
in Children. Washington, D.C.: Association for Childhood Educa-
tion International, 1969.

Taylor, Clara Mae and Orrea Florence Dye. Foundations of Nutrition.
New York: The Macmillan Company, 1966.

United States Senate. Hearings before the Select Committee on Nutri-
tion and Human Needs of the United States Senate Second Session on
Nutrition and Human Needs. Washington, D.C.: U.S. Government
Printing Office, 1969.

West lake, Helen Gum. Relationships: A Study in Human Behavior.
Boston, Mass.: Ginn and Company, 1969.

"What to Eat." Chicago, Illinois: National Dairy Council, 1969.

Wilson, Eva D., Katherine H. Fisher and Mary E. Fuqua. Principles of
Nutrition. New York: John Wiley and Sons, 1966.

LETTERS FROM YOUR UNBORN BABY

Reba J, Davis and Cynthia Theiss

This is a story about life.
It could be a true story. It is
about an unborn baby and his mother,
These two people mean a lot to each
other. Dad means a lot, too. He
helped the baby start growing. It
is his baby, too.

Can you make believe? Let us
pretend your baby can talk before
he is born. If your unborn baby
could speak, he could tell you many
things. He could tell you what he
is like right now. He could tell
you how he grows .

What can you do to help him be
a normal baby when he is born? How
can you feel your best now? How
can you feel your best all the time
the baby is growing inside you?

We know that this baby cannot
really talk now. He will not talk
for a long time,
that he can talk?
what he is like,
what he is like as he grows. He
will tell you every month as he
grows inside your body. He will be
born about eight months from now.

Turn the page. You will find his first letter. Happy reading

Can you pretend

He will tell you
He will tell you

My First Month

Dear Mom,

You are my mom. I am your1 baby. You may not know that I am here.
I will grow inside your body for a long time. You can't feel me, yet.
In about eight months, I will be born.

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Did you miss your monthly period?
Did you notice it this month? When
you miss your period, you may be
pregnant. This is the best way to
know I am growing here . I hope you
keep up with your period. The doctor
will ask when your last period was.
Do you mark the calendar? That helps
you keep up with your period.

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Right now, I am about this long •/*" . This is one-fourth
inch. I started growing about two weeks before you missed your monthly
period. My brain is forming. My eyes and ears are shaping. My heart is
beating. You and the doctor cannot hear it beat now. Blood is moving
through my little body. I have been busy growing this month.

Do you eat right, Mom? What you eat is important to both of us. My
body grows from the food you eat. My body takes food from your blood in
a special way. When you don't eat right, my body tries to take food from
your body. This is nature's way.

I hope you have been eating right all along. My size and weight
will depend a lot on what you ate before you got pregnant. Eating right
means eating several times a day. It means eating several different
foods each time. Eating right helps you feel well. Your good eating
will help me have a normal body.

Poor eating can cause babies not to be right. It sometimes makes
babies be too little. They might be mentally retarded. Sometimes, poor
eating causes birth defects or deformed babies.

What do you need to eat every day? You need to drink lots of milk.
How much? Four glasses every day will be enough now. Milk has lots of
food value.

Food value is the part of food that
helps me grow. You can't see food value.
You can't taste or smell food value
either. If I don't get enough food
value, I can't grow right. Milk helps
my bones and teeth grow. You can eat
milk as well as drink it. You can eat
it in milk foods like ice cream, cheese,
cottage cheese, pudding, and milk gravy.

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Every day, please eat two helpings of protein foods like meat, fish,
or eggs. Macaroni and cheese, tuna and noodles, spaghetti with meat
sauce, and peanut butter are also good protein foods. Lean meat is best.
Fat meat won't do it. Protein foods help make every part of my body.

Fruits and vegetables help me to grow, too. You and I need some
different kinds of fruit and vegetables because each one has a little
different food value. We need at least four helpings every day.

ENRICHED

Enriched breads and
ENRICHED cereal foods are also

. . „ . „ . important. "Enriched"

4 ounces (uncooked weight) of this r

product, when prepared as directed, means that extra food

provide the following proportions of the x has been t ±

minimum daily requirement for these ~

essential food substances: Thiamine 50%; Look for the WOrd,

Riboflavin 25%; Niacin 40%; and Iron 35%. "enriched, " On the ENRICHED MACARONI PRODUCT

package. You need to
eat four helpings of bread and cereal foods every day. We need these
foods as well as milk foods, protein foods, fruits, and vegetables.

What foods did you eat today? Mom's Food Reminder can help you keep
up with food you have eaten. It can remind you of other foods you need
to eat. You may want to look at it often. It can help you keep up with
what you eat every day.

MOM'S FOOD REMINDER

Kinds of foods I need Helpings

Milk and milk foods
Vegetables and fruits
Bread and cereal foods
Meats and other protein foods

When you eat ice cream, put a circle by milk and milk foods like this:

Milk and milk foods 0 111

When you have milk again today, put a circle by milk and milk foods like
this :

Milk and milk foods Q® 1 1

The number of ones by each food tells you how many helpings you need
every day. Can you circle all the numbers today?

Right now, Mom, quit taking any medicines. Ask the doctor first.
He can tell you which medicines are all right for me. This is important.
Some medicines you take can hurt me. It could make me deformed. I want
to be all right. You want me to be all right, too. Be sure to ask the
doctor before you take anything, even aspirin tablets.

Don't get sick, Mom. Stay away from sick people if you can. Be
sure you don't go around anyone who has German measles. That disease is

1 1

also called rubella. It can cause deformed babies. Other serious
diseases can cause deformities, too. Please, don't get sick if you
can help it.

I'm talking too long, Mom. I have so much to say. Lots of this you
may already know. You know I want you to stay well.

We will talk again next month. I will have some more growing to
tell you about.

Love,

Your baby
X X X X X X

My Second Month

Dear Mom,

Last month went by fast. Did you miss your monthly period again?
This tells you that I am growing.

I am twice as long as I was last month. Now, I am about this long

f »" >

mm— mm This is one-half inch. My arms, legs, and sex organs are

forming. I have a little mouth with lips and a tongue. My face is begin-
ning to look like a person.

I know that you want me to be healthy. You want to feel good, too.
We need to see the doctor, even if I am not your first baby. Your body
is different with each baby. The doctor can help us stay well.

Do you know a good doctor? The hospital or public health department
can tell you. Look in the phone book. Ask your neighbors. Someone can
help you find a good doctor. It costs no more to see the doctor early in
pregnancy. He charges one fee to deliver me. It does not cost you extra
money every time you see him.

Don't be afraid to go to the doctor.
He will ask questions. Tell him the
truth. The doctor needs to know these
things. Your answers will tell him
about your health. He will ask when you
had your last period. I hope you marked
the date on the calendar. This will
tell him about when I will be born.

The doctor will give you a check up. He will weigh you. He will
take your blood pressure and pulse. He will examine your eyes, nose,
throat, and breasts. He will listen to your heart and lungs. He will
examine your womb. The doctor wants everything right. His examination
may feel funny. This will not really hurt.

The doctor will give you a card. It will tell you when to come back
again. Be sure to mark the date on your calendar. Go back at the right
time. If you can't go, call him. Make another appointment to go later.

Have you been sick at your stomach, Mom? Sometimes this happens
when we are getting used to each other. It should not last very long.
Try eating smaller meals more often. Try eating a few crackers before
you get up in the morning. If you vomit a lot, you need to see our
doctor.

Mom, we will be healthier if you eat right every day. Eating right
means having fruits or vegetables every day. It means eating meats and
other protein foods. Right eating means having enriched breads and
cereal foods. Milk and milk foods are part of eating right.

Do you have some scales? Weigh yourself every week. Most
of the weight should be gained in the last few months before I
am born. That's when I grow the most.

Don't eat too much food and get fat. Too much fat can
cause us trouble while I am growing here inside you. It can
cause trouble when I am born. You will want to fit back into
your clothes after I am born.

Sweets and greasy foods may make you get fat. They don't
have much food value, either.

Eat medium- sized helpings of the foods on Mom's Food
Reminder. Medium-sized helpings of these foods will help you
not to gain too much weight. They have lots of food value that helps me
grow. They have lots of food value to help you feel good. Milk foods,
meat and other protein foods, fruits and vegetables, breads and cereals
help us keep healthy.

Poor eating may make me not be right. I might not grow as big as I

should. Poor eating could make me mentally retarded or deformed. Jt

could cause me to be born too soon. Eating right will help me have a
normal body.

Do you get hungry between meals, Mom?
and pop, I hope; I don't need a sweet tooth
calories. They don't have much food value.
less calories. They are better for us than
candy and pop. Fruits and vegetables have
lots of food value. They have vitamins and
minerals. Mom, vitamins help our bodies
use the food that you eat. They also help
prevent disease. They help keep us well.
Minerals help keep our bodies working
right.

What do you eat? Not candy
Candy and pop have many
Fruits and vegetables have

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We need four helpings of fruits and vegetables every day. They are
good at meals or between meals.

I have some more growing to do. Good-bye until next month.

With love,

Your baby

X X X X X X

My Third Month

Dear Mom,

I won't see you for a long time yet. I will be born in about six
months. I have been growing inside your body for about three months,
it hard for you to believe that I am on the way?

Last month, I
inches long. That

grew a lot. Now,
is this long
/ /

I am about three

1" 2" ~7T

I weigh about one ounce. I am a tiny human being.
I have tiny eyes like yours now, Mom, but I can't
see. Can you guess why? It's dark in here!

I have tiny ears. My teeth are forming in my
jawbones. I have arms, hands, fingers, legs, feet,
and toes. Fingernails and toenails are beginning
to form. I have been busy growing.

Have you seen the doctor yet? I
hope so, Mom. He is our partner during
this time. He can tell you lots of
things about me. He can tell you how to
be more comfortable. He will ask some
questions. He wants to know about your
health. Sometimes, the doctor can tell
us how to be healthy. Your health and
mine go together. The doctor will help
us stay healthy.

Bread and cereal foods help
me grow. They are important for
you, too, Mom. Some people say
that bread makes you fat. It
can make you fat when you eat
too much. But we need bread and
cereal foods every day. They have lots of other food values we need to
make our bodies work right. Some of the food value helps our nerves work
right. This food value is B vitamins. B vitamins are in enriched bread
and cereal foods. Some macaroni, rice, noodles, and cornmeal are enriched
Do you have some in the house now? Do you see "enriched" on the package?
Do you see "Thiamine," "Riboflavin," and "Niacin" on the package? These
are B vitamins. We get very nervous when we don't eat foods with enough
B vitamins. We need four helpings of bread and cereal foods every day.
We don't want to be nervous! B vitamins won't do it all. But they will
help! That's why we have breads and cereal foods 1 1 1 1 on Mom's Food
Reminder. They have iron, too. Iron keeps us from getting anemic. When
we are anemic our blood is not right.

I want my muscles to grow and work right. Another food value in
bread and cereal foods helps my muscles. This food value is protein.
Protein is in lots of other foods. Look for more about protein in our
other letters, Mom. Protein helps your muscles as well as mine.

Let's play a game, Mom. Draw a circle around the bread or cereal
food with the most food value. I'll put down the foods and you draw the
circles. I will draw the first circle. Will you draw the others?

C Corn bread )or white cake
Bran flakes or corn flakes
Oatmeal cookies or plain cookies
Grits or macaroni

Which foods did you circle? Here are the right answers. Bran flakes
have more food value than corn flakes. Oatmeal cookies have more food
value than plain cookies. Macaroni has more food value than grits.

Isn't this fun? You and I will have lots of fun together. I will
like to learn from you. Can we play lots of learning games?

Some bread and cereal foods have lots of sugar. These are cookies
and cakes. Sugar has lots of calories. Too many calories make us fat.
Cakes and cookies have more shortening than breads, too. Shortening and
other fats have lots of calories.

Here is a recipe for sweet muffins or bread. It has lots of food
value. This recipe can make eating more fun. I'll bet you get tired of
eating the same things all the time.

Bran Muffins or Bread

-? cup flour (that's 10 level tablespoons)

2y teaspoons baking powder

2 tablespoons sugar

j- teaspoon salt

1 egg, beaten

1 — cups bran flakes or raisin bran

1. Mix flour, baking powder, sugar, and salt.

2. Mix egg and milk. Add to flour mixture with melted shortening.

3. Mix only enough to wet flour mixture.

4. Stir in cereal.

5. Grease muffin pans. Fill them 2/3 full. Or cook in your corn-
bread pan.

6. Bake at 425 for 15 to 20 minutes for muffins, or about 30
minutes in the bread pan.

7. Makes eight muffins or one loaf.

Do you walk much, Mom? Walking is a
good exercise. We need some exercise.
Exercise keeps your body in good shape.
It helps you gain less weight. Light
housework like making beds, washing
dishes, and dusting is good exercise,
too. Rest when you are tired. I want
you to feel good while I am growing
inside you.

Mom, you don't have to stop having
sex with Dad. I don't want to come
between you. Our doctor may tell you

to stop having sex about six weeks before I am born. This is so I don't
come before I am ready. And, so no germs can get to me.

Dad also needs to be told that you love him. Have you told him
lately? What you say can tell him. Things you do can show him. Cook
him something he likes. Dad is important, too. He is my other parent

I hope you are glad I am on the way. I guess I will change your
life a little. I hope the change will be good.

I'll write again next month.

Lovingly,

Your baby

X X X X X X

My Third Month

Dear Dad,

I have been writing letters to Mom.
Now, I'm writing a special letter to you.

I will be born in about six months. It
will be much longer than that before I can
talk. But if I could talk now, there are
some things that I would like to talk over
with you.

I have been growing inside Mom for three
months now. I look like a tiny human being.
I am about three inches long and weigh about
one ounce. My heart is beating. Blood is
flowing through my little body. I have a
little mouth with lips and a tongue. My
teeth are forming in my jawbones. My arms,
hands, and fingers have formed. My legs,
feet, and toes have formed, too. Fingernails
are beginning to form. My sex organs have
already formed. If you could look at me, you
could tell whether I am a boy or girl.

Have you read Mom's letters? I write her each month. I hope you
can talk about these letters together. Then, you will know what I am
like as I grow.

Have you and Mom started planning for my arrival? Both of you need
to talk over the cost with the doctor and the hospital. The doctor's
bill and the hospital bill are separate. I hope you and Mom have hospital
insurance. This helps pay the bills. Can you save some money before I
come? Savings can help pay the bills, too.

Dad, you don't need to wait on Mom unless she is sick,
tired more easily now. She will be glad when you help

She does get

She needs your understanding, too. She may be unhappy about getting
larger and out of shape. Sometimes Mom gets upset. It may seem there is
no reason at all. You can help her by staying calm and loving. She may
be worried about the future. You may be, too. It helps to talk things
over together.

Mom also needs to be told that you love her. Have you told her
lately? What you say can tell Mom that you love her. Things you do can
show her. You might take out the garbage, wash windows, or carry in the
grocery bags. There are many ways to say "I love you."

You don't need to stop having sex with Mom. I don't want to come
between you two. The doctor may tell you to stop having sex with Mom
about six weeks before I am born. This is so I don't come before I am
ready, and so no germs can get to me.

I hope you eat well, Dad. I have told Mom what this means. Talk
with her about it. What you eat is important. Good food will help keep
you healthy. It will give you energy to work. It will also give you
energy to play with me when I am born. You and I will have some fun
times together.

Would you please remind Mom to eat well? Ask her if she has eaten
the foods on Mom's Food Reminder every day. She will feel better if she
eats well. I will feel better, too. I take food from her body so I can
grow. You want me to be strong and healthy. Good food will help me be
this way. Good food is important for me now. It will also be important
after I am born. I want to grow up strong and healthy.

I am your baby, too. I belong to both you and Mom. I will come to
live with you in about six months. I want to live in our home. A happy
home gives me a better chance to grow and develop normally. I am happy
about being part of the family. Can we be a happy family? I will grow
and develop better around happy people.

Good-bye for now. I have lots more growing to do before I am born.

With lots of love,

Your baby
X X X X X X

My Fourth Month

Hi Mom,

How are you today? I hope that you are feeling fine. Do you think
about me?

I weigh about six ounces now. This is less than half a pound. (Two
sticks of margarine weigh half a pound.)

I am curled up inside you. If I stretched out,
I would be about as long as your hand. The doctor
can hear my heart beat now. Hair is growing on my
skin. There may be a few hairs on my head, too.
My eyes, ears, and nose are better formed. Do you
know that I sometimes suck my thumb? This gets me
ready to eat after I am born. I will know how to
suck on your breast or on a bottle.

Protein foods help me grow all over. My skin
and hair are made from protein. My brain and
muscles are made from protein, too. Mom, if you

don't eat enough protein, my brain won't grow as big as it could. I want
to be strong and smart. So, please eat two helpings of protein foods
every day. That means meat, fish, eggs, milk, cheese, and dry beans.

Some protein foods come from animals. These foods are beef, pork,
chicken, fish, eggs, and milk. Milk foods like cheese, cottage cheese,
and ice cream are protein foods, too. Other protein comes from plants.
Dry beans, dry peas, peanut butter, bread, and cereal foods have protein,
You need some from animals and some from plants.

Beef and Bean Scramble has lots of protein. You can use leftover

beans. Beans are mixed with meat
you will like it.

It tastes very good. I think that

y medium onion, chopped

1 tablespoon grease
■j pound hamburger

2 cups cooked, dry beans

3
(that is j cup, raw)

-j cup catsup or a little more

■j teaspoon salt

pepper to taste

1. Cook the onion in the grease until soft and yellow. Keep the heat low

2. Crumble meat. Add to onion. Stir it often.

3. Cook until the meat is done. Drain off grease.

4. Add the cooked beans, catsup, salt, and pepper.

5. Stir until heated through.

6. Makes about six helpings.

This recipe does not cost much to make. Do you know that hamburger
has the same protein as steak?

Milk is a good food for me. It has protein to help me grow. Milk
has lots of calcium for my teeth and bones, too. Mom, I eat what you
eat. You need at least four glasses of milk every day until I am born.
After I am born, you will need six glasses if you let me nurse. I will
like to get milk from your breast.

Do you want to drink the four glasses of milk, or would you rather
eat it? Some of the milk can be in the foods you eat, like milk gravy,
soup, or ice cream. They all have the protein and calcium we need.

Here is another way to eat part of your milk. This good tasting
recipe is made with dry milk. Dry milk is cheaper. The pudding will
taste like it was made with fresh milk. I bet you can't tell the differ-
ence. This pudding is called Triple Chocolate Pudding because it has
three times as much milk as most puddings. One helping of this pudding
has as much food value as a glass of milk.

Triple Chocolate Pudding (six helpings)

2 cups dry milk
2 tablespoons flour
2 tablespoons cocoa
4 tablespoons sugar
2 cups water

1 teaspoon vanilla, if you wish

2 eggs (or 1 package unflavored gelatin mixed with 4 tablespoons

cold water). Either one will thicken the pudding, but the eggs
have much more food value.

1. Mix dry milk, flour, cocoa, sugar.

2. Add a little of the water and mix well.

3. Add the rest of the water and mix again.

4. Beat the eggs and add them (or the gelatin in water). Mix again.

5. Cook on medium heat. Stir all the time. Cook about 3 to 5

minutes until it begins to get thick.

6. Add vanilla and stir.

7. Pour into dishes and set in refrigerator or a cool place.

Mom, have you been to the dentist? You need to see him. He will
check your teeth. He will tell you if you have any cavities. Have them
filled right away. Cavities grow faster during pregnancy. Your teeth
help you chew your food well. They even help you talk. Please take good
care of them. They make you pretty, too.

Are you getting ready for me? You and Dad can start planning for my
arrival. How much will it cost? Ask the doctor and the hospital. These
are separate bills. Do you and Dad have hospital insurance? This helps
pay for my birth and our hospital care. Can you save the money before I
arrive? Then, you can pay the bills right away. You can enjoy playing
with me, instead of worrying about bills. Won't that be fun?

Are you working now, Mom? You probably can work for several months.
Ask the doctor for sure. Light work will not hurt us. I like our walks
every day. But, I'm getting tired of going the same way. Let's walk a
new place each week. You can see lots of people that way.

This is a long letter. I have many other things to tell you. They
will have to wait until next month. I have some more growing to 4°-
Eating protein foods will help me grow better, Mom.

Much love,

Your baby
X X X X X X

My Fifth Month
Hi Mom,

I will be born in about four months. We are more than half way
through!

Have you seen the doctor again, Mom? I know it isn't always easy to
see him. You may have to wait at bus stops. You may have to call a cab.
You may even have to walk blocks or miles in all kinds of weather. If I
have brothers and sisters, someone has to stay with them. Maybe you have
to take them with you. Sometimes, you have to wait and wait to see our
doctor. Is it worth it? Yes, it is. The doctor needs to know how we
are. He will help keep us healthy.

I weigh about one pound now. I am almost one foot long. I'll soon
begin to get crowded in here. Mom, can you feel me pounding on the walls
of your uterus? Do you wonder if I'm trying to get out? Well, I'm not.
I like it here. It's a good place to grow. I'm just trying out my legs.
They need exercise like yours. Have you felt four legs kicking at once
and wonder if I'm twins? Well, I'm not. My arms need exercise, too. My
fingernails and toenails are well formed. I have some hair on my head.
I am busy growing.

We are getting bigger, Mom. You will need some clothes that fit
both of us. Get comfortable clothes. Your breasts are getting bigger,
Mom. You need a bra that fits well. It should give good support. The
straps should not cut into your shoulders. Throw away your tight, rolled
garters. They slow down the flow of blood from your heart to your legs
and feet. That may make your feet and ankles swell. Wear low-heeled
shoes. They will help prevent a backache. Low-heeled shoes will help
you walk better. You must not fall down. A fall could really hurt me.
Mom, nice clothes will help you feel happier, too.

Sometimes you may feel blue. You may not like getting bigger. You
may worry about the future. These feelings are normal. Everyone has
them. Don't let them get you down. Talk over your feelings with someone
It can help just to talk.

Mom, you are easier to live with when you are happy and cheerful.
You also feel better inside. Do you know that your mood affects me? I
am happy when you are. I know that you want me to be a happy baby.

I know, Mom, that you want me to be healthy, too. Eating good food
every day helps me to be this way. Remember Mom's Food Reminder. Think
about what you ate today. Can you circle all the ones today? Can you
circle all the ones evevy day?

MOM'S FOOD REMINDER

Kinds of foods I need Helpings

Milk and milk foods 1111

Vegetables and fruits 1111

Bread and cereal foods 1111

Meat and other protein foods 1 1

Some women crave things like clay or
tarch when they are pregnant. I hope you
don't, Mom. Eating clay can cause you to

e constipated. It can keep you from eat-
ing foods we need. Clay could have some
isease germs. It could make us sick.

Starch is bad, too. It has lots of
calories. It can make you fat. It fills
you up. Then you don't eat the good foods
we need. It keeps your body from using
the iron in food. Then you get anemic.
Some people call this tired blood. If
you crave starch or clay, tell our doctor.

Some women crave things like pickles and ice cream during pregnancy.
If you crave something, check it out. Did you circle all the numbers
today? Craving things may mean you didn't get a food value you needed.
It may mean you want some special attention. You may not crave things
when you eat good food several times every day.

Do you have enough money to buy good food? If you don't, ask about
Food Stamps. Our doctor or caseworker may know about them. Or a teacher
or the county judge may know. Food Stamps can help us get more food for
the money. Things are changing. You don't have to fill up on laundry
starch or clay anymore. We need to eat good food instead. It takes good
food to grow good babies . I know you want me to be the best baby your
body can grow.

I grow from foods you
work together in a special

eat, Mom. Our bodies

way,

You eat some food like tuna salad. Your
body digests the tuna salad. Part of the tuna
is protein. It gets the protein ready for
your blood.

Your blood circulates all over your body.
It goes to your arms and legs. It goes to your
womb. That's where I am. A special part of
the womb is the placenta.

Your blood goes into the placenta. Some people call this the after-
birth. My cord joins onto the placenta. Your blood feeds my blood when
our blood gets close together in the placenta. My blood picks up some
protein from your blood.

My blood comes back through the cord. It circulates all through my
body. Every part of my body needs protein. Each part takes some protein
out of the blood as it goes by. Each bit of protein helps me grow.

Thanks, Mom, for eating that
tuna salad today. My body was
hungry for protein. I needed to
grow today. Maybe, it was just a
little. Maybe more. I've got to
grow!

Good food helps us be healthy
and happy. The good meals that you
fix help Dad feel good, too. Good
eating doesn't make everything
right. But eating right makes you
feel good enough to work on the
problems. When a person feels good,
he can get along better. He has
energy to work. And he is happier.

I'll write again next month.
Until then,

Lots of love,

Your baby.

My Sixth Month

Dearest Mom,

You can feel me moving now. When I kick I don't mean to hurt you.
I'm exercising my legs. I am a real, little person. I'm letting you
know I am here .

I am completely formed now. I even have eye lashes and eyebrows. I
have gained one pound this month. I have grown two inches. So now, I
weigh two pounds. I'm about 14 inches long. I stay curled up in my
little home. I will be born in about three months.

Mom, I hope that you are having some fun and seeing your friends.
You don't need to sit at home all the time. You can do almost everything
you did before I started growing inside you. Just don't overdo. You
need plenty of rest every day. I want you to feel good.

Some people can make you feel sick. Some
people talk about backaches. Don't let them
talk you into having one. If you have a little
backache, don't make it into a big one. Don't
let people talk you into being sick. If you
don't feel good, please tell our doctor. He can
help you feel better. I do not want you to feel
bad.

Some people make you feel better. They
make you feel good. They cheer you up. Could
we visit them, instead of those people who make
us sick?

Are you constipated Mom?
Eating greens, cabbage,
prunes, popcorn, oatmeal, and
cereal may help. Lots of water, milk, and fruit juice
help, too. Prune juice is a good one. Try going to
the bathroom about the same time every day, too. Right
after breakfast may be a good time for you. Light
exercise also helps. Do not take a laxative unless you
first

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Mom, do you eat between meals? Many people do. Some people like to
eat when they are together. Eating helps you be less hungry and tired.
What you eat between meals is as important as meals.

Candy, potato chips, pretzels, and pop do not have much food value.
They don't have much protein, vitamins, or minerals. They have many
calories. It is best to have lots of food value and not many calories.

Eating between meals can be o.k. When
you do eat between meals, eat foods from
Mom's Food Reminder. These foods have lots
of food value.

Low-calorie foods are good for you.
They will fill you up. They will not add
extra pounds . Here are some foods that
don't have many calories: clear soups,
skim milk, butter milk, cottage cheese,
fruit juices, fresh fruit, vegetables,
and boiled eggs.

Here is a good low-calorie food for you to enjoy. It does not cost
much to make. I think you will like it.

Low Calorie Spread (five calories in one tablespoon)

1 pound cottage cheese

1 large dill pickle, chopped

1 tablespoon chopped onion or more if you like it

1. Mash cottage cheese with a fork.

2. Add pickle and onion.

3. Mix well .

4. If too thick, thin with skim milk.

5. Eat with carrot sticks, celery sticks, green pepper

strips, pieces of turnips, or radishes.

(You can put any left over spread in a jar. Be sure the lid is on the
jar. Put the jar in the refrigerator. This will keep about two days.)

This spread gives us protein, minerals, and vitamins that we need.
It does not give many calories.

I hope that you are looking forward to next month's letter. We will
talk more then.

Love, as always,

Your baby

X X X X X X

My Seventh Month

Dearest Mom,

Are you getting anxious for me to be born? I'll bet you are. Do
you wonder who I'll look like? I'm not quite ready to be born yet. I
weigh about two pounds now and am over 15 inches long. I might not live
if I were born now. I need to grow more and get stronger, too. I'll
love staying here about two more months.

The good food you eat helps me grow. It gives you energy, too. All
foods have some calories. Calories are a measure of the energy you get
from food. Calories give energy so your heart can beat. Even breathing
uses calories. You need some energy to work and play. You need energy
every time you move. But when calories aren't used as energy, they turn
to fat.

Are you gaining too much weight, Mom? Are you
eating more calories than you and I are using? The
extra calories become extra pounds. Extra pounds can
cause trouble when I am born.

You can eat foods with lots of food value and few
calories. Here is a recipe like that. It has lots of
food value and not many calories. It is easy to fix,
too. Maybe you will want to try this:

Tuna and Noodles

1 small can of celery soup (do not add any water)

y cup of dry milk

1 cup of dry noodles
1 small can of tuna

(If you want to make it look prettier, you can add some pimiento, green
pepper, green peas, or boiled eggs. Onion is o.k., too.)

Mix soup and dry milk, then add the dry noodles and tuna and mix again.
Cook very slowly over low heat until noodles are done. It takes about 10
minutes. Watch it all the time. Stir so it doesn't stick to the pan.
This makes four big helpings.

You might have this with Nippy Coleslaw. You could make this dress-
ing and pour it over your chopped cabbage.

2 tablespoons buttermilk (or skim milk with a little pickle juice

or vinegar)
2 tablespoons salad dressing (the mayonnaise kind)
1 teaspoon prepared mustard

1 «.

-=- teaspoon salt

Mix and add to the cabbage just before you eat it. This and a
medium head of cabbage will make at least six helpings.

How would you like this dinner?

Tuna and noodles

Nippy coleslaw

Bread

Banana or orange

Skim milk

This dinner has a protein food. That's the tuna and noodles. It
has a vegetable and a fruit. It has bread and milk. You can draw five
circles on Mom's Food Reminder. Isn't that fun?

Mom, we pause now for a commercial! Will
you breast feed me after I am born? No bottles
to wash! No formula to mix! Just good natural
milk. And it comes ready to serve! The food
values are easier for me to digest. Breast
milk will taste good to the taste buds all
around in my mouth. I will like being close
to you. You will help me feel like I really
belong to you.

You could start getting ready to breast
feed me now. Wash your breast and nipples
each day with a rough wash cloth. Use a mild

soap. Then, dry well with a rough towel. Pull the nipple outward several
times. All this toughens the nipple. Then, nursing will be easier. Mom,
good food will help you be able to nurse me. You will have better milk
for me. That's all of the commercial. I hope you didn't turn me off!

You may have wondered what kind of a parent you
afraid that you won't be a good mother.
You will learn to be a good mother. The
hospital may have some baby care classes.
Please go if you can. The classes will help
you know how to take care of me. You will
be the greatest thing in my world. You will
teach me when you talk. You will talk to me
long before I can talk to you. Soon, I will
listen for you. I'll like to hear you talk.
I will like to hear you sing, too. I will
like soft music on the radio. These sounds
will help me learn to talk. I will have fun
learning. Will you have fun watching me
learn? You will be my best teacher.

I belong to both you and Dad. I'm
glad that I will live in our home. I want
to be part of the family. Can we be a happy family?
develop better around happy people.

will be. Don't be

I will grow and

I'm anxious to be born

With lots of love,
Your baby

My Eighth Month

Dear Mom,

Do I seem big to you now? I am getting bigger. I bet you feel big
too! I am over 16 inches long now and weigh about four pounds. My lungs
and stomach are ready to go to work. If I were born now, I might live.
But I need to grow another month .

Are you getting tired of waiting? Keep telling yourself that it
won't be long now. Every day brings us closer. I'll soon be in your
arms instead of in your body.

Do you stay busy? When you are

What are you doing these days, Mom?
busy, time goes faster.

You sure bumped me around when
you went on that crazy ride at the
fair. A little exercise is good
for both of us, but please don't
overdo it. Don't ride any horses
now either. I don't want to get
shaken up. I might come out into
the world before I am ready.

Are you still taking walks
every day? I like this exercise
better. I like to visit our
friends that make us feel well.
Light housework is good to do.
You will want the house to be
clean when I arrive. Just don't
get too tired.

Are my baby things ready?
I bet you have fun getting them
ready. I will need a bed of my
own, Mom. A cradle or bassinette

would be fine for me to sleep in. Or, while I'm still tiny, you can use
a big laundry basket or a box. You can make a mattress with a firm pillow
or folded quilt. A pillowcase makes a good bottom sheet. Please don't
leave me when I can fall off a bed. And don't let me sleep with you.
You might roll over on me and hurt me.

I won't need many tiny clothes.
I will grow out of them very fast. I
will need some night gowns and some
undershirts. Bootees or socks will
keep my feet warm. Blankets will help
keep me warm, too. Mom, you can make
a blanket for me. Hem the edges of
one yard of flannel material. I will
need about three or four dozen diapers.
I will use lots of them every day. Do

you have a washing machine? It would help keep me in clean diapers.
Disposable diapers will be less work for you, Mom. That's the kind you
throw away. They are handy when you can't wash. But they cost a lot.

Have you thought about a name for me? You better choose two names:
one for a boy and one for a girl . Choose a name that sounds right with
our last name. Try to choose a name that both you and Dad like. I can't
tell you yet whether I am a boy or a girl. You'll have to wait and see.
It won't be long now.

Have you weighed lately, Mom? If you are gaining too much weight,
please ask our doctor for help. Don't try any fad diets to try to lose
weight. Fad diets won't have all the kinds and amounts of food on Mom's
Food Reminder. Fad diets are dangerous for us. They don't give us
enough food value. They can cause us to lose too much weight too fast.
Fad diets can make us both sick. Reducing pills are dangerous! Skipping
meals won't do either. We won't get enough food value.

Mom's Food Reminder is a good guide to getting the food value we
need every day. Choose the foods on Mom's Food Reminder that have lots
of food value, but not too many calories.

Mom, a good diet has enough calories for all we do. A good diet
will help keep you looking and feeling your best. It will also help your
shape come back after I am born.

You are not the only person who is getting anxious for my arrival.
I'm getting anxious, too! I'm glad that we only have one month left.
I have a surprise for you next month.

Love,

Your baby
X X X X X X

My Ninth Month

Hi Mom,

My growing time inside you is almost over. I will be born this
month! I can hardly wait to be in your arms. This is the surprise I
told you about last month.

Do you wonder what I am like? I will be kinda like you and Dad in
some ways. I will be different from you and my brothers and sisters in
other ways. I am a little person. I am me\ Being me is different from
being anyone else. I hope I will learn to like being me.

I am growing fast now. The brain in my head is
growing very fast! The protein foods you eat help
my brain grow. I want my brain to grow big. I have
lots of learning to do.

My head will seem big at first. It grows
faster now than the rest of my body. Later, the
rest of my body will grow faster than my head.
I will be about 20 inches long when I am born.
I will weigh about seven pounds.

I may come any time now. Is your suitcase
packed? You need to pack these things: a robe,
slippers, nightgown, comb, and makeup. Don't

forget your toothbrush and toothpaste. You and I will need some clothes
to wear home. Will you bring those, too? Maybe you'll want a book to
read.

<^@>

Mom, your hands and feet may swell during this month. This often
happens. Eating less salt will help. Don't put much salt in your food.

After I am born, you still need good care.
Will you rest often? Take a nap when I do.
You will get tired easily. Your body has
worked hard to grow me. Your muscles will work
hard to deliver me. Your body will be tired
for a few weeks. It needs time to get back to
normal .

Good care is doing light exercise and
housework. Light exercise will help your
shape come back. Do the housework a little
at a time. Don't get too tired! I want

you to feel like feeding me and taking care of me. You will want to give
me good care. You need to give yourself good care, too.

Good care is eating good food, too. Eating right has been so
important for both of us . Protein foods have made my brain grow big so I
can learn. Also, protein has helped my body grow and be strong. Foods
with minerals and vitamins have helped my body work right. Milk has
helped make my bones and teeth. Lots of foods have given me energy to
grow and move.

When I am born, good food will still be important. Good food will
help me do all the growing I have started. Eating good food will help
you, too. It will help your shape come back. It will help keep us
healthy and feeling our best. We need to eat good food all our lives.

Are you going to breast feed me? You will need to eat lots of good
food. The food you eat makes milk for me. Good food makes good milk.
You will need to eat all these foods every day. Every number on the Food
Reminder should be circled every day. Do you see how this is different
from the other Food Reminder?

A Special Food Reminder for Breast Feeding

Helpings

Milk and milk foods 111111

Fruits and vegetables 11111
Bread and cereal foods 111111

Meat and other protein foods 1 1

If you bottle feed me, you will need to eat less after I am born.
What you eat will still be important. It takes good food for your body
to get back to normal. You will need lots of energy to take care of me.
Good food will give you energy. Good food will help you stay well. I
want you to feel good so you will enjoy taking care of me.

Mom's Food Reminder When Baby is Bottle Fed

Helpings

Milk and milk foods 1 1

Fruits and vegetables 1111

Breads and cereal foods 1111

Meat and other protein foods 1 1

Can you circle all the ones every day?

Mother's milk and baby's formula are much alike. Either milk is
o.k. for me. Milk will be my main food. I will need to drink lots of it
right after I am born.

I will soon need other foods, too. You will start feeding me cereal
I will need some Vitamin C food like orange juice. I will also need some
Vitamin A food like carrot juice or mashed carrots. The doctor will tell

you about feeding me. He will help us get free food if we need it.

When I am born, I will be able to suck. I will need to learn to eat
other ways. I'll bet you will help me learn to eat. Please don't let me
choke. I could choke on small pieces of food. I could choke if my bottle
stays in my mouth after I am asleep.

Right now, you are thinking mostly about yourself. Dad is thinking
of you, too. He may feel left out. Give him some special attention. He
is important, too. I am anxious to be part of the family. I love you
and Dad so very much.

See you soon,

Your baby
X X X X X X

IteHM* namwK

IDEAS THAT WORKED

Can students learn demonstration techniques by practicing this
art themselves? Yes! &

Mrs. Martha Raymer, home economics teacher in Russellville
Kentucky, helped her Family Living classes perfect this technique and
have meaningful learnings in consumer education.

Mrs. Raymer worked it like this: Each student (both boys and
girls) chose a piece of small electrical equipment. The demonstration
was planned with a "sales approach," emphasizing value and other con-
sumer advantages. The student studied and practiced his presentation
before the "live" performance.

The real consumer education emphasis included being prepared to
answer questions that prospective buyers (other class members) might
ask. Typical questions were: Are parts available? How much will it
cost to operate? What does the guarantee cover?

Regardless of the objective for any demonstration, some basic
rules were to be followed, such as: (1) Always face audience and
speak clearly; (2) Have everything ready before the demonstration;
(3) Adjust mirror so all can see; (4) Have outline or notes for
ready reference; and (5) SMILE!

Students learned much and enjoyed each other's demonstrations
Their teacher felt real evidence of learning was apparent as her
students assumed the role of teacher. More important was the in-
creased interest in consumer information.

Submitted by

Marjorie S. Stewart, Head, Home Economics Education,
University of Kentucky, Lexington, Kentucky

A new kind of way to get to know your students

On the first day of school, I present a letter to each girl tell
ing her of my summer, something about myself and my family, welcoming
ner to the class, and items of interest to her.

I ask them to reply and in their letters they bring out many
incidents about themselves which they might not through a question-
naire. n

Mrs. Doris Mayhew
Brooks Junior High
Wichita, Kansas

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' Vol. XIV, No. 3

Jan. -Feb. 1971

MR 15 I

ILLINOIS TEACHER

FOR CONTEMPORARY ROLES

PERSONAL • HOME AND FAMILY • EMPLOYMENT

HOME ECONOMICS FOR THE SEVENTIES

ACCENT ON CHANGE

WHAT WILL THE SEVENTIES REQUIRE OF HCME ECONOMICS?

Mary Mather 101

TWO THOUSAND AND ONE

Louise Lemmon and Staff 103

COMPRADORES VIVARCHOS

Janet Reider3 Franoie Bosche> Mary Helen Haas 109

PROBLEMS AND TRENDS FOR TEACHER COGITATION

Graduate Students at the University of Illinois 118

SOME CURRICULUM IDEAS FOR THE 70»s

Mary Mather and Graduate Students 128

FOLLOW THE LEADER

Frances Parker 142

SUMMER SCHOOL ANNOUNCEMENT FOR 1971 146

TEACHING TECHNIQUE--AN EXHIBIT 147

HOME ECONOMICS EDUCATION • UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN

A publication of the Division of Home Economics Education,
Department of Vocational and Technical Education, College
of Education, University of Illinois, Urbana, Illinois 61801

Members of Division:

Mary E. Mather, Division Chairman
Hazel Taylor Spitze, Associate Professor
Mildred B. Griggs, Instructor

Kathryn W. Smith, Instructor, University High School
Christina R. Brown, Assistant
Reba J. Davis, Assistant
Cynthia C. Theiss, Assistant
Judith Oppert, Assistant
Carolyn Wax, Assistant
Gail VanderJagt, Assistant
Business Manager of Illinois Teaoher: Clara Bosshart

Vol. XIV, No. 3, January -February. 1971. Published six times each year,
Subscriptions $5 per year. Single copies $1.

Address: Illinois Teacher

342 Education Building
University of Illinois
Urbana, Illinois 61801

Telephone: 217-333-2736

EOREWORV

The ILLINOIS TEACHER is alway* e.ndzavoJu.ng to keep abreast ofi new
idea* and to *hare thorn with our reader* . In 1967 we looked at "Social
Changes and the. Curriculum'1 {Vol. X No. 6) and in 196% Leila Ma**ey pro-
vided u* with, a provocative article "Home Economic* Faces Change" [Vol.
XI Mo. 3). Mow easily in the seventies* we are once again taking a broad
look at home economic* , at education, and at the need* ofa people.

Teacher educator* and *tate *upervisor* in home economic* have
responded generously to oar question "What will the Seventie* Require
0^ Home Economic*!" Idea* farom them are *hared in the hirst article.
More *peci{iicalZy , the Home Economic* Education faculty at the University
ofi Maryland *ent u* a description ofa their newly implemented curriculum
which they hope will *erve teacher* in the year 2001. We think you will
{ind the rationale lor the choices they made interesting.

Two graduate *tudents in Colorado who described them* elves a*
"relatively inexperienced, but enthusiastic" *hare their project
COMPRAVORES V1VARCH0S in the hope that other home economists wilt be
encouraged to provide this type ofa opportunity in other communities.
It certainly exemplifies one o& the need* {or action by home economist*
in the *eventie*.

Graduate *tudents in a Tall 1970 da** at the University ofa Illinois
in "Problem* and Trends in Home Economic* Education" took a look at the
current *cene, *aw *ome needs in (Liferent way*, and *ugge*ted *ome firesh
approaches which are also *hared with you.

To be aware o& change i* one thing, but to keep up with it is quite
another. The article by Vr. Frances Parker discus* es idea* about the
change proces* its ell and *ugge*t* way* home economists* can be, and can
use, opinion leader* to facilitate change.

ERRATA FOR PAGE 64 OF VOL. XTV, MO. 2. We are *orry that *ome
mistakes were made in one o& the recipes in Letters firom your Unborn
Baby in our last i**ue. The corrected recipe is &ound on page 149 o{
this i**ue. We *ugge*t you cut tt out and paste it over the previous
one.

Mary E. Mather
Edttor {or this l**ue.

WHAT WILL THE SEVENTIES REQUIRE OF HOME ECONOMICS?

Mary Mather

This question, addressed to State Supervisors and Teacher Educators
in home economics, brought a variety of responses as well as many common
concerns. Ideas clustering around recurring themes are given below.

Home Economics should be more "people" oriented and less "thing"
oriented. For example, when referring to housing needs, is the focus
really housing needs, or people needs which housing can meet? Perhaps
home economists need to evaluate traditional standards in relation to
food preparation, meal service, wardrobe planning, attractive and effi-
cient homes for relevance in today's way of life. A concern for indi-
viduals rather than primarily with the subject matter seems to be the
plea.

More people should be served in more ways. The range of contacts
needs to be spread in several directions—up and down the age span as
well as to a greater variety of socio-economic groups. Information
about the world of work and home economies' contribution to it, is a
responsibility of vocational educators for grades K-8 as well as in
secondary, post-secondary and adult education. Senior citizens can
profit from home economics instruction as well as young adults. A
greater variety of ways of reaching poeple is needed. A "teacher"
can serve in many more places in a community than in the school
classroom.

More males in programs is another suggestion. As home economists
help students develop ideas about their responsibilities in the dual-
role, males should be included. Why assume the dual-role is feminine
in gender?

Greater cooperation with others. Articulation in program planning
also fits here. Persons responsible for grade-school, middle or junior
high school, senior high and post-secondary programs in a given community
should be well acquainted with each other. Articulation and cooperation
among all areas of vocational education was another plea, as well as
cooperative efforts with a variety of community agencies concerned about
problems of families. We must learn to work as team members, minimizing
competitive activities and attitudes.

Skills to be taught for the Seventies. Respondents had many ideas.
Skills for interpersonal relationships in our multi-racial,
international, heavily populated world headed the list.

Habits and attitudes that add up to employability regardless
of the job were strongly emphasized, as well as job skills
themselves .

Decision-making skills to help maximize family resources in
keeping with family values were suggested in several different
contexts .

101

Skills for creative outlets and as a way of developing indi-
viduals rather than skill development as an end in itself was
suggested.

Skills are needed for managing the everyday necessities of
living, but caution is also needed so that the "nice-to-haves"
are not over-sold as necessities.

Skills for time away from the job as well as skills for earn-
ing a living were suggested. Might not skills be needed for
"leisure-work" as well as for "work-work"?

Leadership 3 communication and public relations. Home economists
must be the leaders in speaking out on problems related to our field
rather than depending on scientists and social scientists to do this.
We must attack bigger problems and not accept second-class roles in
carrying out responsibilities. When we hear someone say, "This must be
done," and we feel we have been doing it all along, either we have not
reached enough people in an effective way, or we have not told the
story well enough.

Teacher education. Many ideas were expressed about the teacher of
the future. Flexibility, resilience, and continued education were most
often stressed along with the acceptance of change and willingness to
try new procedures. Teacher certification should be considered in terms
of competencies rather than credits. Training of auxiliary personnel
and ways teachers can work with them was pointed out as a need. Teachers
will not be expected to have all the answers; they will serve as facili-
tators and coordinators of learning. Teachers will be held accountable
to a greater extent than formerly in providing data for evaluation of
programs, and will need help in developing measurable objectives and
ways of evaluating them. Need for helping teachers deal with individ-
ualized instruction was frequently mentioned also.

Plea for a sound theoretical framework. Perhaps a clarification
of priorities is needed. If home economists are to assume responsibility
for all ills of society, we will indeed be busy. Conflicts in directions
and blocks to change may arise because of a lack of a theoretical frame-
work. Good work has been done, but in a piecemeal way. It is suggested
that these bits and pieces could have more impact if there was a better
structure for the whole into which they can fit.

In addition to thinking about the challenges above, it is suggested
that the reader refer to Dr. Flossie Byrd's excellent article in the May
1970 Journal of Home Economics , "A Definition of Home Economics for the
70' s." Her look into the future with implications for home economists
is, indeed, challenging.

102

TWO THOUSAND AND ONE

Louise Lemmon, Kinsey Green,

Elizabeth Brabble and Julia Miller

Home Economics Education Faculty

University of Maryland

Let us hypothesize that the reader may be a thirty-year-old home
economics teacher educator. By standard calculations she can retire
about the year 2000. Other readers will be retiring along the way,
between 1971 and 2000. Those who will end teaching careers in this
century might like to think the teachers being prepared are for this
century, too. However, some teachers and teacher educators may be a
bit uncomfortable, thinking that what is being taught today may be
but an echo in the twenty-first century.

Although there are alternative ways of reacting to the* new culture
which will be present in the twenty-first century, the Home Economics
Education Faculty at the University of Maryland has chosen a route to
the future through a specific set of objectives. It is our best effort
for developing a way to prepare home economics teachers for dealing
with a culture that will be examining its values, and, perhaps, striv-
ing for new values.

Amidst the more radical segment of college students we think there
is a large group who, although still proponents of the search for a new
ethic, exhibit rational characteristics. We have chosen to make our
curriculum attractive to this group.

Our Objectives

It has taken our team three years of thinking, talking, experi-
menting, teaching and informally evaluating to begin to formulate
objectives which we hope will help prepare teachers for the future.
We think there are alternative approaches, but for the present our
general goals are as follows: upon completion of our curriculum we
hope that students will be able to analyze their own teaching behavior
and analyze the foundation of that behavior in relation to four con-
structs; namely,

open-closed mindedness,

professional commitment,

critical thinking, and

retrieval of home economics concepts.

We see teachers developing around this combination of constructs as
persons who not only fit into a world that is constantly changing, but
who also contribute to such a world.

103

Foundations for the Objectives

Many of our students are interested in development of individual
abilities. They are focusing on what Carl Rogers refers to as
"becoming" [1] . The students we hope to attract to our curriculum will
also be oriented to helping others in the process of "becoming." It
would seem to us, as it does to Rogers, that this requires an openness.

In the curriculum at the University of Maryland we must provide
experiences which will help students become secure while examining new
values and while interacting with others whose values are different
from their own. We do not expect to produce graduates who are com-
pletely free of closed-mindedness or who are free from a tightly
organized set of beliefs derived from "authority" [2] . However, if we
can motivate students to analyze this aspect of their teaching behavior,
then we have paved the way for further pursuit of openness .

The Cognitive Domain of the Taxonomy of Educational Objectives [3]
has clarified and simplified ways to examine different intellectual
abilities. We will not dwell on it here except to say that this
Taxonomy forms the basis for our students' analyses of their own and
their students' thinking processes. The basis for this objective about
thinking is, of course, that the thinking process itself will remain
more stable than knowledge. If students can leave our program with
this process they should have the wherewithal to pursue new knowledge.

Often students are not introduced to home economics education
until their junior year. We feel this is too late for many for growth
of professional commitment. For one who is confronted with a "major"
after two years in college and finds that "it wasn't what I thought it
was after all" he may think it too late, or have too few resources, to
try another path. Plodding along, wishing he were somewhere else, does
little to increase commitment. We hope that the new freshmen seminar
in home economics education will give students an earlier chance to
evaluate their professional goals.

A teacher education student can be open and committed and can even
think critically, but something is missing if he cannot retrieve the
concepts in his special field when he finally becomes a teacher. Of
all the objectives it is likely that our students will be most concerned
about this one. However, with the knowledge explosion, can any of us
keep up? Parts of two home economics education courses will be devoted
to the structure of concepts.

THE NEW HOME ECONOMICS EDUCATION CURRICULUM

"I don't have a single elective in my whole college program!" was
a comment we frequently heard prior to the curriculum revision. A cur-
riculum which meets the requirements for certification and which
simultaneously meets the specifications of university and college often
lends itself to this no-elective frustration. We worked to reduce re-
strictions and to find means of giving students choices even within the
given parameters of certification, university and college restrictions.

104

Framework for the Curriculum

Its (home economics) instructional core ought to be the
analysis of family structure and functioning; its value
orientation, that of assistance to families; and its goal,
the creation and enhancement of family life. The inte-
grating principles provide the unity of concepts, skills
and values distinctive and necessary to the core of home
economics. Without them, the generalist major will dis-
solve into chameleon- like eclecticism and specialist
majors will be mere technical preparation for specific
jobs which are likely to be outdated in a few years [4] .

Based on this conclusion of the McGrath Commission, the Home Economics
Education Curriculum reflects a family emphasis. The next priority in
the major is placed up on courses in the root disciplines. Recognizing
the contributions of the sciences, arts and humanities to home economics,
we agree with the tenor of the following problem expressed at the 1961
French Lick Seminar:

The really significant problems [of families] are not
isolated ones to be dealt with in a narrow way--rather
they are complex requiring a broad relational approach.
Yet implementing this philosophy in a curriculum struc-
ture is difficult. The question is how to provide suf-
ficient breadth and depth in the basic disciplines upon
which home economics knowledge, both general and special-
ized, can be built, integrated, and synthesized [5] .

How was this problem resolved? Both root disciplines and applied
areas are stressed in the current Home Economics Education Curriculum.
Specifically, courses in chemistry, biology, sociology, economics,
psychology, fine arts, math, history, philosophy and English constitute
the general education component of the curriculum. Each requirement
includes many options for fulfillment.

Certification requirements include content specifications in
housing and applied design, management and consumer education, family
and child development, food and nutrition, and textiles and clothing.
Again, there are alternative courses for fulfilling these requirements.
The professional education sequence is composed of courses in founda-
tions of education, human development and learning, curriculum develop-
ment and methods of teaching.

Area of Concentration

The most innovative component of the new curriculum is the area of
concentration. This fifteen-hour block of courses is planned by the
student, the only restrictions being that the courses have a unifying
thread, that some courses be in supporting areas or root disciplines,
and that the majority of the selections be upper-level courses. The
student chooses her area of concentration and submits a rationale for
the block she has chosen. Exciting blocks have been planned in consumer

105

education, family studies, human development, special education, com-
munications, and family housing.

Why is it so important for students to have alternatives from which
to choose? We believe that students who have been given opportunities
for making decisions are more likely to value that freedom, and, in
turn, to provide decision-making opportunities for the students they
teach.

Home Economics Education Courses

Freshman Seminar - Home Economics Education

This serves as a foundations course for home economics education.
The major questions raised are:

1. How is an analysis of the learner related to curriculum
development in home economics?

2. How is an analysis of society and family related to
curriculum development in home economics?

3. How is the structure of home economics related to
curriculum development?

4. What are alternative patterns for home economics education?

5. How will alternative patterns of home economics affect
learners?

6. What are home economics concepts?

7. Which concepts receive priority in each of the alternative
patterns of home economics?

One major paper with documentation, "My Philosophy of Home Economics
Education," is required of students. This paper forces a student to look
at what she wants home economics education to be. We may be betting too
heavily on this course, but we think it may lay the foundations for a
more intense professional commitment for more students than we have
observed in the past. Although the course is taught by only one person,
at one time or another the students meet all of us and hear us discuss
our own philosophies.

Curriculum Development in Home Economics Education

This course, taken in the junior year, focuses on curriculum devel-
opment. The students are introduced to:

1. Writing objectives at various levels.

2. Translating objectives into home economics concepts.

3. Determining priorities of what to teach in home economics.

a. Using three levels of importance for choosing priorities.

b. Writing scope and sequence.

Students develop at least one resource unit in this course. Because
learning experiences cannot be left out of a resource unit, we introduce

106

the idea of teaching concepts through experiences. However, this is
not a major emphasis in this particular course.

Methods of Teaching Home Economics

The focus of this course is the learning process. Because we want
students to be able to analyze the bases for choices of techniques of
teaching the objectives for this method course the student will

1. analyze different theoretical frameworks of learning.

2. analyze the relationship between teaching methods or
techniques and learning theory.

3. develop lessons with a rationale for choice of concept,
and choice of method.

4. apply levels in the cognitive domain in constructing
evaluation instruments.

In this course each student has two micro-teaching situations
video-taped. She views them and analyzes them in relation to the third
behavioral objective above. Another paper is assigned in this course,
"The Kind of Teacher I Want To Be." Again, the student has to look at
herself and set her own goals.

Education for the Disadvantaged: Home Economics

Following the mandate of the 1968 Amendments to the Vocational
Education Act, a new course relating Home Economics Education to the
lives of the disadvantaged was developed in 1969. The course provides
an overview of agencies working with the disadvantaged and an individ-
ually tailored practicum experience. The University's location between
the metropolitan areas of Washington, D.C. and Baltimore provides many
opportunities for working directly with disadvantaged families, usually
through the auspices of a community agency.

Following field trips to agencies and after attending seminar
sessions which include films, tapes and games, each student teaches a
mini- lesson appropriate for a disadvantaged population. The develop-
ment of competence in teaching people whose life style is different
from that of the teacher and the formation of positive attitudes toward
these people are desired outcomes of the class.

Evaluation and Research

We have evolved a student-teacher evaluation instrument and are
now in the process of gathering data in relation to it. In the instru-
ment we have identified student -teacher behaviors which we think
exemplify the four constructs which form the basis of the total
curriclum:

open-closed mindedness philosophical commitment
ability to think critically ability to retrieve home economics

concepts

107

The instrument is used cooperatively among the cooperating teacher,
the student teacher, and the University supervisor. The first steps in
our research project will be to correlate the student-teaching evalua-
tion instrument with three instruments which measure open-closed minded-
ness, critical thinking, and philosophical commitment [2,6, 7J . We are
still groping for a way to correlate retrieval of home economics concepts
with the instrument.

If we find that the instrument we have devised correlates with the
aforementioned constructs, then we will have a more objective basis for
a written evaluation for each student teacher. Another benefit from
the instrument may be that when cooperating teachers effectively use
such an instrument, that the resources of the University supervisory
staff can be used for purposes other than visiting the student teacher.

At this point we have ceased giving grades in student teaching.
We wish to replace the grade with a perceptual rather than a judgmental
type of evaluation. After all, shouldn't the teacher think of herself
as having the opportunity to continue to grow?

REFERENCES

1. Rogers, Carl. On Becoming a Person. Boston: Houghton-Mifflin,
1961.

2. Rokeach, Milton. The Open and Closed Mind. New York: Basic
Books, Inc., 1960.

3. Bloom, Benjamin. Taxonomy of Educational Objectives: Cognitive
Domain. New York: David McKay, 1956.

4. McGrath, Earl J. and Jack T. Johnson. The Changing Mission of Home
Economics. New York: Teachers College Press, 1968.

5. Home Economics Seminar, A Progress Report. French Lick, Indiana,
July 24-28, 1961. Unpublished.

6. Watson, Goodwin and Edward M. Glaser. Critical Thinking Appraisal.
New York: Harcourt, Brace and World Inc.

7. Loftis, Helen. "Measure of Professional Commitment." Thesis, The
Pennsylvania State University, 1962.

108

COMPRADORES VIVARACHOS (Smart, Lively Shoppers)

Janet Reider3 Francie Bosche3 and Mary Helen Haas1

Mrs. Reider (left) and Miss
Bosche (right) carried out this
project under the direction of
Dr. Haas (seated) while graduate
students at Colorado State Uni-
versity. Their concern for the
consumer problems of limited
income homemakers grew out of
their work with adult sewing
classes at the Volunteer's
Clearing House, a local facility
in Fort Collins to assist low-
income families. All the con-
sumer problems used to illustrate
this article were taken from
actual case studies written by
the project's Consumer Education
Aides in their own words.

LEGAL PROBLEM: Mrs. P had an accident in June. She don't
have insurance. Now they want her to pay $1200 for all
treatment, damage of the car and some other expense. And
they didn't send no bill or record paper with this letter.
They just ask for money. Mrs. P. don't understand why she
need a lawyer and why she is in so much trouble. But we
are American, she said. She don't speak English.

A desire to help families with problems like the one above led to
the organization of COMPRADORES VIVARACHOS.2 An Advisory Board, com-
p6sed of English and Spanish speaking professional and nonprofessional
women, was selected to provide a guiding hand throughout the program.3
They defined local consumer problems of the poor, recruited and selected
the six low-income women to be educated as Consumer Education Aides, and
interpreted and evaluated the program. The graduate students served as
Teacher-Coordinators .

^ee also Mary Helen Haas and Marcile Wood, "Consumers on the
Alert," American Vocational Journal, November 1970, pp. 36-37.

2The project was funded by the Colorado State Board for Community
Colleges and Occupational Education.

3Miss Helen Keaveny, formerly with the Denver Food and Drug Admini-
stration and Mrs. Marcile Wood of Colorado State University served as
consultants.

109

Preparation of Consumer Education Aides

The requirements for selection as a Consumer Education Aide
included

an eighth-grade education

ability to converse in English and Spanish

Colorado driver's license and automobile liability insurance

community leadership among Spanish-speaking people.

Since women met these requirements in varying degrees, it was necessary
to build upon the strengths and weaknesses of each Aide as an individual

Intensive training of the Consumer Education Aides was conducted
during the summer of 1970. Trainees met five hours a day, five days a
week for four weeks. They were paid an hourly wage, and, in addition,
received a babysitting and transportation allowance. Their varied
activities included:

comparison shopping for food, clothing, and appliances

evaluating modular homes and mobile homes as "instant"
solutions for low-cost housing

talking informally about common problems with a realtor,
a banker, an insurance agent, and other representatives
of the business community

vistiing a bank, a day-care center, an auto agency, etc.

keeping notebooks containing consumer information to share
with their friends and relatives

reviewing film strips and reading materials

writing and distributing a newsletter based on their
experiences in money management

learning to operate audio-visual equipment

preparing luncheons emphasizing low-cost foods and
nutritious meal planning

An informal atmosphere encouraged the humor and open discussion which
accompanied all learning experiences. A special graduation ceremony
was held where friends and families could share the joy and pride the
trainees felt upon their successful completion of the training program.

Expansion of the Program

Starting in August the trainees worked as Consumer Education Aides,
fifteen hours a week for sixteen weeks. Their duties included:

1 . Making home visits in an attempt to document local consumer
problems in poverty areas, and to assist in their solution.

110

Reports of many housing, credit, employment, legal,
sales, and health problems were collected. Some of
the cases indicated simple referrals to a service
organization. Other problem situations were more
difficult to solve. Examples were: finding a decent,
affordable home and arranging financing for a family
of six living in a one-bedroom home with no running
water; aiding an elderly Spanish-speaking woman in
establishing her citizenship so that she could apply
for the Old Age Pension. Other cases were completely
beyond our aid, a most depressing occurrence.

2. Providing open counseling hours two mornings a week.

We discovered that the poor would not come to us for
help; we had to find them. Therefore, the foremost
benefit of the counseling hours was the opportunity
it provided for individual close contact between an
Aide, the Teacher-Coordinator, and/or the Coordinator
of the Aides .

3. Recruiting for and assisting with the Fall class in consumer
education.

The Aides were indispensible to the class—whether
planning activities, adding to discussions, driving
for field trips, translating English to Spanish, or
operating audio-visual equipment.

4. Continuing with their training by means of participation in
three state conventions related to consumer education.

The Aides gave a review of their program for those
attending the Colorado Vocational Conference; par-
ticipated in small group discussions at the State
House Conference on Food and Nutrition; and were
observers at the Consumer Concerns '70 Conference.
The Aides gained knowledge, but also grew in statute
as they discovered that professionals valued their
opinions .

HOUSING PROBLEM: Mr. and Mrs. J brought a house. The total
cost of the house was $6,000. They paid $1,000 down payment.
And they was making payment of $50 a month. So one-half of a
year later, the owner of this house, he ask for $700 more on
top of the $6,000. So Mrs. J told him that they couldn't
affort any more money. Then this seller told them to pay
$700 or walk out. And they did move out without doing
nothing. So this people lost about $1,300 on this deal.
Mrs. J said that they want to buy a house but they don't
try to do nothing, because they are afraid this is going
to keep on happen on every house they want to buy.

Ill

Attending weekly meetings with Teacher-Coordinators for consul-
tation, and to gain new information.

Problems of families in the Fall class were discussed
and analyzed. Possible solutions to these problems
were proposed, and reports made on progress concerning
other problems. Persons from the business community
were invited to work with the Aides in setting up pro-
cedures that low-income families could employ to avoid,
or solve, consumer problems. Welfare, Public Health,
and Mental Health representatives suggested avenues the
Aides might use to obtain various types of assistance
for the families with whom they were working.

This weekly meeting proved to be imperative for
cohesiveness of the total program. The Aides needed
support and direction in their work.

Assisting with determination of Food Stamp eligibility at the
Welfare Agency.

The Aides, using a form we developed (which was later
adopted by Welfare) , were very well accepted by the
majority of social workers. The Welfare Director
became an enthusiastic booster of our program.
Spanish-speaking people applying for Food Stamps
were gratified to converse in their own language;
English-speaking people were happy to discover the
application process speeded up. The Aides also used
this opportunity to publicize COMPRADORES VIVARACHOS
by chatting informally with the clients and passing
out newsletters.

The Fall Class

A consumer education class
for a group of 20 low- income
homemakers began in the Fall.
All but one of these women were
Spanish-speaking. The class
was held for three hours, one
morning a week, for twelve
weeks. Free babysitting and
transportation were provided; and
cost to the class members. A mot
encourage attendance at each meet
bonus. A plan for spending the b
ticipant, utilizing the informati
reviewed and approved by the Advi
medical bills for over half the c
clothing ranked second.

MONEY MANAGEMENT PROBLEM: Mrs. T
has a family of 7. She has already
qualified for Food Stamps but she
didn't want to have to pay the $80
to get $165 of Stamps. So we tried
to explain to her how it would help
her in the long run in making sure
they had enough to eat all month.

all materials were distributed at no
ivational incentive was utilized to
ing; this was equivalent to a $50
onus money was prepared by each par-
on learned in class. These plans were
sory Board. The bonus money paid
lass, while the purchasing of family

All phases of the program were held at the Volunteer's Clearing
House. The Director and a staff member who served on the Advisory

112

Comparison shopping for groceries by the Consumer Education Aides and a
Teacher-Coordinator. (1. to r. : Mrs. Janet Reider, Mrs. Bernice
Sanchez, Mrs. Pat Manzanares, Mrs. Adeline Medina)

Comparison shopping for clothing via catalogues by the Consumer Educa-
tion Aides and a Teacher-Coordinator. (1. to r. : Miss Francie Bosche,
Mrs. Barbara Martinez, Mrs. Elvira Rodriguez)

113

Board emphasized the benefits the Clearing House received as a direct
result of Compradores Vivarachos- -expanded outreach and enhanced pro-
grams were specifically mentioned.

Classes were organized on an informal basis to facilitate estab-
lishment of good rapport, with chairs and tables in a square or circular
arrangement. A coffee break featuring "goodies" prepared from Master
Mix encouraged sociability among these women, who generally related only
to relatives or close friends. Activities varied, but roughly followed
the pattern established, and the topics covered in the summer training
of the Aides. The most popular class experiences included:

Field trips
Class discussions

Comparison shopping
Guest speakers

Inviting guest speakers provided these low-income homemakers a chance
to converse with a vice-president of a bank and the manager of the
Credit Bureau. All participants in these experiences developed an
awareness of the other person's point of view.

SALESMAN PROBLEM: A representative of a frozen food company
came over to explain this program. It sounded very interest-
ing to my husband myself. But when my husband asked to see a
contract, this man wanted to get my husband's signature
before he looked it over. The contract said something about
buying the freezer which we were told they would lend us.
We told him that we were not going to buy a freezer from him
or anybody else. He told us that the contract was old and
they hadn't gotten around to having new ones made. He went
on to say that we were not signing to buy a freezer, just
the products. But we would not sign any papers and after
three hours trying to talk us into signing, he told us he
would bring the manager over the next day to verify every-
thing he had told us was true. He did, but he wouldn't
change the contract either so we didn't sign.

Evaluation

Since being a consumer is a life-long role, this group expressed
an interest in the continuation of the program. When the Volunteer's
Clearing House offered to conduct monthly meetings for the group on a
self -directive basis, nearly all of the women indicated they would
participate. They enjoy getting together, both to learn and to
socialize.

One half the class desires employment, but they have little to
offer the present job market which requires a high school diploma and
work experience. There is an urgent need for employment training.
Locally, classes in home economics related jobs would be practical.

114

Four of the six Aides were able, however, to improve their employ-
ment position as a direct result of COMPRADORES VIVARACHOS. The chart
below gives data about these Aides. Two, who were unemployed before
the program, remained unemployed, and eventually dropped out of the
project.

Aide

Before Program

After Program

A
B
C

Unemployed

Unemployed,
Disability Pension

Cleaning Woman

Part-time Welfare Homemaker

Part-time Headstart Coordinator

Part-time Recruiter for the
Volunteer's Clearing House

Part-time School Aide (Tentative)

The members of the class
averaged 7.5 years of education,
but performed at a fourth-grade
level in vocabulary, comprehen-
sion and writing. This would
indicate a need to incorporate
Basic Education into future
consumer education or employ-
ment programs.

The newsletter was well-
accepted and will be continued.
(A sample page from a newsletter,
based on personal experiences of
one of the Aides, and written by
her, is found on page 116.)

In Conclusion

; CREDIT PROBLEM: Mrs. U had a problem
with a furniture store. She bought a
refrigerator and this refrigerator
only last about 8 months. By the
time it quit working, she call them
to come and fix it, because she had a
guarantee on this contract . So they
fix it. In a month later the same
refrigerator had broke again. So she
call the company and told them about
the refrigerator had broke again so
they took it and never bring back.
But they had another account with
them for a washer. And they turn
this account to the Credit Bureau.
Now they're paying this account and
no refrigerator.

Home economists should accept the challenge to join the fight
against poverty. An open mind, the willingness to learn and to work,
and an interest in all types of people and their needs are the major
requirements .

Note: A tape recording and colored slide presentation about Compradores
Vivarachos is available from Dr. Mary Helen Haas, Home Economics
Education, Colorado State University, Fort Collins, Colorado.

115

COMPRADORES VIVARACHOS

TIPS ON TIME PAYMENT PROBLEMS

Have you ever had trouble with a store that
is going to take your furniture or appliances
away because you've missed your payments? If
you have, then go and talk to the manager and
explain why you haven't made your payments.
If they are still going to repossess, then let
them know that they must bring a court order
before you'll let them take back the things.
If it is a reasonable store they may work
something out rather than getting a court
order. In some cases they may welt for their
money til you're able to pay or if it is too
much they may refinance it so you may keep
your things and continue to make payments.
It '8 going to cost you a little more with
refinancing, but if you can pay for the furn-
iture or appliances before the time limit you
will get some of the interest you've paid back

TIPS ON UTILITIES

1. For lights, if un-
able to pay, go talk to
them and let them know
when you can pay your
bill. If they are shut
off, you will be billed
an extra $5 to have
them turned on again.

2. On gas, if unable
to pay and they are
going to shut it off,
ask for a time exten-
sion note. On this
note, you get time to
pay it on the date
you feel you can pay.

TIPS ON USING CREDIT

Credit is a good thing to have, but
just like your personal possession, it
needs care. Buy on credit only when
you can't pay cash and only when you're
sure you can afford it. It's nice to
have things in your home that look good
or a good car, but if you can't continue
your payments, then don'*t buy it." If
you do get credit and something happens
that you didn't count on, like losing a
job or an unexpected illness and you can't
continue paying for it, go in and let the
people know the situation. In most cases
they will wait but if they don't, then

you also have rights to protect as
well as your credit rating. Before
repossession, ask for a court order
and for a percentage of your money
back. But just because these are
your rights to protect on credit,
don't take advantage of them became
your credit will be harder to get
next time around. Be sure to read
all contracts carefully; that all
blanks are filled in; and that you
understand it before signing. Credit
is good, but use it wisely. Also
remember that by paying cash, the
things you want will cost less.

Newsletter items prepared by a Consumer Education Aide

116

LIST OF MATERIALS USED IN COMPRADORES VIVARACHOS

BASIC 4, Dairy Council, Chicago, Illinois 60606. Small charge for
chart and leaflets written in Spanish and English.

COMPARISON SHOPPER, Division of Markets, Colorado Department of Agri-
culture, 1525 Sherman Street, Denver, Colorado 80203. Pay postage
only.

CONSUMER EDUCATION SERIES BOOKS, Xerox, 600 Madison Avenue, New York,
New York 10022. Programmed learning. About $15.

CONSUMER EDUCATION SLIDES, Office of Consumer Affairs, Room 503,
1575 Sherman, Denver, Colorado 80203. Free loan.

ILLINOIS TEACHER OF HOME ECONOMICS, Consumer Education for Disadvantaged
Adults,4 Vol. XI, No. 1, Fall 1967-68, 342 College of Education,
University of Illinois, Urbana, Illinois 61801.

J. C. PENNEY CO. FILMSTRIPS: THE CONSUMER DECIDES, TLC FOR TEXTILES,
CREDIT, A CONSUMER RESOURCE. Free loan.

LIFE INSURANCE INSTITUTE FILMSTRIPS: OUR ROLE AS CONSUMERS, CONSUMERS
IN THE MARKET PLACE, CONSUMERS IN ACTION, c/o Association-Sterling
Films, 600 Grand Avenue, Ridgefield, New Jersey 07657. $10.

MONEY MANAGEMENT INSTITUTE FILMSTRIPS AND LIBRARY, Prudential Plaza,
Chicago, Illinois 60601. Approximately $10.

TEACHING CONSUMER EDUCATION, Changing Times Education Service,
Kiplinger Washington Education Inc.

SPEAKERS FROM: Bank Nutrition Aides, Extension Program

Carpet Dealer Public Health Department

Credit Bureau State Employment Office

Low-Cost Housing Inc. Telephone Company

Insurance Agency Welfare Agency
Mental Health Agency

FIELD TRIPS TO: Appliance Store Grocery Stores

Auto Dealer Mobile Homes

Clothing Stores Modular Homes

4An Aide and her husband together read through the skits in this
issue. They readily identified with the situations portrayed and said
they were "true-to-life."

117

PROBLEMS AND TRENDS FOR TEACHER COGITATION

Graduate students in a Fall 1970 class were asked to look
at some problems of everyday living as they saw them cur-
rently, or could project into the future. Some of their
observations s with implications for home economics, are
presented below.

SINGLE YOUNG ADULTS

Nancy Meisenheimer

Graduate Student

University of Illinois

Urbana-Champaign

In the past several decades many changes have occurred in the
structure and functions of the American Family. One increasingly more
common type of family unit is that of the single young adult living
alone or with peers in a large metropolitan area. Among the factors
influencing this type of family are: (1) the generation gap moving
children away from family homes; (2) the trend toward multiple dwell-
ing units creating suitable living accommodations for one person; and
(3) the pull of the exciting swinging singles life drawing the recent
graduate away from family dependence and into his own home.

What does this trend of independent family living mean to home
economics? A new concept of homemaking needs to be created. Most home
economics course work has been geared toward the traditional family
unit; we plan and prepare meals for the family, talk about budgets for
families of 4-6, and arrange furniture in houses. Rarely do we focus
attention on furnishing one-room apartments or how to shop for one in
a supermarket which is featuring family sizes in all its packaging.

Since a large number of students will be playing this type of
homemaker-wage earner role while single, preparation for this should
be in the curriculum. Also a larger segment of the student body needs
to be reached. Not all homemaker-wage earners are women, the single
man needs this education as well as the woman.

Diet. --The first of the daily problems facing the young adult is
what to eat. Since instinct is not a reliable guide for food choices,
how to select an adequate diet needs to be learned. Lacking any knowl-
edge of what should be eaten, the diet all too often consists of
hamburgers, beer and pizza. Even some who know what should be eaten
regard proper nutrition as a family function. One young person, who
dined exclusively on peanut butter and jelly and bologna sandwiches,
rationalized, "When I get married, I'll start serving other things."
What happens to this girl's health while she is looking for a husband?
It seems that redirection of attitudes is also needed.

Food Buying. — Young adults can be taught what to eat in menu pat-
terns which include the favorite foods as well as adequate nutrition.

118

The next problem is selecting food in the supermarket. This is an area
where consumer education can help save time and money by covering such
aspects as price per quantity, judging quality, and the pros and cons
of convenience foods (t.v. dinners constitute the entire diet for far
too many). We also need to encourage more variety in package sizes.
It is very discouraging to have to buy ten pears or apples in order to
get one.

Food Preparation. --Another major problem for the young single
person, especially males, is that of food preparation. Many men dine
in restaurants every night because they simply do not know how to cook.
Even the very basics learned at the junior high level would provide
positive encouragement later. Recipes geared for families of six are
also a cause of frustration for the beginning cook.

Budgeting. --Food is just one of the problems encountered while
almost every one in this group faces some form of budgeting conflicts.
Often there is money to spend on luxuries. Advertising agencies
realize this and gear many of their promotions to the single market.
Because of a strong tendency to maintain the pace of the peer group,
many spending problems arise. Many young singles have no concept of
budgeting and just spend until it is gone, which is often in the
middle of the month. A young person who spends one half her salary
for rent for a full year before she realizes a mistake needs some
realistic practice and guidance in handling money as does every young
adult. A simplified personal finance course can be taught in high
school as well as in college. Students need to realize that budgets
are not for families alone.

Credit. --Consumer education must also deal with the implications
of credit spending. It is very easy to go overboard without even
understanding the credit terms or the actual interest rates. Experi-
ence may be the best teacher but it is often painfully expensive. The
single person is frequently the victim of promotional gimmicks such as
the five-year magazine subscriptions for just pennies a week (pennies
a week, which may amount to $125) . And the single girl is often prey
for a variety of housewares salesmen. In most of these situations some
forewarning can save money.

Courses in bachelor living for girls and for boys seem a must for
up-to-date homemaking curriculums.

119

MINI-VACATIONS IN AMERICAN LIFE

Norma Schira
EPDA Fellow in Vocational and Technical Education
University of Illinois, Urbana-Champaign

The year 1971 may well be the year of blossoming mini-vacations
as the "Monday Holiday" law goes into effect. This law, intended for
U.S. Government employees, has already been adopted by many states, and
will standardize many of the legal and national holidays. The "Monday
Holiday" law sets up specific days for the holidays rather than the
usual calendar dates. Following the pattern for Labor Day, the first
Monday in September, other holidays have been rearranged to create five
three-day weekends in 1971. Adding to this Christmas, New Year's Day, and
the 4th of July, you have a total of eight long weekends, not including
the "floating holidays" and the extra days given by many employers. The
new holiday dates are: February 22, Washington's Birthday, third Monday
in February; May 30, Memorial Day, last Monday in May; October 12,
Columbus Day, second Monday in October; November 11, Veterans Day,
fourth Monday in October.

For many years, holiday celebrations have created problems in
business and industry as mid-week breaks affected productivity. With
the standardization, it is hoped that this curtailment of production
can be reduced. But what effects will the "Monday Holiday" have on
our way of life?

The economy, of course, will be affected. The increased leisure
will bring about an increase in travel, sports activities, do-it-yourself
activities and many others. People will be taking advantage of this
extra time. What you would do in two days, you can do more of, and
better, in three.

The leisure time industry and the service industries involved with
them will also benefit from these mini-vacations. As more people take
advantage of the time for leisure activities, the employment picture in
both these industries will increase.

Implications for Curriculum in Home Economics. --Increases in
employment opportunities mentioned above can mean increases in oppor-
tunities for home economics related occupations. Home economists must
be creative in thinking of new job outlets for home economics knowledge
and skills.

Alterations in family living patterns resulting from these Monday
holidays (as well as the potential ten-hour four-day work week) may
further condition traditional times for carrying out household tasks.
Are home economists helping young people see ways to be flexible in
managing the work of the home? To see ways to use automated equipment,
convenience foods, and community services to good advantage? To plan
household work so that family members are free for other pursuits at
holiday times? Does homemaking seem more or less difficult with changes
in work schedules?

120

Family living patterns for recreation and leisure may be altered
in a very different way. If more family members are employed in service
industries connected with leisure time pursuits, work schedules may be
such that family groups cannot have holidays together. Family together-
ness, in the physical sense, may not be as possible for some families as
for others. For some, however, problems may arise about what to do with
free time on their hands. In our work-oriented society, planning for
leisure may be a task for which some people are unprepared.

Education for Lei sure. --Leisure time, as defined by the dictionary
is "freedom from time-consuming work or duties. Time not spent in com-
pulsory activity." What does this mean? Are we just to sit around and
do nothing? There must be preparation to make use of leisure time.
Home economics seems to be an ideal area for including education for
leisure. The area of Consumer Education has been described as choices
or decisions in the use of all resources. Is not leisure time a resource?
Education or preparation for leisure should include: changes in attitudes
about leisure time; ways or means to use it with satisfaction; meaningful
use of time; and decisions about leisure time use as well as the con-
sequences of such choices. Yes, home economics can make a distinct
contribution.

POVERTY AND AFFLUENCE

Lois T. Mitchell
Extension Adviser
Rock Island County, Illinois

EXISTENCE OF POVERTY SIDE BY SIDE WITH CONSIDERABLE AFFLUENCE?
Yes, society is a complex puzzle! For some, changing social conditions
mean eating more foods away from home, using more convenience foods--
or--learning a creative way of leisure! For some, social conditions
mean hunger--side by side with considerable affluence! How can the
country be overnourished and undernourished at the same time? Margaret
Mead has written, "It was hard for the average American to believe that
while he struggled, and paid, so as not to be overnourished, other
people, several millions, right in this country, were hungry and near
starvation. The gross contradiction was too great. Furthermore, those
who think of their country as parental and caring find it hard to admit
that this parental figure is starving their brothers and sisters" [1] .
Even though the income of many American families climbs to a new high
each year, millions of Americans are still poor.

A Challenge to Home Economics. --Earl J. McGrath says, "No documenta-
tion is needed to justify the statement that the causes of the present
turbulent disturbances lie in the conditions of life among the under-
privileged, the minority groups, the under-educated, the inadequately
housed and fed, and to a large extent those who live in the center city."
Mr. McGrath further explains that his purpose in alluding to these matters
is to state unequivocably that the projects undertaken to improve
the conditions of life in the urban centers ought to involve those pre-
pared in the field of home economics. "Typically," he says," they will

121

have to assume this role in association with other members of a team
drawn from other professions, such as health and social welfare" [2] .

Suggested Solutions.--A personal, direct approach is suggested by-
Mary Egan. "Each of us must take steps to become better informed about
what is going on. We must assume the initiative in telling others who
we are, how we think and feel about current issues affecting home and
family life, and what we can do or what we have to offer. . . . Find
out about new programs in our own communities such as Model Cities. . . .
Unless home economists and their organizations do more of these kinds of
things, they may find themselves on the outside looking in rather than
on the inside, participating as dynamic and contributing members of the
professional team" [3] .

Yet, in the past, how have we home economists told others who we
are? Have we not been much more apt to be asked- -"How do you like the
new method of zipper application?"--or--"You surely have that yummy new
recipe for caramel chocolate cake, don't you?" . . . rather than- -"What
do you think are the strengths and weaknesses of the Food Stamp Plan?"
--or--. . . "What do you think are consumer problems of the Spanish-
speaking community?"

Miss Egan also suggests that the number and complexity of social
issues affecting individuals and families often require a team approach
in order to solve them, and home economists must learn to function as
team members in today's programs. Other writers are more emphatic about
"the team approach" of home economists serving a community. Margaret I.
Liston, Chairman of the 1970 IHEA Research Section states, "We home
economists must lead out in more adequate discussion and active coopera-
tion with relevant disciplines, both within and outside of home economics
[4] . Bennetta B. Washington, in writing for the Bulletin of the National
Association of Secondary -School Principals in 1965, says, "Our total pro-
grams for children must be so coordinated and articulated that relevant
agencies in the community--schools--employment services, housing, health
facilities, and social welfare services--do not lose sight of our common
target--the lifting of the educational, economic, and social status of
victims of poverty. In developing educational programs, educators,
psychologists, health and housing experts, and social workers must plan
and work together" [5] . Mary Lee Hunt and Margaret Alexander state in
1969, "New approaches and new relationships are being established
between the home economics departments in the schools and agencies and
organizations in the community, particularly to reach adults and families
in depressed areas" [6] . Rita Youmans realistically poses some questions
about home economists on teams. "How does the home economist become
accepted as a significant member of the team of professionals working
toward urban family well-being when thus far only a limited number of
social agencies have included home economists? Is there a stereotype
of the home economist that masks the value of our contribution? How
can we combat a stereotype?" [7] .

In the opinion of this writer, there is a stereotype of the Extension
Home Economist — as well as the school-based home economics educator--that
masks the value of their contribution. The Extension Home Economist has
been busily "pumping away at her own station"--servicing Homemaker

122

Extension Units and 4-H Clubs. A year-around, rigidly planned "Program
of Events" for this busy person can prevent her potential contribution
as a team member in the community structure. The school -based home
economics educator may have been inhibited by the four walls of her
classroom—involved in her own class routine and own expertise. The
inflexible hours of a classroom educator may prevent her from entering
a team in the community structure. Many times, classroom educators
form their own sub-culture, oblivious to the existence of any other
community structure serving similar needs.

The Expanded Nutrition Program, launched in January, 1969, meant
increased federal funding and a mandate for the Extension Home
Economist to shift gears, adapt program and teaching methods, and reach
new audiences! The opportunity to be a "teacher of teachers" for twenty-
one indigenous Program Assistants has helped this Extension Home Econo-
mist to combat a stereotype. This additional assignment necessitated a
reassessment of my total role as the County Extension Adviser in Home
Economics — learning to define new roles, learning to move over for a
creative blend of the professional and subprofessional— learning not to
do what others can do, but helping to teach and organize and systemize
so that others can take over.

The Vocational Education Amendments of 1968 now "opens the door"
for the school-based home economics educator to combat the stereotype-
to enter, first of all, into a new cooperative relationship with the
other expertise of Vocational Education, her school-based co-workers—
and then into team membership in the community structure striving to
increase relevancy to social problems.

Yes, society is a complex puzzle! There is the existence of
poverty side by side with considerable affluence in the United States
in 1970. But I believe that the educational, economic, and social
status of the poor family can be lifted- -and that all citizens can be
made to hear and believe what is happening. ... I believe that this
existence of poverty side by side with affluence must influence home
economics. Legislative appropriations of the late sixties have provided
the legal framework --and mandate- -for home economists to determine who
wer are— to articulate who we are— to demonstrate what we can do which
is relevant to family life and social problems— to develop new coopera-
tive relationships with other agencies concerned with the quality of
American life. Perhaps, for some, this aggression will not be as com-
fortable as the "antique collection— holiday decoration— petits fours-
syndrome". . . but may there be many more relevant guest nights for high
school seniors who will be professional home economists! . . . To be
an effective home economics educator is not for the meek or faint
hearted!

References

1. Mead, Margaret. "Changing Significance of Food." Journal of Nutri-
tion Education, 2(1):17-19, Summer, 1970.

2. McGrath, Earl J. "The Imperatives of Change for Home Economics."
Journal of Home Economics^ 60(7) :505-514, September, 1968.

123

3. Egan, Mary C. "To Serve Is To Know." Journal of Home Economics,
61(1): 13-16, January, 1969.

4. Liston, Margaret I. "Human Environment --What is Your Commitment?"
Journal of Home Economics, 62(4) :227-228, April, 1970.

5. Washington, Bennetta B. "Marshalling Our Resources," The Bulletin
of the National Association of Secondary -School Principals,
49(301) :79-88, May, 1965.

6. Hunt, Mary Lee and Margaret Alexander. "New Challenges for Home
Economics Educators." Journal of Home Economics, 61 (10) :771-775,
December, 1969.

7. Youmans, Rita L. "Inner City Experiences—Chicago, Illinois, An
Enriching Experience." Journal of Home Economics, 61 (5) :339-341,
May, 1969.

SOCIAL TRENDS IN FOOD CONSUMPTION

Maurice Ansolabehere
EDPA Fellow in Vocational and Technical Education
University of Illinois, Urbana-Champaign

American eating habits have been gradually deterioriating, suc-
cumbing to the rush, rush pressures of today's world. Many people in
our society are caught in the brown-bag, grab a snack, or get-a-quick-
bite-at-the-drive-in mode of existence. Breaking the fast of night too
often consists of a cup of coffee with a possible greasy donut devoured
on the run or after one arrives at work. Nutrition is postponed until
lunch, when tensions present then may interfere with satiating one's
needs.

The lunch "hour" seems to be getting shorter and shorter in
industry as well as in our educational institutions. Unfortunately the
school lunch programs present a very poor social image. The nutritional
values may be there (if you purchase a Class A lunch) but the lining
up, herding along, serving of the same bland food in measured amounts
irrespective of need, and group-seating for the convenience of teachers
on patrol is a pretty dismal picture.

Evening meals in many homes have ceased to be a social gathering
or to serve as a communion of those who should have the most intimate
concern for each other's personal enrichment. The hasty, seldom savored
meal devoid of companionship is gobbled down or skipped to enable dad to
bowl, son to support his favorite football team and mom to derive ful-
fillment from her crusade meeting.

This breakdown in eating habits has probably contributed to a
general decline in the nutritional value of the meals we are consuming
in this "land of plenty." Because we are now living in an era when

124

food has become available in such abundance, quality and variety,
decisions of nutritive value and personal requirement have become
increasingly important whether on a limited or affluent budget.

Impl i cations. --These social trends in food consumption imply two
immediate actions by those in home economics. First, education should
be directed toward the improvement of dietary practices for all young
men and women in realistic ways, enabling them to establish a proper
nutritional intake suitable to their individual situations. Skills
must be developed in discerning dollar versus nutritional value. Health
aspects must be brought to the fore and discussed in relation to one's
vocational adequacy.

The second directive should be the development of proper attitudes
in the consumption of food. Much has been lost in this society in the
deterioration of the social art of eating. The enjoyment of socializa-
tion and cultural extension at meals must be explored by these young
people. Efforts should be made in the schools themselves to break down
the process of mass institutionalized feeding into a more personalized
event. Today's technological society has provided us with more abundance,
quality, and variety than ever before. It is now up to us to make skill-
ful and knowledgeable use of these assets.

FOODS OF THE FUTURE

Grace Bowers

Graduate Student

University of Illinois

and Instructor
Illinois State University

Five trends in food merchandizing and consumption are examined for
implications for the teaching of home economics.

Greater variety of pre-processed and ready-to-serve convenience
foods on sale. In the next 10 years, with more discretionary income
available to consumers, the housewives resistance to kitchen drudgery
will increase. Convenience foods will seize an even bigger market.

Implications for home economics curriculum? The use of convenience
foods increased more rapidly in low-income households than high-income
ones. The reasons for popularity in low-income families are the impact
of advertising and selections made by working mother who has little time
for food preparation. In order for adequate diets of convenience foods
to be purchased on limited budgets, consumer education must be available
to help low-income families plan their spending, compute prices, inspect
purchase, and deal with reliable stores.

Portion controlled foods will he available with, weights^ nutritional
content, calorie counts listed on the labels to help consumers.

Implications for home economics curriculum? More and more working

125

mothers have less time to prepare the traditional family meal or "please-
pass-the-seconds" dinners. Convenience foods such as portion-controlled
items limit quantity and encourage before or late evening snacking. As
meal patterns disappear, the distinction between "food" and "snack" may
become meaningless. The steady diet of snacks could reduce nutritional
variety furnished by the basic four food groups.

Home economists must provide consumer education for boys and girls
in earlier years as this is the time when children begin learning buying
habits--good or bad. Emphasis on evaluating television advertising
should be included as this media is directed to youth. This means adult
education programs for mothers and fathers, and education or exposure in
primary grades and kindergarten. The information needed is nutrition
information and guidelines for selection of products.

"Designer foods" will feature higher nutritional levels as well as
convenience. Foods will be developed to reduce obesity, cholesterol ,
dental cavities, etc.

Implications for home economics curriculum? The USDA findings are
that millions of us in all income brackets have nutritional deficiencies.
More emphasis must be placed in our curriculum on "designed foods" to
meet nutritional deficiencies rather than fad diets. Less emphasis
should be placed perhaps on processing and "made from scratch" items.
Home economists as educators have a professional obligation to partici-
pate in community speaking engagements when given the opportunity. Also,
workshops, adult classes, classroom experiences, use or resource
specialists are ways of providing information for educating the public.

Persons of higher educational attainment tend to more readily
accept new products which break from traditional food patterns.

Implications for home economics curriculum? Eventually, many food
technologists predict, fabricated foods will become well accepted by
the public. We may move entirely from identification with natural
foods. Snacks and convenience foods may not be considered traditional
foods. As America is moving toward a snacking existence, we must expose
and educate our children to try to eat a variety of foods.

Home economists must emphasize through their contacts with parents
the importance of facing the problem early and giving infants a broad
variety of foods. Home economists should encourage earlier exposure to
a variety of foods in the kindergarten and primary grades.

The housewife finds that she is little more than a short-order
cook for the family as the traditional dining room table is bypassed.
The traditional breakfast that is eaten at home is being challenged by
the pleasant substitute and fringe benefit of the office and factory
coffee break consisting of juice, coffee, and pastries.

Implication of home economics curriculum? The mother will prob-
ably teach the daughter to prepare food as she does. The trend now and
in the future indicates food preparation on a piecemeal basis rather
than systematically as a full meal. Even more demand may be placed on

126

labor-saving kitchen appliances. Perhaps this is an indication that
more emphasis be placed on piecemeal food preparation in the home
economics curriculum. Emphasis must also be placed on principles of
operating equipment rather than choosing among equipment. As the
American family becomes more mobile they will have to adapt them-
selves to fit "unchangeables" in their various homes.

As previously indicated we want and are clearly willing to pay for
the novelty, the variety, the convenience- -and any extras in health and
beauty. The need for sound nutritional understanding by the consumer
is vital today. Home economists have the opportunity to meet this
challenge.

References

Breeling, James L. "Are We Snacking Our Way to Malnutrition." Today's
Health, 48:48-51, January, 1970.

East, Marjorie. "Family Life by the Year 2,000." Journal of Home
Economics, 62:24, January, 1970.

Hicks, Clifford B. "Eat!" Today's Health, 48:50, February, 1970.

Lindberg, Peter. "Family Money Management." Better Homes and Gardens,
48:46, April, 1970.

Maddox, Gaynor. "The Wise Snack--No Nutritional Joke." Today's Health,
48:61, March, 1970.

Ogilvy, David. "The Great Rush for New Products." Time, 94:92,
October 24, 1969.

Wilson, Jane S. "The Concerned Consumer." Better Homes and Gardens,
48:46, April, 1970.

127

SOME CURRICULUM IDEAS FOR THE 70' s

Mary Mather and Graduate Students

Graduate students studying problems and trends in Home Economics
Education and concerned about relevance, organized plans with a variety
of approaches for the study of home economics. One problem, which was
believed to need urgent attention was presented as follows:

THE PRESENT PLAN FOR HOME ECONOMICS

Foods and Homemaking 1

Clothing and Homemaking 1

Foods and Homemaking 2

Clothing and Homemaking 2

Foods and Homemaking 3 and 4

Clothing and Homemaking 3 and 4

Home and Family Living
(one semester elective)

THE SITUATION

A new three-year high school in
a metropolitan district, 37%
white, 63% minority groups.

Unemployment rate three times the
average of the total metropolitan
area.

Many common-law marriages.

Large number of one-parent
families.

Average length of residence in
local district 13 months.

Typical problems of youth include
responsibility for the care
of young children and many
homemaking responsibilities.

family problems relating to
unemployment, low economic
capacity, divorce, desertion,
malnutrition, sanitation and
lack of employment skills.

little or no information
about healthful child-
rearing practices.

inability to relate to peer
groups, family and community.

lack of tools for personal
health, sanitation, groom-
ing, or desire to develop
creative talents.

It was felt that the majority of students in this school district
had problems which demanded an alternative to a traditional program as
outlined above. It was recognized, however, that there are many students
in the district with middle- class values and aspirations. Both types of

128

students are considered in the program which follows.1

Six one-semester elective courses are planned. These are open to
all students, boys as well as girls. Other courses are for 12th-grade
students only.

FOOD AND NUTRITION

Course Description

Basic Generalization

General Course
Objective:

In this course the student develops skills in
preparing and serving nutritional meals. The
following units of instruction are included:
Nutrition and You, Meal Planning and Preparation,
Convenience Foods, Vegetable, Meat and Poultry
Selection and Preparation, Frozen Foods, Stretch-
ing the Grocery Dollar.

Although a competent manager can reduce the
amount of money spent on food, care must be taken
to provide adequate nutrition and culturally ac-
cepted variety in the home menu.

The student will be able to plan a balanced
family diet, select meats and food products and
develop the ability to prepare several varieties
of nutritious meals.

Rationale:

This course was selected because (1) many families
in this local school district do not prepare
nutritious family meals and (2) a large percent-
age of the incomes in this area is spent on
groceries. Meal planning and grocery shopping
techniques can help improve the standard of
living.

ENTERTAINING WITH CREATIVE FOODS

Prerequisite: Food and Nutrition

Course Description:

Basic Generalization

This course w
niques in sel
entertainment
the following
and Preparing
Food, Baking
door Cooking,
Cultural, Rac
Food Preparat

ill help the student develop tech-

ecting and preparing food for
and special occasions. It contains
units of instruction: Planning
Party Snacks, Entertaining with

Pastries, Preparing Desserts, Out-
Appreciation of Foreign Cooking,

ial and Religious Influences on

ion.

The serving of food is a non-verbal form of com-
munication of friendship, love, indifference and
other emotional feelings.

^lans developed by William Lundell, EPDA Fellow in Vocational
Technical Education, University of Illinois, Urbana-Champaign.

129

General Course
Objective:

The student will demonstrate skill in preparing
and serving foods for entertainment and foreign
foods characteristic of the several nationalities
in the local school district.

Rationale:

THE FAMILY

Course Description:

Basic Generalization

General Course
Objective:

Rationale:

This course was selected because (1) students in
this area have rarely been exposed to entertain-
ing with food and (2) since this is a culturally
and racially diverse school district, an under-
standing of other peoples' food and eating habits
will help develop greater community harmony.

This is a course in preparation for marriage and
family living. It contains the following units
of instruction: You, The Family and the World,
Psychological Aspects of the Home Atmosphere,
Child Care, Looking Toward Marriage, Dating and
Courtship, Economics and Marriage, Managing the
Family Income to Reduce Tension.

The individual family member's interpretation of
his role and what affects it, and the roles of
other members of the family and what affects
them, influence the individual's interaction
within the family.

The student will be able to explain his relation-
ship to the family and community and will demon-
strate an understanding of the key psychological,
social and economic factors in family living.

This course was selected because (1) students in
this local school district have a difficult time
adjusting to our society and (2) a large percent-
age come from homes with severe psychological,
social and economic problems.

DECISIONS FOR CONTEMPORARY LIVING

Course Description

This course helps the student learn how to make
decisions in regard to housing. It contains the
following units of instruction: Interior Decorat-
ing, Fabric Selection, Furniture Selection and
Financing, Color Harmony, Renting, Transportation
and Home Location, Housing and Design, House
Financing, Home Operating Costs.

Generalization:

Choosing, furnishing and equipping a place to
live manifests the individual's values and should
serve as a means of modifying his environment to
meet his physical, psychological and social needs,

130

General Course
Objective:

Rationale

The student will develop some criteria for making
decisions about selecting housing and, given a
budget, will be able to decorate and furnish a
specified size house or other dwelling unit.

This course was selected because (1) most
families in disadvantaged areas do not realize
that better housing can often be found in other
areas of the city with a smaller rent payment and
(2) because of the lack of economic buying power,
students in this local school district are
especially in need of skills in contemporary
living.

CONSUMER BUYING

Course Description:

Generalization

General Course
Objective:

Rationale:

This course helps the student develop skills in
becoming a better consumer by obtaining better
products and services from his dollar. This
course contains the following units of instruc-
tion: Marketing Procedures, Shopping and Adver-
tising, Understanding Weights, Measures, Grades
and Labels, Shopping for Quality and Value,
Comparative Shopping, Preparing Family Budgets,
Nutrition and the Grocery List.

Individual and family choices tend to influence
or be influenced by marketing conditions and
practices. The informed consumer can obtain a
greater value for the dollar spent.

The student will develop skill in understanding
marketing methods and be able to explain the
reasons for consumer choices in terms of economy
and values for given situations.

This course was selected because (1) many students
from disadvantaged areas do not realize how they
can obtain more from their dollar and (2) many
students rely basically on advertising as their
shopping guide.

BUYING AND MAKING CLOTHES (open to girls)

Course Description:

This course helps the student develop an apprecia-
tion for clothing, skills in selection and con-
struction. It contains the following units of
instruction: Planning a Wardrobe, Trends and
Fashions, To Buy or Construct, Spending and
Resources, Textiles, Handling Special Fabrics,
Effects of Special Finishes, Clothing Construc-
tion Techniques.

131

Generalization

General Course
Objective:

Rationale:

A student is often more readily acceptable in a
particular role if he conforms to the group's
clothing expectation of that role.

The student will plan her own wardrobe based on
current fashion and individual needs and will
demonstrate skill in material and style selection
in the construction of at least one garment.

Selected because (1) girls in this local school
district have little parental guidance in planning
and obtaining a wardrobe and (2) skills in cloth-
ing construction can help students be better
dressed at a smaller cost. This will help in
peer approval .

PLANNING, PURCHASING AND PREPARING FOOD

(an elective, one semester course open to all 12th grade students-
offered first semester)

Course Description

Generalization

General Course
Objective:

Rationale:

This course helps the student develop skills in
planning, purchasing and preparing foods for the
small business and for home consumption. The
following units of instruction are included:
Preparation for Work in the Food Industry,
Nutrition in Food Planning, Value and Food
Purchasing, Creative Cooking and Serving,
Occupational Opportunities in the Food Services.

Students who intend to be employed in the food
services or become homemakers should know the
fundamentals of planning, purchasing and prepar-
ing food as well as the occupational opportunities
and requirements in the food service area.

The student will be able to plan, prepare and
serve nutritional meals for the family and
develop skills in the handling of food that are
acceptable for employment in the food service
industry.

This course was selected because (1) many students
in this local school district come from homes
where nutritious meals and food handling are
very poor and improper planning and purchasing
are the general rule. (2) Job opportunities in
the adjacent business district are plentiful.

Home Economics for 12th Grade Students

The following courses are for 12th grade students only. They con-
tain a strong emphasis on Vocational Home Economics for employment.

132

Although any 12th grade student is eligible to enroll, priority will be
given to those students enrolled in the Cooperative Home Economics
Training Program. Students enrolled in the Cooperative Home Economics
Training Program must be enrolled in a Home Economics Course related to
their employment.

A typical program for a student enrolled in the Cooperative Train-
ing Program and employed in the food service industry would be:

Semester I

Communication Skills

Modern Problems

Planning, Purchasing and Preparing Food

On-the-Job Training

Semester II

Communication Skills

Sociology

Quantity Food Preparation and Serving

On-the-Job Training

QUANTITY FOOD PREPARATION AND SERVING

(an elective, one semester course open to all 12th grade
students- -offered 2nd semester)

Course Description

Generalization

General Course
Objective:

Rationale:

This course helps the student develop skills in
planning, purchasing and preparing foods in large
quantities for institutional or retail consump-
tion. The following units of instruction are
included: Menu Planning, Quantity Purchasing,
Quantity Preparation and Serving, Business and
Cafeteria Management.

Students interested in institutional or retail
food preparation should have experience in plan-
ning and preparing large quantities of food and
should understand the management problems and
occupational opportunities in retail and
industrial consumption.

The student will develop skills in planning,
preparing and serving large quantities of food
that will prepare her for full-time employment.

This course was selected because (1) students in
this school district would rarely have an oppor-
tunity to pay for this type of education in a
private trade institution because of their low
economic ability and (2) many employment oppor-
tunities are available in local businesses for
students with an interest and some skills in
quantity food preparation.

133

CLOTHES AND THE CLOTHING INDUSTRY

(an elective, one semester course open to all 12th grade
students --offered 1st semester)

Course Description:

Generalization :

This course develops basic skills in the selec-
tion, care and construction of clothing and
relates these skills to occupational areas in
the clothing industry. The following units of
instruction are included: Preparation for Work
in the Clothing Industry, Fashions, Textiles and
Clothing, Clothing Services, Clothing Construc-
tion and Repair.

All students who intend to be employed in the
clothing industry should have a knowledge of
textiles and clothing construction as well as
the opportunities and requirements of employ-
ment in the clothing industry.

The student will be able to explain how fashions
and textiles relate to the clothing industry,
and will develop skills in the construction and
repair of clothing. The student will also develop
work habits acceptable to the clothing industry.

This course was selected because (1) students in
the local school district have a need from an
economic standpoint to develop skills in clothing
repair. (2) Properly maintained clothing will
help the student relate to his peer group.
(3) These students need skills to help them
become employable.

ADVANCED CLOTHING TECHNIQUES

(an elective, one semester course open to all 12th grade
students --offered 2nd semester)

General Course
Objective:

Rationale:

Course Description

Generalization

General Course
Objective:

This course helps the student appreciate clothing
production and consumption and includes the fol-
lowing units: Clothing and Culture, Clothing and
Environment, Clothing and Our Economy, Advanced
Clothing Construction, Mass Production.

Students interested in the clothing industry
should know how fashions are influenced by the
social and psychological feelings of people as
well as how fashion relates to clothing construc-
tion and how it affects the economy.

The student will develop the ability to explain
the relationship of clothing to the social,
psychological and economic needs of the community,

134

Rationale:

and will acquire skills in clothing construction
that are acceptable for full-time employment.

This course was selected because (1) the local
school district is located in a manufacturing
area and employment opportunities are available
to students with clothing skills. (2) The
student in this area needs opportunities to
develop talents in fashions, design, color
harmony and manual skills.

CHILD CARE AND CHILD CARE SERVICES

(an elective, one semester course open to all 12th grade
students—offered 1st semester)

Course Description

This course relates child care skills to the
occupational area of child care services and
contains the following units of instruction:
Preparation for Work in Child Care Services,
Child Study, Child Care Occupations, Employer-
Employee Relations, Personal Development in
Relation to Child Care and Child Care Services

Generalization

Many students care for children either in their
home or elsewhere and should understand the
needs of children and the opportunities and
obligations of employees in Child Care Service
area.

General Course
Objective:

Rationale:

The student will acquire knowledge of the prob-
lems related to child care and will develop the
necessary skills required to obtain a full-time
position in the area of Child Care Services.

This course was selected because (1) many
students are responsible for child care because
they live in one-parent homes. (2) The high
degree of unemployment in the local school
district indicates a need for the students to be
prepared for occupational opportunities.

ECONOMICS AND FAMILY LIFE

(an elective, one semester course open to all 12th grade
students—offered 2nd semester)

Course Description

This course helps the student develop skill in
money management and to understand the import-
ance of the wise use of money in family life.
This course contains the following units of
instruction: Marriage and Money, Money-Nutrition
and Family Health, Management of Family Resources,
Understanding Wants and Needs.

135

Generalization: Students in disadvantaged areas often have little

positive exposure to, or experience in, success-
fully solving economic problems in family life.

General Course The learner will develop economic techniques that
Objective: will enable him to attack some of the economic

problems related to home life in low economic

income families.

Rationale: This course was selected because (1) many students

in this local school district are involved in
severe family problems due in part to poor economic
management . (2) The low earning capacity in this
district indicates that the student needs an
alternative to careless and unplanned economic
decisions .

A Career Orientation Curriculum for Grades 7, 8 and 9

A curriculum problem for a junior high school was presented as a
desire to plan something relevant for one school district in a city
with problems very similar to those described in the first situation.
There was a strong feeling for building on the needs of the students
in that one district rather than using a city-wide curriculum pattern
designed for all schools.

The entire curriculum plan is focused on the world of work.
Emphasis will be given to providing 60 selected boys and girls a reason
for staying in school and reaching a desired goal. Students will be
ten girls and ten boys from each of the grades 7, 8, and 9. The cur-
riculum consists of career-orientation English, mathematics, social
studies, and technical practices in home economics and industrial arts.
Technical practices in home economics will include making art and craft
articles to be sold in the Food and Fun Shop, food shopping, quantity
food preparation, and work experiences in the school cafeteria. The
students may continue in the Career Orientation Curriculum through
grade 12--or may elect to change to the regular curriculum at any grade
level. Schedules for these sixty students will be by the modular system,
with integrated lessons being taught by all teachers involved in the
Career Orientation Curriculum.

Certain concepts have been selected to be used as a basis for
planning behavioral objectives and teaching all courses in the Home
Economics Program. These concepts provide a "point of departure" and
a "point of return" for this coordinated curriculum,2 designed to
encompass three purposes of home economics education: education for
family life, education for employment, and pre-professional education.

1. An individual needs to understand himself before he can
understand others .

2. The sense of self grows gradually as the individual
participates in an ever-widening environment.

Planned by Lois Mitchell.

136

3. Individuals seek relationships with others to satisfy
social needs.

4. The family is for the socialization of the child.

5. The family has functions no other institution performs.

6. Values are learned from early and continued experiences
in the family, with peer groups, and in the community.

7. Both boys and girls need family life education because,
in our society, there is no clear definition of which
responsibilities belong to men and which belong to
women.

8. The community provides resources such as libraries, health
services, recreational facilities, highways, police and
fire protection, churches, and schools.

9. There is a reciprocal relationship between the family
and society.

10. The family economy affects and is affected by the larger
community.

11. Decisions about the use of money affect family relationships

12. There is a minimal food budget that must be spent to have
enough food: to grow, to live, to keep healthy and well,

to get energy for work and play.

13. Food is made up of different nutrients needed for growth
and 1 i f e .

14. The way food is handled influences the amount of nutrients
in food, its safety, appearance and taste.

15. There are an increasing number of homemakers who carry two
jobs --that of homemaking and wage earning.

16. Boys and girls need to prepare for the reality of the fact
that most women will work outside the home.

17. Development of skills increases individual and family
resources .

18. Personality and attitudes contribute to employability .

19. Clothing may help the individual relate to himself and
others.

20. There has been an increase in service occupations, both in
private households and outside the home, and many of these
service occupations have a relationship to home economics.

21. Some of the commonalities in the world of work are: social
security, retirement plans, working conditions, labor and
professional organizations, legal aspects of employment,
health and safety in relation to the job.

137

The Courses

Feasibility studies of home economics related occupations in the
community indicate that the greatest employment needs are in the areas
of child care and food service. For this reason, subject matter in the
Home Economics Program will focus on understanding and caring for
children; nutrition for all ages; and skills in food planning, buying,
handling, and preparing.

1. LIVING WITH YOURSELF

One semester course required of grade 7 girls--first semester
Elective for boys--grades 7, 8, or 9

Know yourself! How you look, act, and feel! An individual needs
to understand himself before he can understand others. The course will
include personal grooming and selection of clothes- -communication in
social situations—and selecting foods that have the nutrients needed
for growth and health.

2. LIVING WITH THE FAMILY

One semester course required of grade 7 girls--second semester
Elective for boys--grades 7, 8, or 9

Know your family! What are the roles of the people in your family?
This course will include relating to family members; keeping home and
surroundings attractive, safe, and sanitary; and helping to care for
children.

3. LIVING WITH OTHERS

One semester course- -for girls and boys in grades 8 or 9

Know others! Know your community! . . . Developing qualities for
friendship and employability! Get acquainted with community resources
in the neighborhood: Project Now, Head Start, Cooperative Extension
Expanded Nutrition Program, Supplemental Breakfast and Lunches, Food
Stamps, Family Services, Youth Council, Economic Development Corpora-
tion . . . and more! . . . Understand how these agencies and families
can work together "To Help People To Help Themselves."

4. YOU ARE WHAT YOU EAT!

One semester course- -for girls and boys in grades 8 or 9
Prerequisite: Living With Yourself

What you eat today walks and talks tomorrow! What are the nutrients
you need for growth and health? Food skills will be practiced in prepar-
ing favorite foods of three ethnic groups in our community: Mexican,
Swedish, Southern.

5. PLANNING FOR FAMILY LIFE

One semester course—for girls and boys in grades 8 or 9, taught
by a Home Economics Teacher and Vocational Counselor (male desired)

138

Be prepared! Plan ahead for family life! The roles of men and
women are changing in the United States. There are many women in the
world of work. This course will emphasize choice-making in management:
management of personal funds, buying and care of clothes, buying and
maintaining a car, buying and care of home equipment. What is credit?
What are different kinds of credit? When should credit be used?

6. THE WORLD OF WORK AND HOME ECONOMICS

One semester course--for girls and boys in grades 8 or 9

Opportunity for service! There are many employment opportunities
in the service occupations related to home economics. Get acquainted
with some of these service occupations and the people working in them!
. . . paraprofessionals in the Expanded Nutrition Program of Coopera-
tive Extension, Project Now, Head Start, and Teacher Assistants in the
schools; Day Care Assistants; Food Services in schools, hospitals,
nursing homes, restaurants. What are the salable skills needed for
this employment? One of these may be for you!

7. CARING FOR CHILDREN IN GROUPS

One semester course--for girls and boys in grades 8 and 9
Prerequisite: Living with the Family

Caring for children away from home! With many employed homemakers,
there are more and more facilities for the group care of children.
This course will include ways in which children develop, providing for
needs of children—physical, emotional, play, and safety. Students
will have "not for pay" supervised experience in observing and helping
with group child care at Day Care Centers in the community, Head Start
Centers, and Group Baby Sitting in connection with Adult Education
Classes of the Expanded Nutrition Program.

8. "FOOD AND FUN" SHOP

One semester course — for girls and boys in grades 8 and 9,
limited to 16 students each semester
Prerequisite: Living with Yourself

The "Food and Fun" Shop is a feature at the school. The first six
weeks will be spent in learning skills of food buying, preparation, and
handling. Twenty-four luncheon guests will be served on Tuesdays and
Thursdays, on advance reservation from faculty or community groups.
Planning menus, figuring costs, buying food, preparing food, arranging
an attractive table setting, and serving guests are all part of the
learning experience. A special feature will be the "Arts and Crafts
Shop," featuring the sale of gifts made by students in the Career
Orientation Program.

9. TECHNOLOGY OF HOUSEKEEPING

One semester course- -for girls and boys in grades 8 and 9,

limited to 16 students each semester.

Prerequisites: Living with Yourself and Living with the Family

139

Cleanliness is a technology! There has been an increase in service
occupations, both in private households and outside the home. Cleaning
homes and offices is a significant service occupation. This course will
include the selection and use of cleaning supplies and equipment. Cleanli-
ness and sanitation will be practiced--how to clean stoves, refrigerators,
cupboards, closets, rugs, hard floor coverings, wood furniture, uphol-
stered furniture, windows, curtains and draperies, mattresses, linens.
Students will have "not for pay" supervised experiences observing and
helping with the cleaning procedures in several homes of the community.

ROLES-OF-WOMEN CORE FOR A MIDDLE-SCHOOL PROGRAM

An approach, somewhat different from the above, is used in the
following plan suggested for grades seven and eight.* There is a list
of various topics, or areas, for each year of study, but the designer
of the plan advises against specifying a certain amount of time for
each, and treating part as discrete "units."

It is suggested that it might be better to keep ideas flowing from
one area to another instead of compartmentalizing them. Thus, one can
more easily reinforce previously learned relationships, help students
see new ones, and probably be able to capitalize on more "teachable-
moments." The old pattern of junior high students spending a certain
amount of time "in the clothing room" or "with the sewing teacher" and
then being moved to the "cooking room" might be broken.

The roles of women has been selected as the integrating idea around
which to interrelate the areas in this plan. The courses are exploratory
in nature, introducing the student to the field of home economics as well
as providing some preparation for the dual role of homemaker and wage-
earner.

Suggestions for Seventh Grade

UNDERSTANDING MYSELF AND OTHERS. Emphasis is on physical growth
and qualities for friendship.

LOOKING FORWARD TO GETTING A JOB. Emphasis here is building on
the traits for friendship which would also contribute to employ-
ability, and helping young girls develop a more realistic view
of their future roles in the world of work.

SELECTING AND PREPARING FOODS FOR NUTRITIOUS MEALS. Since many
jobs are related to food, this makes a good transition. To do a
job well one needs to be well fed, and to manage a busy life one
needs to know short cuts and efficient habits in food preparation
and management .

*Developed by Helen J. McMullen, Home Economics Teacher, Decatur
public schools.

140

UNDERSTANDING AND CARING FOR SMALL CHILDREN. This area is also
related to job and career opportunities as well as to the important
job of being a mother. Need for management also comes into the
picture- -money management for the girls who may be earning baby-
sitting wages, time management to get everything done--and
recognition of other people's values and standards as one makes
decisions or carries out orders.

Suggestions for Eighth Grade

UNDERSTANDING MYSELF AND OTHERS. This year's study includes the
concept of femininity, feminine responsibilities, and the roles
of women in society. Similarities and differences in families
are discussed, as well as influences of one's peer group and the
teen-culture.

LOOKING FORWARD TO GETTING A JOB. A continuing exploration of
jobs and careers related to home economics.

SELECTING MY OWN CLOTHES. Textile information that can help in
consumer choices for teen clothing, choice-making in the market-
place, and determination of how to achieve desired effects for
different objectives.

LEARNING AS I SEW. Sewing skills which help for creative outlets,
wardrobe maintenance, or as a way to earn money.

MAKING MONEY BEHAVE. This area is related to choices made in
clothing--the original selection of fabric or wearing apparel as
compared to satisfactions and/or durability; and choices made
about whether to buy or construct a given garment. Awareness
of all types of current money expenditures is developed, and
analyzed in terms of how many hours of work buy certain com-
modities enjoyed by teens.

UTILIZING PERSONAL RESOURCES. Resources other than money would
be highlighted, resources one has and resources that can be
developed. Spending one's time for leisure and creative outlets,
building a "life-style" by the way one uses personal resources,
opportunities for women to work for community betterment, as
well as housekeeping in own home--all are possible ideas in this
final area to help young adolescents "think big."

141

FOLLOW THE LEADER

Frances J. Parker, Head

Home Economics Department

University of Idaho

Dr. Parker earned the Ph.D. at
Ohio State University, the M.S.
at California State at Long
Beach, California, and the B.S.
at San Fernando Valley State,
California.

She spent two years at the Center
for Vocational-Technical Education,
Ohio State University where she was
a Research Associate. The article
below is related to her disserta-
tion which dealt with the change
process .

When the folk singers say "the times are a changing," they express
what we all know. Innovation and change have become hallmarks of the
contemporary American Society. The inevitability of continued change is
beyond debate. The dynamic forces of change- -social , cultural, techno-
logical, educational and economic—bring new ideas, new ways of making
things, new products, new occupations and new patterns of living with
their potential implications for the educational system of today and
tomorrow. However, the literature clearly reveals a lag between the
creation and the dissemination of knowledge.

Communication of Change

Philosophical foundations of the home economics profession advocate
"creativeness in extending, in applying or in dissemination of knowledge
to improve personal and family living" [1] .

The need for a strategy to implement change in home economics has
been suggested by several scholars. For example, McGrath [2] reported
a need for home economists to redirect their efforts from the rural to
the urban population. In yesteryear, the agriculture extension frame-
work facilitated dissemination of innovations to the rural community;
no such large-scale provision exists for urban populations today where
most of the people are. O'Toole [3] observed that some device was
needed to integrate into regular programs sound innovations which
research has discovered or developed. Garrett stated, "The Home

142

Economics Educator must be among those initiating change in educational
programs, thus enabling people to utilize constructively the knowledge
and techniques resulting from scientific, technological and societal
developments'* [4] .

The contemporary home economist, whether administrator, supervisor,
teacher, counselor, or a home economist in business, needs to be cogni-
zant of societal changes, to be knowledgeable of forces causing them, to
be able to predict the consequences of change, and either to adapt or
seek to modify trends.

Opinion Leadership Phenomena

Home economists need to recognize that modern man (and woman)
frequently relies upon the information and advice of key individuals
in his local environment when confronted with a decision-making
situation. That this seems to be true, in spite of the vast a.rray of
sophisticated communication media and advances in the educational level
of man, has been shown in studies in medicine, rural sociology, communi-
cation media, as well as in vocational agriculture and in home economics
Researchers have identified these key individuals as: opinion leaders;
influentials; informal leaders; local influencers; fashion leaders;
human connectors; status leaders; spark plugs; influencers; key com-
municators and advocates.

Katz [5] described the same phenomenon as the "two-step flow of
communication." Opinion leaders are influenced by mass communication
and they in turn relay ideas to others with whom they have influence.
Lionberger [6] added another dimension to the opinion leader function,
that of "legitimization." Influentials, as he calls them, not only
communicate but they transmit positive or negative recommendations.

Opinion leaders have certain common characteristics that can aid
in their identification [7,8]. They

are exposed to the mass media to a greater extent than their
associates;

symbolize or conform to their group norms more closely than
their peers;

show particular competence in the sphere in which they are
leaders;

are more innovative;

participate in more social and professional organizations
than their followers;

have a higher educational level than their followers;

are slightly older than their associates;

are more cosmopolitan than other members of the social system.

143

Professional Applications

Home economists are already utilizing the opinion leadership idea.
For example, a Cleveland community rehabilitation program, designed to
update homemaking practices, trained and used "human connectors" who
lived in disadvantaged neighborhoods to "make numerous home visits, to
offer friendship and information and even to walk to the rehabilitation
center with those needing security" [10] . Opinion leaders among voca-
tional homemaking teachers have been identified by sociometric tech-
niques in Ohio and Idaho [8,9] as the initial step in a strategy to
implement change or provide in-service teacher education.

The existence of opinion leaders in a social system offers change
agents, a "handle where by you can prime the pump from which new ideas
flow through an audience via the 'trickle down process'" [9]. Cohen
[11] of the Womens Talent Corps--New York, found in working in schools,
community agencies and unions, it was essential to identify and support
creative leadership where it already existed, as well as develop a
joint strategy for promoting new ideas and innovations.

You are probably already aware of the opinion leaders in many of
the communities where you work. Are you involving them to increase the
scope and impact of your service to families?

Student- opinion leadership can be enlisted to support and imple-
ment ideational or program change. Faculty-opinion leadership can
promote and validate educational innovation. Community -opinion
leadership can consolidate support and understanding of educational
objectives. National and state leaders can utilize opinion leaders to
transmit new knowledge from researchers to the implementation level,
thus diminishing the communication gap between the creation and dis-
semination of knowledge.

The Change Process

As well as utilizing opinion leaders in effecting change, home
economists need to be aware of the stages through which an individual
moves when considering change. There are five cognitive stages [6].

Awareness- -the individual learns of a new idea, product,
practice or becomes aware of a characteristic, an attitude,
value, or habit needing change.

Interest- -personal applications are considered and more
information sought.

Evaluation- -mental application of the innovation to the
present and anticipated future, e.g., one might evaluate
the idea of buying a maxi coat for their wardrobe or
consider trying a commodity food in a certain recipe.

Trial- -an individual tries the new idea or product on a
small scale to assess its value to his own situation.

144

Adoption or rejection- -the fifth and final stage. The
individual decides to continue or reject full use of the
innovation.

The time for change varies considerably according to persons,
local needs, and compatibility with existing ideas and beliefs.

Potential Implications

Professional home economists need to be students of change--not
only recognizing (1) that individuals turn to certain associates, i.e.,
opinion leaders, for information, advice and legitimization of prod-
ucts, ideas and practices; (2) that opinion leaders have identifiable
characteristics; (3) that the process of adopting or rejecting change
has five cognitive stages; but (4) that the opinion leadership
phenomenon has far-reaching implications as a strategy for implementing
change in home economics.

REFERENCES

1. American Home Economics Association. New Directions. 1959.

2. McGrath, Earl J. and J. T. Johnson. The Changing Mission of Home
Economics. New York: Teachers College, Columbia University, 1968.

3. O'Toole, Lela. "Vocational Education: Where We Are and a Look
Toward the Future." Paper presented at the National Home Economics
Education Conference, Kansas City, March, 1968.

4. Garrett, P. Post Secondary Education in Home Economics. Washington,
D.C.: American Vocational Association, 1967.

5. Katz, E. "The Two-Step Flow of Communication: An Up-To-Date Report
of an Hypothesis." Public Opinion Quarterly, Spring 1957, 21,
50-61.

6. Lionberger, H. T. Adoption of New Ideas and Practices . Ames,
Iowa: Iowa State University Press, 1960.

7. Rogers, E. M. Diffusion of Innovations. New York: The Free
Press, 1964.

8. Parker, Frances J. "The Vocational Homemaking Teacher Opinion
Leader as a Referent in the Communication of Change." Unpublished
Ph.D. dissertation, Ohio State University, 1969.

9. Parker, Frances J. "Survey of Selected Characteristics and Compe-
tencies Among Vocational Homemaking Teachers of Idaho." Unpublished
report, University of Idaho, 1970.

145

10. Cole, Sonia M. Helping the Disadvantaged Family Help Itself— One
Ohio Project. Columbus: Ohio State Department of Education
Division of Vocational Education, 1968.

11. Cohen, A. C. Womens ' Talent Corp. Progress Report No. 6, April,
1967. New York: Womens' Talent Corps.

SUMMER SCHOOL OPPORTUNITIES

University of Illinois, Urbana-Champaign
June 21 to August 14

Course offerings in home economics education will be enriched by
the work of two visiting professors during the 1971 summer session.

Mrs. Lucile Fee, former State Supervisor of Home Economics Educa-
tion in Colorado and former AVA President, will teach Vocational -
Technical Education 456A, Problems and Trends in Home Economics
Education Curricula. This will be offered during the first four
weeks, June 21 through July 16 for one unit of graduate credit
(equivalent to four semesters hours) .

Miss Edna Page, from the Home Economics Education Department of
the University of Arizona, will teach a Workshop in Curriculum Develop-
ment for Home Economics Occupations , Votec 459D, one unit of credit,
the second four weeks-- July 19 to August 14.

An alternative opportunity for the first four weeks is a Workshop
in Curriculum Development for Consumer Education. Votec 459C, one
unit of credit, conducted by Dr. Hazel Spitze.

Rounding out the regular course offerings is Votec 451, Directing
Personnel Development in Vocational -Technical Education. This is
designed as an across-the-board course for all students in Vocational-
Technical Education and deals with supervisory principles and techniques
for pre-service and in-service education of teachers. Permission in
advance of the summer school registration date is required. To be
offered the second four weeks, July 19 to August 14. One unit of credit.
Dr. Mary Mather.

In addition to the above, there will be a special two-week, non-
credit, workshop to identify and develop low-reading materials in
consumer education. Dates for this are June 21 to July 2. For further
information about this, or the credit workshop in Consumer Education,
Votec. 459C, contact Dr. Hazel Spitze, 355 Education Building, University
of Illinois, Urbana, Illinois 61801.

For information about any of the other courses, contact Dr. Mary
Mather, 354 Education Building, University of Illinois, Urbana, Illinois
61801.

146

AN IDEA FOR A PARTICIPATION EXHIBIT

Capitalizing on a typical
interest in one aspect of nutri-
tion, the exhibit illustated
below was successfully used at
a school open-house and later
in a town library. Viewers were asked
(1) to express a preference for which of
two foods they would choose, then (2) to
lift the poster board and compare the food
values of the two. National Dairy Council
Comparison Cards were used to show the
relative amounts of various nutrients.
These are shown here adjacent to the
question board, but in the actual exhibit
these cards were, of course, underneath.

Other classes may wish to develop other
comparisons about calories, or to organize
a similar display around a different
nutrient such as protein, or certain
minerals or vitamins.

CHOOSE YQOK
CALORIES mthe ,

COMPANY
THEY KEEP

WHICH Of THESE f

APPLE

BANANA?

- |

147

[C OR A

PEANUT
BUTTER

SANDWICH

^ Stt

This exhibit was
planned and executed
by Mrs . Ann F . Rund ,
University of Illinois
student teacher at
Cerro Gordo high school,
Cerro Gordo, Illinois.

148

ERRATA for page 64, vol. XIV, No. 2
Corrected recipe for bran muffins or bread

•=- cup flour (that's 10 level tablespoons)

2 y teaspoons baking powder

j- teaspoon salt
1 egg, beaten

-r- cup milk

3 tablespoons melted shortening

1 y cups bran flakes or raisin bran

1. Mix flour, baking powder, sugar, and salt.

2. Mix egg and milk. Add to flour mixture; add melted shortening.

3. Mix only enough to wet flour mixture.

4. Stir in cereal. „

5. Grease muffin pans. Fill them =■ full. Or cook in your cornbread

pan.

6. Bake at 425 for 15 to 20 minutes for muffins, or about 30 minutes
in bread pan.

7. Makes eight muffins or one loaf.

149

150

0. ?C S /H^-y>xA. l^

Vol. XIV, No. 4
March- April 1971

ILLINOIS TEACHER

FOR CONTEMPORARY ROLES

PERSONAL • HOME AND FAMILY • EMPLOYMENT

HOME ECONOMICS FOR THE SEVENTIES

ACCENT ON HOME ECONOMICS XCUPATIONS

HOME ECONOMICS OCCUPATIONS IN VOCATIONAL EDUCATION TODAY

Vesta C. Morgan 151

SYCAMORE HIGH SCHOOL MEETS STUDENT NEEDS THROUGH A RELEVANT
HOME ECONOMICS PROGRAM

Peter L. Johnson, Marion E. Baker and Beatrice Petrich . . . 170

WHY CHANGE?

Wanda Turner 188

WHY HAVE AN ADVISORY COUNCIL?

Richard K. Hofstrand 193

SUGGESTIONS FOR ORGANIZING ADVISORY COUNCILS

W. Edward Shipley 197

INDEX OF ARTICLES RELATED TO HOME ECONOMICS OCCUPATIONS

PUBLISHED IN THE ILLINOIS TEACHER > prepared by Christina Brown. 200

HOME ECONOMICS EDUCATION • UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN

A publication of the Division of Home Economics Education,
Department of Vocational and Technical Education, College
of Education, University of Illinois, Urbana, Illinois 61801

Members of Division:

Mary E. Mather, Division Chairman

Hazel Taylor Spitze, Associate Professor

Mildred B. Griggs, Instructor

Kathryn W. Smith, Instructor, University High School

Christina R. Brown, Assistant

Reba J. Davis, Assistant

Cynthia C. Theiss, Assistant

Janice Tronc, Assistant

Carolyn Wax, Assistant

Business Manager of Illinois Teacher: Clara Bosshart

Vol. XIV, No. 4, March-April. 1971. Published six times each year
Subscriptions $5 per year. Single copies $1.

Address: Illinois Teacher

342 Education Building
University of Illinois
Urbana, Illinois 61801

Telephone: 217-333-2736

TOREttORD

Thi* issue o& the ILLINOIS TEACHER focuses on Home, Economics Occu-
pations as a vital part ofa Vocational Education. Some o& the, idea* pre-
sented by our writer* may be helpful ^or developing new vocational
programs and ^or expanding programs that already exist.

In the introductory article, Vesta Morgan pre*ent* the Hole o{
occupational home economic* a* perceived by a member o£ the State sta^,
Ske atso o^ers home ex.plonaX.oKy idea* and sequential chart* to aid in
program development.

The article* by Johnson, Bake*, and Vetrich, and by Wanda Turner
de*cribe the challenge ofa meeting the needs o^ student* that led to
the development ofa the cooperative vocational program at Sycamore
High School, and the supportive health services at Vecatur Area
Vocational Center.

The use o& Citizen Advisory Council* in Vocational Education has
long been recommended. The Vocational Amendments o& 1968 give increased
impetus to their importance. The Rurban Educational development
Laboratory at the University o& Illinois has been developing materials
to facilitate the use o^ advisory council* as empliasized by Ho^strand
and Shipley.

Christina Brown prepared an index o& article* related to home
economics occupations previously publt*hed in the ILLINOIS TEACHER.

Mildred B. Griggs
Editor £or Thts Issue

HOME ECONOMICS IN VOCATIONAL EDUCATION TODAY

Vesta C. Morgan
Consultant, Personal and Public Service
Occupations, Board of Vocational Educa-
tion and Rehabilitation, Springfield,
Illinois

A number of questions are frequently being asked today about home
economics. "Where does home economics fit into vocational education
today?" "Does home economics really have a place in vocational educa-
tion now?" "Is the need for home economics increasing in the schools
of Illinois or is it decreasing?" "What is the current emphasis in
today's home economics programs?" "Is home economics really relevant
in today's schools?" It is hopeful that some of the following will
help to find answers to these and other questions which people might
have.

There have recently been many changes in the home economics pro-
grams in the schools of Illinois and the trend is for many other changes
to take place in the next few years. Of course, not all change means
progress, but, hopefully, most changes will be made to better meet the
needs of students in today's society.

The emphasis on home economics programs today is on planning pro-
grams which meet the needs of the students served by a local school.
Programs should be planned which meet the needs of the students, the
needs of the community, and the manpower needs of the area. As voca-
tional educators, society expects us, among other things, to prepare
youth and adults for gainful employment. It expects us to prepare
youth while they are still in school for entry- level employment so
that they can be self-sufficient and have a basis on which to succeed.
We are also expected to take adults who are in need of training and
retraining and upgrade their skills for their present positions or
prepare them for new jobs. Vocational education is also expected to

151

help youth and adults who have dropped out of school to become employ-
able. Also, we are expected to prepare people not only to obtain and
hold jobs, but also to become competent family members and responsible
citizens.

Basic Objectives of Total Program

Home economics today has a vital and important role in today's
schools in occupational training as well as in the other phases of
the total home economics program. A total home economics program
today consists of courses with three basic objectives:

1. Homemaking (Useful)

A program or courses, the primary objective of which is
educating students for the role of a homemaker.

2. Home Economics Occupations (Gainful)

Sequential programs of training the emphasis of which is upon
training students to develop at least the minimum knowledge,
attitudes and skills to become employable in some job or
occupation where the knowledge and skills are related to the
field of home economics.

3. Consumer-Homemaking

Special course or courses in consumer education as related to
the home which prepares for the dual role of homemaker and
wage-earner.

One of the over- all purposes of the 1968 amendments is that of
"providing vocational education opportunities so that all persons 'will
have ready access to vocational training or retraining which is of high
quality, which is realistic in light of actual or anticipated oppor-
tunities for gainful employment, and which is suited to their needs,
interests and ability to benefit from such training'" [1]. Vocational
education in today's schools can help provide every individual an
opportunity to develop his potential as a worker and realize that all
work is important in a democratic society.

In any school where there is a need for training programs which
help provide needed workers in such occupational areas as food service,
child care, clothing related occupations, jobs related to home furnish-
ings, housing, home and institutional management and other jobs where
the knowledge and skills are related to the field of home economics,
home economics educators have an important and vital responsibility to
provide such programs. Each school district must decide on the
particular program relevant to their district.

One highly significant fact that affects the need for occupational
training in home economics is the number of women who are entering the
labor force. It can be assumed that most girls will be employed much
of their lives outside of the home. Statistics show that nine out of

152

ten girls will work sometime during their lives as wage earners [2] .
Also, women often simultaneously assume several different responsi-
bilities, such as wage earner, homemaker, mother, and other roles.

The Women's Bureau of the Department of Labor reports that more
than one out of every three mothers with children under six is in the
labor force and the number is constantly increasing. The prediction
is for a 32 per cent increase between 1975 and 1985 [3] . This fact not
only shows an increase in the number of working women, but also an
increased need for trained workers for day-care centers, nursery
schools, and other places providing services for young children.

The National Restaurant Association says that within the next five
years, one out of every three meals will be eaten outside the home. The
labor shortage is reported to be the biggest problem of the industry.

The choice of a career related to fashion is wide and there are
jobs related to varying personalities and qualifications depending upon
whether a student shows interest and aptitude for the technical, admini-
strative, or creative aspects of fashions. "There's something for
everyone in fashion today" [4] .

One of the priorities in the 1968 amendments is planning training
programs for employment in a recognized or a new and emerging occupation
for which persons normally receive pay. Also, there is an emphasis upon
planning programs which will be available to and will meet the needs of
individuals most desiring and needing education which will enable them
to develop a salable skill [5] .

There is a need for identifying the need for specific training in
many areas related to home economics. It is easy to generalize on the
need for more trained personnel to work as homemaker 's assistants, home
health aides, companions to the elderly, and other areas where there
are recognized needs in our society. However, much work is yet to be
done in working out the details of practical education programs in all
of these areas.

With only these few references to job possibilities related to
home economics, it is not difficult to see that there are many needs for
occupational programs in home economics. Many of the working women as
well as men now work and will continue to work in jobs related to the
field of home economics. The goal should be to provide occupational
training opportunities for all which will help each individual con-
tribute to their highest potential wherever they work. It is, there-
fore, not only important to determine the needs of the community and
the needs of the students in a local school and to plan training pro-
grams which will provide the needed workers, but also to match the
student with the program which will help the student develop his
abilities and potentials.

153

Suggestions for Initiating and Developing
a Wage-Earning Program

Advisory Committees

When a school is considering the implementation of a gainful home
economics program, one of the beginning steps is the formation of an
advisory committee. The advisory committee can be made up of as many-
individuals as the school thinks will be helpful. The usual number is
from nine to ten members; however, the number will vary according to
the size of the community, size of school population, types of indus-
tries and job possibilities in the area, known interests and abilities
of students, and other factors. It is helpful to have representation
from the home economics advisory committee on the all-school vocational
advisory council.

The make-up of the committee should be representative of the com-
munity. Some suggestions for types of people to consider are: repre-
sentatives from the Chamber of Commerce, local labor office, Department
of Public Aid, Department of Children and Family Services, and other
local interested agencies, managers of food service establishments,
nursing homes, hospitals, day care centers, clothing stores, dry clean-
ing establishments, furniture stores or whatever businesses are in the
area that employ people needing knowledge and skills related to the
field of home economics. Primary-grade teachers, administrators, voca-
tional directors, guidance counselors or other interested teachers,
representative parents, representatives from labor unions, personnel
from factories or industries in the area are all possibilities of
people who may help with an occupational training program. Professional
people may be members or may be used as consultants to the committee.

The committee members should [6] :

(1) show interest in the problems of the educational system;

(2) represent the general opinion of the professions, business,
management, industry, public services and the public;

(3) have the necessary time to devote to committee work;

(4) not exploit the committee for personal benefit.

The functions of the local advisory committee are to advise and
counsel the educational system's administration and instructional staff
in planning, implementing and maintaining vocational and technical edu-
cation programs. Some specific functions might be to [6]:

(1) provide important communication between the educational
system and the community;

(2) review the goals and objectives of the local vocational and
technical education program;

(3) make recommendations to administrators regarding standards for
instructional facilities;

(4) assist in the preparation of a local philosophy of vocational
and technical education;

154

(5) aid in a continuous review of the content and organization of
the instructional program in keeping with the occupational
needs of the community area or state;

(6) advise the administration relative to setting up qualifications
of instructors;

(7) suggest criteria for selection of students;

(8) assist in locating training stations for cooperative students;

(9) assist in the planning of a student placement program;

(10) assist in the development and recommendation of an equitable
financial support program;

(11) assist in the planning of a vocational education program for
the adult workers in the community;

(12) support state and national legislation affecting vocational
education;

(13) assist in long-term planning;

(14) assist with a continuous appraisal of occupational oppor-
tunities in the community served;

(15) assist in the identification of needed research in vocational
and technical education.

Identify Training Stations

The advisory committee can be of great value in helping to identify
training stations. There is probably not a school district in the state
that does not have at least a few possible training stations for students
where the skills needed are related to the field of home economics.

There are possible training stations in each of the areas of home
economics. Some typical training stations are:

Child care training stations

Day care centers

Nursery schools

Kindergartens

Private homes where there are one or more preschool age children

and the mother is at home to serve as a trainer-employer
Recreation centers providing child care services
Head Start programs

Clothing related occupations training stations

Clothing Production

Dressmaking shops

Garment factories

Home seamstress shops

Sewing machine company retail shops

Fabric stores

Clothing Alternation

Women's clothing stores
Men's clothing stores

155

Department stores
Home shops

Clothing Maintenance

Laundries

Dry cleaners

Laundry departments in institutions, such as hospitals

or nursing homes
Launderettes
Personal wardrobe maintenance

Clothing Merchandising (combination of home economics and business)

Fabric stores

Clothing ready-to-wear stores--men's, women's and children's

Department stores

Food service training stations

Restaurants

Hospitals

Nursing homes

Catering services

School cafeterias

Institutional food services

Food services in factories and plants

Food speciality companies

Food production plants

Meals for the shut-ins and elderly

Home furnishings training stations

Care and Restoration (combination of home economics and
industrial oriented)

Furniture stores
Furniture upholsterers
Rug and upholstery cleaners
Dry cleaners

Construction for the Home (combination of home economics and
industrial oriented)

Upholsterers

Drapery, slipcover, curtain seamstresses

Home-accessory seamstresses

Furniture manufacturers

Home Furnishings Merchandising and Consultive Services
(combination of home economics and business)

Furniture stores
Equipment stores

156

Hardware stores
Department stores
Fabric stores
Interior decorators

Home and institutional management training stations

Hotels
Motels
Hospitals
Nursing homes
Dormitories
Business places
Private homes

Analyze Jobs

After the possible jobs in an area have been identified, a job

analysis can be made which will indicate the knowledge and skills

desirable or helpful for a person to possess before starting the job

as well as indicate the knowledge and skills that the individual can
learn while on the job.

Some general job descriptions are available from the local employ-
ment service office, many from the Dictionary of Occupational Titles,
and from other books and curriculum guides. To obtain the particular
information for a given job in a local area, often it will be necessary
to interview the employers to find out what they would like possible
employees to know and to be able to do. The advisory committee is
often helpful in providing or finding out this information.

The following is an example of a job analysis and will help to
show how such information can be used as a basis for planning a
sequential program of training.

Alteration Assistant [7]

An alteration assistant should be able to:

Fit garments to the customer;
Make alterations, such as:

lengthen or shorten a garment

change length of sleeves

alter waistline size

alter side seams to correct fit

relocate darts to proper position

replace zippers

finish length of slacks or pants;
Interpret alteration markings on garment for correct

altering;
Select, use, and care for sewing and pressing equipment;
Know and use appropriate sewing techniques;
Understand and use appropriate pressing procedures;
Work with customers;

157

Understand and be able to use correct charging techniques;
Repair clothing in such ways as:

replacing zippers;

sewing on hooks and eyes and other fasteners;

sewing rips and seams;

mending linings;

mending pockets;

repairing hems;

sewing on buttons;

replacing trim;

ironing on patches

With this type of information a teacher should be able to plan for
the individual student the types of experiences that will help him to
acquire the knowledge needed and the ability to perform the required
work.

There is much commonality, but also many differences in a home
economics clothing production course with occupational goals instead of
the traditional homemaking goals. Typically, a course using the above
type of information is planned for juniors and seniors after the students
have had a course in beginning clothing construction skills and a home
economics survey orientation course. Instead of simply providing new
knowledge and skills necessary to construct garments for themselves,
the laboratory experiences are planned to give the students an oppor-
tunity to practice and repeat the needed techniques until the students'
level of performance is such that they are ready for at least an entry-
level job in that area. Needless to say, not every student in a class
will progress at the same rate; therefore, every student will be work-
ing on individual projects planned to meet their individual job goal
needs .

Sequential Programs of Training

A sequential program of training needs to be planned which will
provide the opportunities necessary for a student to develop the atti-
tudes, knowledge and skills which will enable him to obtain employment
and succeed on the job.

The particular sequential program planned for a school should be
defined in terms of task-analysis of the cluster of jobs related to a
particular area of home economics. This cluster should be composed
only of jobs which will be available when the students finish the
training program.

Programs should be planned that are flexible and have the potential
of meeting the needs of students with varying abilities, backgrounds,
interests, and amounts of time.

Sequential programs should be planned that will provide the oppor-
tunities for students to acquire the knowledge and skills needed for
employment regardless of whether the necessary courses are taught within
the home economics department or in several departments within the school

158

Junior high home economics ought to consider broadening its cur-
riculum to include introducing girls to the world of work and helping
them to look at life realistically. Home economics on the junior high
level might emphasize the development of personality, employ ability,
and ability to function in the world of work rather than restricting
their offering to an emphasis on the family. A great deal needs to be
done at the junior high level to change attitudes about the woman's
place in the world of work. Students need a strong foundation of basic
home economics education with later attention to acquisition of skills
when they are at the developmental stage at which these tasks will be
more meaningful and more easily accomplished. Most courses can be
organized around the idea that the majority of the students will be
working outside of the home as well as being homemakers [s ] .

A typical ninth-grade course is a one-year composite orientation
course including introductory occupational information and experiences
in the various areas of home economics. One of the general objectives
for this course is to help the students gain insight and knowledge of
the possible careers related to the field of home economics. This
course usually includes units in personal relationships and grooming,
child care, clothing, foods, housing and home furnishing and home and
institutional management. Occupational information and experiences are
included in each unit. The students should have a better basis on
which to make some of their future decisions concerning their working
career as a result of this course.

One of the objectives stated in an introduction to the food service
industry is: "For students to gain an understanding and appreciation of
the importance of getting along with people" [9]. This objective is one
of the most important objectives of an occupational education program
and should be a general objective for all programs.

Typical tenth-grade level courses continue as occupational orienta-
tion but in more depth than before. This level of courses is, typically,
at least a semester in length in whatever subject matter areas occupa-
tional training is available to the student at the eleventh and/or
twelfth grade level. For example, if the school offers a food service
training program at the junior and/or senior level, they would offer a
semester of foods at the tenth-grade level. This semester of foods
should include both classwork and laboratory work in all phases of
foods that would be related to the foods service occupations included
in the upper level of training. Sometimes more than one semester of
subject matter is needed for particular jobs. For some clothing jobs
a semester of clothing selection and textiles is needed in addition to
a semester of clothing construction. For a clothing merchandising job,
a semester of retailing, possibly taught in the business department,
would be necessary. The important point is to determine the needs of
the students and the jobs and plan the programs accordingly. (See
charts . )

Occupational training courses are typically at the eleventh and
twelfth grade levels. They may be one or two years in-school laboratory
experiences which are similar to actual job experiences; one year in-
school and one year cooperative education; or they may be one or two

159

years of cooperative vocational education during which the students are
working on the job with related classroom instruction.

Types of Programs

1. In-school laboratory experiences

a. Laboratory experiences in the home economics department set up
to be similar to actual job experiences.

b. Extended laboratory experiences utilizing facilities available
outside of the home economics department, but readily available
in other parts of the school or convenient location, such as
the school cafeteria, kitchen, or the kindergarten room.

2. Cooperative vocational education

"Cooperative vocational education is a well-developed instructional
program which requires a coordinator to organize the learning
activities of student- learners around their career interests and
goals. He coordinates classroom instruction with on-the-job experi-
ence" [10]. Cooperative education is a program of vocational educa-
tion developed jointly by the school and community in which the
student is provided opportunities to develop job skills and to
attain job adjustment through an organized sequence of job experi-
ences in paid part-time employment and through classroom experiences
in related instruction [10] .

3. Area vocational schools

Area vocational schools serving two or more school districts within
an area may offer occupational training opportunities that are not
otherwise available for all students within the area served. Area
vocational centers also offer programs which help meet the special
needs of individuals having academic, socio-economic and other handi-
caps that prevent success in other vocational programs [11] . Often
the local schools offer the first two years of the sequential pro-
gram which give the students the beginning knowledge and skills
needed to succeed in the actual occupational training offered by
the area vocational school.

4. Joint agreements

Schools may sign joint agreements to cooperate on making occupational
education available to the students in both school districts. When
there are job opportunities in a given area, but a limited number of
students in a local school district, as well as a limited amount of
equipment, teacher time and other factors, often a feasible way to
provide a needed educational program is by two or more schools com-
bining their resources and students.

5. Contracts with private schools

In a limited number of situations, it is possible to work out a

160

contract with a local private school to provide needed training for
students that cannot be provided training in any other way.

In-school occupational education programs are often made available
to eleventh-grade students with a cooperative education program provid-
ing a training station in the same job area at the twelfth-grade level.

Some suggestions for the in-school laboratory programs are:

Child care aide training can be offered as an in-school occupational
training program by setting up a child development laboratory in the
home economics department where preschool-age children can be brought
several days each week. This arrangement would provide the students
with actual experience working with the children in a situation closely
resembling a day care center or nursery school.

A similar training program can be offered through an extended lab
program using the kindergarten and lower grades for the laboratory
experiences. Extended lab programs seem especially feasible for small
school districts. These laboratory experiences with children must be
planned sequential educational experiences, not just work experience.

In-school training for clothing occupations related to clothing
construction can often be offered in the home economics clothing labora-
tory by adding pressing equipment and rearranging the equipment to
resemble typical work stations of an alterationist or seamstress. The
students in this type of a class are provided with laboratory experi-
ences where they have the opportunity to practice alterations and seam-
stress techniques until their skills are developed to a level of
employability . Students should be permitted to progress at their own
level of ability. This course differs from a useful home economics
clothing construction class in certain ways. Their laboratory experi-
ences often involve constructing garments for others instead of for
themselves; repeating a process to a level of acceptability instead of
being concerned with completing a garment; and learning to please the
public rather than themselves.

Food service in-school occupational training is feasible where
cafeteria equipment is available and a cooperative program can be
arranged between the home economics department and the cafeteria
manager. Some schools find that the cafeteria is not in use the latter
part of the afternoon and can be used as a laboratory for food service
training. Cooperating with the cafeteria also provides an outlet for
the food prepared by the food service class. The cafeteria manager can
sometimes be used as a teacher assistant. One of the important objec-
tives for a food service training program is "for the student to gain
an over-all view of the food service industry; ... so that he may
better understand and appreciate the importance of his role and his
contribution to the success of the operation and his potential in the
food service industry."

Summary
Occupational training programs should be sufficient enough in depth

161

and length to provide the students with the opportunity to develop the
skills needed to become employable and to succeed on the job. These
programs may be one year or two years in length. The length of the
program depends on the amount of time necessary for the students
enrolled in the program to develop at least entry- level skills. Some
highly successful programs are in-school laboratory training programs
at the eleventh-grade level followed by a cooperative vocational educa-
tion program at the twelfth-grade level. Where possible, it is better
to train students for a cluster of jobs related to an occupational area
rather than to limit their job possibilities by training them for a
single skill job [5] .

Most of the programs in home economics occupations are for open-
ended types of careers; that is, students are initially trained for
beginning- level jobs requiring minimum skills, but with possibilities
for advancement limited only by the students' abilities, ambitions,
desire for further training, and other influencing factors. It is
important to help students understand their chances for a satisfying
career in terms of where they start and what the possibilities are
for the future.

Havighurst states that "The goal of education for all children,
rich or poor, from literate or illiterate families, is the same if it
is expressed in general terms. This is to help the child become a
competent and happy person, now and in the future, in a democratic,
productive and socially integrated society" [12]. This goal has a
definite meaning when planning curriculum in home economics vocational
education. Plans need to be made considering the potential and the
needs of all--boys, girls, men, women, potential school dropouts,
school dropouts and all others. We have a challenge not only to teach
students occupational home economics, but to make our home economics
relevant to today's youth.

Explore Possibilities of Programs

By asking yourself a few questions you may be able to determine
some of the possibilities of programs and some of the programs that may
be needed in your area. Again, often the advisory committee can be a
great help in answering such questions.

Is there a need for a class to upgrade the skills of the waitresses
in the community?

Is there a need to provide an adult food service class for school
lunchroom workers or some other adult group?

Have you contacted the Illinois Public Welfare Department to deter-
mine if there is a need for a class for adults to help them to
become employable?

What are the possibilities for programs taught cooperatively with
extension, home economists in business, public health, and
other agencies in your community?

162

Have you analyzed the student body as to the students that are not
having their vocational needs met by programs currently offered
through your school?

Have you approached the administration and faculty concerning the
services you could offer to all vocational students--such as
teaching units on personal relationships on the job, grooming
for the job, manners which help you to succeed, etc.?

Have you considered working out a sequential program of home
economics occupational information from K through 8?

Have you investigated the possibility of your occupational clothing
production class making garments for Head Start, articles for a
business in town, clothes for the Migrant Day Care Center,
draperies for the school, or many other possible ways of pro-
viding job-like experiences for the class?

What is the possibility of working with the kindergarten and first
grade teachers to provide experiences for students needing
experiences with young children?

Have you helped the cafeteria manager to understand the purpose and
meaning of an occupational training program for students?

163

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Bibliography

1. Burkett, L. A. American Education. Access to a Future, March,
1969.

2. Expanding Opportunities for Girls: Their Special Counseling Needs.
Washington, D.C.: U.S. Department of Labor, Wage and Labor Stand-
ards Administration, Women's Bureau, 1970.

3. Day Care Facts. Washington, D.C.: U.S. Department of Labor, Wage
and Labor Standards Administration, Women's Bureau, 1970.

4. Brenner, Barbara. Careers and Opportunities in Fashion. New
York: E. P. Dutton § Co., Inc., 1964.

5. Federal Register. Washington, D.C.: Dept . of Health, Education
and Welfare, Office of Education, State Vocational Education Pro-
grams, 35(91) (9 May 1970).

6. Advisory Committees. Springfield, Illinois: Division of Vocational
and Technical Education, Bui. 7-470.

7. Clothing Assistant. Lubbock, Texas: Home Economics Instructional
Materials Center, Texas Technological College, School of Home
Economics, Dept. of Home Economics Education, Sept. 1968.

8. Implications of Women's Work Patterns for Program Development in
Vocational and Technical Education. Columbus, Ohio: The Center
for Vocational and Technical Ed., Ohio State University, October
1967.

9. Folsom, L. A. Instructor's Guide for the Teaching of Professional
Cooking. Chicago: Institutions Magazine, Culinary Institute of
America, 1967.

10. Guidelines for Cooperative Vocational Education. Springfield,
Illinois: Division of Vocational and Technical Ed., Bui. No.
9-570.

11. Approval Criteria for Area Secondary Vocational Centers in Illinois.
Springfield, Illinois: Division of Vocational and Technical Educa-
tion, Bui. No. 6-470.

12. Havighurst, Robert J. Curriculum for the Disadvantaged. Phi Delta
Kappan (March 1970) .

169

SYCAMORE HIGH SCHOOL MEETS STUDENT NEEDS
THROUGH A RELEVANT HOME ECONOMICS PROGRAM

Peter L. Johnson^ Marion E. Baker 3

and Beatrice Petrich

Associate Professor

Home Economics Teacher Education

Northern Illinois University

Peter L. Johnson, Principal
and Director of Vocational
Education, Sycamore High
School

Marion E. Baker, Teacher
and Coordinator of Home Economics
Related Occupations,
Sycamore High School

What do you do when a senior girl who has just completed four years
of classes in your home economics department says on the night of her
graduation, "I have my high school diploma, but now I wish there was
something I knew how to do so I could get a job"?

At Sycamore High School we took a closer look at our home economics
offerings and decided that some changes had to be made if we were to
meet the needs of all of our students. Obviously, this girl was not
familiar enough with opportunities in home economics occupations. She
had not been given adequate preparation to bridge the gap between high
school graduation and entrance into the world of work. How many students
had we graduated with this feeling of inadequacy?

A critical look at the home economics curriculum revealed that
emphasis was on foods and clothing with courses in IC (college-bound
girls) and family living being offered at the senior level. Several
weaknesses were apparent. First, the over-emphasis on cooking and
sewing tended to limit instruction in other areas such as housing and

170

child care. Secondly, the philosophy in all classes seemed to be home
economics for homemaking even though national statistics were showing
increased numbers of women in the labor force. A third wekness
appeared to be that most of the instruction was future-oriented instead
of now-oriented (i.e., when you start your own home; when you go to
college). Still another weakness seemed to be the lack of sufficient
goal-setting and decision-making opportunities for the students. It was
obvious that boys were avoiding courses in the home economics department

The challenge was: to alleviate these weaknesses and still con-
tinue as a family- centered program offering the skills, knowledge, and
attitudes necessary for students to assume the dual role of homemaker
and wage-earner. Preparation for both roles is necessary since the
proficiency with which one can do both will help determine the quality
of one's home and family life and one's effectiveness as a wage earner.
The goals of the home economics department became: (1) to strengthen
home and family life through improving personal, family, and community
living and (2) to prepare for employment in jobs which utilize knowl-
edge and skills of home economics.

Curriculum Change

To better fit the vocational goals of Sycamore High School the
home economics curriculum was evaluated. The previous home economics
courses were each one full school year in length with few choices for
students who wanted to continue in home economics. There was a possi-
bility of emphasis on over-mastery of skills by students rather than on
progression toward realistic goals. Students enrolled in Foods II and
III were not capable of completing the technical material planned for
these courses so the courses actually became "repeats" of Foods I.
The combined efforts of school administrators, the guidance director,
the home economics teachers, and home economics personnel from Northern
Illinois University resulted in a new curriculum plan, including
semester- length courses which give more variety in choice and progres-
sion of subject matter with increasing difficulty. A sequence of
courses based on interests and abilities of students as identified by
the guidance department may now be scheduled. The home economics cur-
riculum at Sycamore High School changed from:

9th Homemaking I
10th Foods I and/or Clothing I
11th Foods II and/or Clothing II
12th Foods III and/or Family Living -

Home Econ. IC-college bound girls only

to the following:

171

GRADES K-6 - BEHAVIOR AND ATTITUDE DEVELOPMENT

Developing images of the
world of work.

Developing perceptions of
the value of workers.

Developing images of the
values of the contribution
made by workers to the
nation and its people.

Providing family relations education

Developing images of adulthood, man-
hood, womanhood.

Providing nutrition education.

Developing eating habits.

GRADES 7-8 - PREPARATION FOR
HIGH SCHOOL CURRICULUM

Identification of pupil
interest, aptitude and
potential :

a. Which students like to
work with children?

b. Which students like to
work with food?

c. Which students like to
wirk with sick people?

d. Which students like to
see immediate results
of work as in cleaning?

e. Other?

Identification of Occupa-
tional opportunities:

a. jobs available in food
service, child care
services, clothing
services, homes for the
sick, the aged, the
handicapped, etc.

b. tasks involved in the
many different kinds
of jobs.

c. job entry requirements.

d. job advancement oppor-
tunities.

Determination of high school
program correlating pupil
aptitude and interests with
occupational opportunities
(guidance) .

GRADES 9-12
OCCUPATIONAL EDUCATION

First year: orientation to knowledge and
skills needed in home economics related
jobs; developing saleable skills. Choice
of Home Economics I Survey or Home Econom-
ics for Special Needs to explore and
develop skills in the areas of clothing,
foods, child care, nutrition, housing,
and consumer education.

Second year', development of competence
in knowledge and skills preparatory for
employment in home economics-related
jobs. Developing competence in saleable
skills and consumer education. Choice of
semester courses in Food Management, Pro-
duction, and Services I and II; Clothing
and Textiles; Tailoring; Industrial
Sewing/Design; and Home Economics for
Special Needs; and Housing.

Third and Fourth Year: Preparatory educa-
tion in employment commonalities such as
knowledge of identifying, obtaining, and
advancing in preferred jobs. Developing
human relation skills. Acquisition of
work experience through on-the-job train-
ing in employment establishments provided
by cooperating employers of workers in
child care centers, food service estab-
lishments, hospitals, nursing homes, homes
for the aged, private homes, hotels,
motels, clothing or yard goods departments,
in retail stores, upholstering shops,
garment factories, and other jobs using
related knowledge and skills. Choice of
semester or full year courses in Food
Management, Production § Services I and II,
Clothing S Textiles Production, Industrial
Tailoring, Sewing § Design, Care § Guidance
of Children, Housing, Nutrition, etc., and
Home Economics Related Occupations.

FLOW SHEET FOR HOME ECONOMICS CURRICULUM

COURSE

PRE-REQUISITE

SEMESTERS

GRADE

OFFERED

9,10,11

10,11,12

11,12

9,10,11

10,11,12

11,12

Clothing Area
Home Econ. Survey I
Industrial Sewing/Design

Clothing S, Textiles

Tailoring

Home Econ. Related Occupa-
tions (Clothing Services)

Foods Area

Home Econ. I Survey

Food Mgmt . Production
§ Services I

Food Mgmt. Production
§ Services II

Home Econ. Related Occupa-
tions (Food Services)

Child Care and Family
Living Area
Home Econ. I Survey
Psychology for Living
Care § Guidance of Children
Home Econ. Related Occupa-
tions (Child Care)

Housing Area
Home Econ. I Survey
Housing

Home Econ. Related Occupa-
tions (Interior Design)

-none

-clothing course or

approv. of instructor
-Home Ec . I or approv .

of instructor
-Clothing £ Textiles or

approv. of instructor

-any lead up course

-none

-Home Ec . I Survey or

approv. of instructor
-Home Ec . I Survey or

approv. of instructor

-any lead-up course

-none
-none
-none

-any lead up course

-none
-none

-any lead up course

9,10,11

11,12

9,10,11
11,12

11,12

Special Interest Areas (area may be selected in any sequence; ability
level to be considered in placement)
Clothing £, Textiles -approv. of instructor

Tailoring
Food Mgmt . Production

$ Services I/II
Housing

Psychology for Living
Care $ Guidance of Children
Industrial Sewing & Design

:tor

10,11,12

11,12

10,11,12

173

Special Needs Area
Home Econ. I (Special Needs)
Emphasis on personality
development, dress and
grooming, consumer buying,
management and decision
making in foods, clothing,
child care and housing.

Home Economics IC

H.E.R.O.

-any student in special
needs 9,10

(Senior students who have not had
previous home economics courses in
high school)

-any lead up course and 11,12
recommendation of guid-
ance and home economics
departments

Student Participation

This curriculum has been in effect for two years. More than 250
students, both boys and girls with varying interests and varying intel-
lectual abilities, are now being served by three full-time teachers.
The instruction has been vocationalized to the extent that (1) a co-
operative Home Economics Related Occupations course is offered for
junior and senior students; (2) lead-up courses are offered for job
exploration and the development of job-entry home economics skills, and
(3) a pre-vocational course for students with special needs has been
added; (4) careful guidance and instruction, planned and carried out
cooperatively by the school and community, start the students where he
is and take him as far as he can go.

An overview of the present sequence of courses shows that students
may enter a course at the appropriate individual ability level by taking
prerequisite courses or with the consent of the instructor. Also, a
student may terminate experiences at varying levels of achievement in
any one area and move into another area of interest quite easily. For
example, a student proficient in sewing skills may choose a semester of
foods or child care and then move into tailoring instead of taking
clothing courses for a full year. More students may enroll in home
economics courses under the present plan because a student who is
emphasizing other major areas may now elect a semester of study in a
selected area of interest. A student interested in interior design
would be encouraged to study art or drawing in another department. The
overall philosophy at Sycamore High School is to provide student-
centered curriculum and this type of program achieves that objective.

Previously, few students had been enrolled in Foods III and Family
Living. It has been rewarding to see increased numbers of students
choosing courses in Psychology for Living and Home Economics Related
Occupations. Also the addition of Industrial Sewing and Design and
Home Economics for Special Needs is attracting students who have pre-
viously not been interested in taking home economics classes.

174

Emphasis has shifted from convenient scheduling to the offering of
courses designed to give maximum utilization of students' individual
abilities and resources. As a result, the student is feeling greater
satisfaction from his participation and achievement. Closer coordina-
tion with the junior high school has been necessary to achieve this.

Identifying Student Needs

At Sycamore High School students needs are identified in the
following ways :

1. A comprehensive testing program for all students in the district

a. All students - kindergarten and grades 4 through 12 are
given the Educational Development Series Achievement Test
to identify students who have problems in reading, writing
or speaking communications; who are mentally handicapped
and are probably incapable of successfully completing a
regular course of high school instruction; and who may
have a negative attitude toward school because of cultural,
mental or emotional problems and are potential school drop-
outs.

b. The Ohio Vocational Interest Survey (OVIS) is administered
to all 8th-grade students and is used for curriculum plan-
ning and educational and vocational counseling.

c. All students at the lOth-grade level are given the General
Aptitude Test Battery (GATB) to help them understand their
employment potential in job areas.

The students' vocational needs are met in the following ways:

1. The emphasis on vocational education from K through eight is
occupational information. This is done through orientation,
field trips, films, outside speakers, exploratory courses and
projects in addition to guidance and counseling. The only
exception is a program for those pre-vocational students who
would not be successful in a regular program.

2. The secondary level vocational programs are designed to follow
a definite developmental sequence whereby each student begins
with a broad exposure to several occupational areas and gradu-
ally concentrates on a specific occupation achieving point
where he will have salable skills for job entry.

3. The vocational disciplines offered at Sycamore High School are
Industrial Oriented, Health (through Coop, only), Agriculture
and Applied Biology, Business Marketing and Management, and
Personal and Public Service.

Each vocational discipline has a cooperative vocational educa-
tion program associated with it. Basically these are for
juniors and seniors although freshmen and sophomores who are

175

15-years~old can enter. Students are selected on their ability
to profit from the program.

Home Economics Related Occupational Curriculum

Home Economics Related Occupations provides on-the-job training in
food services, clothing, child care, and interior design. Juniors and
seniors apply through the guidance office and are approved by the home
economics department. Students must have career objectives in a field
related to home economics, be 16 years of age, and be physically fit to
meet the demands of the occupation. It is recommended that Home
Economics I Survey be a prerequisite. Food Management, Production and
Services; Clothing and Textiles; Housing; Care and Guidance of Children;
and Industrial Sewing and Design may be lead-up courses or may be taken
concurrently with the work experience. Students receive two credits
for the course; one for the related class which meets one hour each
school day and one for the on-the-job experience. The occupations
students attend school in the morning (taking four subjects) and train
on the job in local business establishments in the afternoons.

Three students are training in child care, thirteen in food
services, two in clothing, and two in interior design.

On-the-job training offers opportunities which are impossible to
obtain in regular classes, as shown in this series of pictures.

Teacher aides observe and better
understand child development as
they work with groups of children
every day.

The wide selection of items in
a local specialty shop allows
many experiences in the coordi-
nation of home accessories.

176

Serving meals to the aged
increases awareness of the
needs of others--dietary
and social.

Counter waitresses develop
good customer relations as
they meet the public every
day.

The curriculum for the related class includes

GENERAL

Personality Development
Grooming
Attitudes

Employer-employee relationships
Personal health
Co-worker or customer relations

Safety

Use and care of equipment and

supplies
Working attitude
Causes of accidents
Working conditions

Finding a job

Using community resources
Applications
Interviews

Recommendations and references
Job requirements (health train-
ing, education, etc.)

Keeping a job
Human relations
Work habits
Job ethics

Time and energy management
Trends or work patterns
(retraining)

177

Job Compensations

Value of job to self and others

Fringe benefits

Retirement benefits

Promotions

Wages and hours

Social Security

Deductions

Management and Labor Relations
Personnel policies
Decision-making
Labor unions
Contracts
Labor Legislation

An important step in developing objectives for each concept to be
studied has been to plan with the students in order to determine exactly
what they feel their needs are. Behavioral objectives have been written
very specifically. An example follows:

Personal Finance
Values and goals
Kinds of budgets
Making a budget work
Banking

Keeping records
Insurance
Taxes
Savings
Credit

H.E.R.O.

BANKING

As a result of this unit students should be able to:

1. understand bank services;

2. open an account;

3. Understand regular and special checking accounts;

4. make deposits;

5. write checks;

6. balance a check book;

7. use proper endorsements;

8. transfer funds;

9. make withdrawals;

10. close an account;

11. file cancelled checks;

12. understand job opportunities in banking;

13. apply for a loan;

14. stop payment on checks;

15. buy travelers' checks.

Besides instruction in the general curriculum for the related class, the
students work in individual areas. The development of this aspect has
depended greatly upon outside resources, such as field trips to training
stations, selected written programmed materials, speakers, assigned
reading, and student teachers from the home economics methods classes at
Northern Illinois University. "Bit teaching" has gone over well with
the high school students. One college student who has had extensive
work experience and training in food services comes once or twice a
week to do recipe work, time-motion studies, sanitation procedures, etc.,
with the students training as cooks. Another college student assists in
teaching serving skills to a trainee who has been training on the job in
clothing alterations and still another home economics senior-methods-
student has taught the practical skills of drapery making and drapery
hanging to two interior design trainees.

178

Another important aspect of the related class is participation in
H.E.R.O., the youth leadership club for students enrolled in Home
Economics Related Occupations. It is a regular part of the curriculum
and the class meetings are held during the related class period two
designated days per month.

Cheryl Weaver is president of
our local club and she was a
participant on the Occupational
Committee for F.H.A. in Wash-
ington, D.C. in October. She
is presently serving on the
National Future Homemakers of
America Future Development
Committee. This committee is
re-examining the possible needs
of the organization and making
recommendations for long-range
development of the program.

The placement of students in the Home Economics Related Occupa-
tions course and the evaluation of their progress requires the
cooperative efforts of school and community personnel as shown in
the following pictures.

Students meet in the related class
one hour per day. Individual study,
group projects, conferences, lab
work, etc., often take place
simultaneous ly .

179

The three-way conference between
student, coordinator, and trainer
is one method of evaluating pro-
gress. (An evaluation form used
by Sycamore High School accom-
panies this article.)

The Coordinator and trainer develop a training
plan which will advance the student toward his
career objective. (A typical training plan
used by Sycamore High School accompanies this
article. )

The student is interviewed by the employer and
learns what her on-the-job responsibilities
will be.

180

Evaluation and Future Plans

The Plan for Vocational and Technical Education at Sycamore High
School summarizes the overall approach to vocational education:

The community has made it possible to broaden our vocational
offerings through cooperative vocational education. We have
been able to place over 100 students annually in training
stations and this provides training opportunities which
could not be possible in any other way. How else could we
train cooks, dental assistants, tool and die makers, sales
clerks, management trainees, medical technologists, main-
tenance men, cosmetologists, etc.? We have over 50 differ-
ent occupational programs and curriculums available to our
students by using the cooperative method. In addition, we
feel that this type of program has provided tremendous
holding power to those students who may have planned to
drop out because of a lack of interest in school. We
feel that a curriculum which is relevant to students has
great holding power.*

In a recent study of vocational cooperative students who have gradu-
ated in the past ten years from Sycamore High School the following
facts were revealed:

1. Fifty percent of vocational cooperative students stayed in the
occupations for which they received training.

2. An additional twenty percent remained in occupations related
to their field of training.

3. Approximately ninty percent of the graduates who had received
vocational training through cooperative vocational education
are still living in the community.

Future plans for home economics include:

1. addition of Home Economics for Special Needs 11, 12;

2. a study into what really serves the college-bound home
economics student and an adjusted program to provide
for this;

3. development of a more permanent child care facility;

4. development of a sequential program in health occupations in
home economics education;

5. more utilization of team teaching by coordinators in all areas;

6. continuous evaluation and follow-up of students who have taken
two or more courses in home economics;

7. increased home economics library facilities.

*Local Plan for Vocational and Technical Education, Sycamore Com-
munity School District #427.

181

Sycamore Community High School
HOME ECONOMICS RELATED OCCUPATIONS

EMPLOYERS REPORT OF STUDENT LEARNER

Please fill out the following and return it at your convenience
Name of student- learner Date

Instructions: Check with an X in the proper column.

Excellent

Good

Fair

Comments

DEPENDABLE

PROMPT

FOLLOWS INSTRUCTIONS

KEEPS BUSY

TAKES CARE OF EQUIPMENT

PRACTICES SAFETY

ACCEPTS RESPONSIBILITY

WORKS WITH OTHERS

ACCEPTS CRITICISM

LEARNS NEW WORK EASILY

PERSONAL APPEARANCE

AMBITIOUS

MAKING SATISFACTORY PROGRESS

CUSTOMER/ STUDENT RELATIONSHIP

SALES ABILITY

ADDITIONAL REMARKS:

Rated by

182

Student -Learner

Date

Trainer

Training Station
Job Title

OBJECTIVES

JOB TRAINING

1. To do tasks which free the teacher to do more teaching

2. To observe and better understand child development.

3. To work more efficiently with children.

4. To get work experience in a real situation.

SOURCES
RELATED INFORMATION AVAILABLE

TEACHER AIDE AS A VOCATION

HOUSEKEEPING AND ARRANGING
OF PHYSICAL SURROUNDINGS

1. Wash tables

2. Dust furniture and shelves

3. Wash piano keys

4. Straighten cupboards, shelves
and drawers

5. Clean sinks and counters

6. Straighten room

7. Clean show-case windows

8. Feed pets

9. Clean animal cages

10. Water plants, wash leaves

11. Take down bulletin boards

12. File bulletin board pieces

13. Dust chalkboard, erasers

14. Put classroom materials away
after use

15. Sort and file new equipment
and supplies

16. Pull shades and close windows

17. Refill straws, crackers, and
paints

-Employment opportunities

as teacher aides.
-Training required.
-Nature of a teacher aide's

work.
-Personal grooming and

personality traits for

a teacher aide.
-Communication- -verbal

and non-verbal.
-Standards of conduct

and job ethics.
-Salary

-Fringe Benefits.
-Housecleaning supplies

care of equipment

183

JOB TRAINING

RELATED INFORMATION

SOURCES
AVAILABLE

CARING FOR AND OPERATING AUDIO -Use of audio-visual equip-
VISUAL EQUIPMENT ment, movie projector,

18. Request and check out equipment overhead projector and

19. Return equipment filmstrip projector

20. Prepare films for mailing

21. Show films and filmstrips

22. Put records and record player
away

23. Check out library books and
materials

24. Get T.V.

PREPARING INSTRUCTIONAL MATERIALS

25. Cut paper for projects, paper
strips for weaving, name tags,
etc.

26 . Make drama props

27. Type and run off dittos

28. Staple papers

29. Cut and mount pictures

30. Make illustrative materials

31. Assemble notebooks

HELPING CHILDREN WITH CLOTHING
AND PERSONAL HYGIENE

32. Supervise washing of hands

33. Supervise in cloakroom

34. Take children to nurse

35. Assist with ear and eye
testing

-See following "Guide
for Study"

MONITORING LUNCH PERIODS,
HALLS, AND PLAYGROUNDS

36. Serve snacks

37. Take children out for recess

38. Supervise area of playground

39. Lead children back from
recess

40. Go with children on errands

41. Help supervise in lunchroom

42. Take children to gym

ARRANGING ROOM DISPLAYS

43. Cut and mount pictures

44. Make holiday room decorations

45. Put up decorations, take down
and store

46. Put up bulletin boards

-See attached "Guide
for Study"

184

JOB TRAINING

ASSISTING WITH FIELD TRIPS

47. Make name tags

48. Address letters to parents

49. Lead children on walks

50. Help supervise on trips

51. Help supervise on bus

52. Fill out permission slip

HELPING WITH GAMES AND
ACTIVITIES

53. Play with small groups of
children or individuals

54. Teach games, songs

55. Read stories

56. Play piano

57. Practice with small groups
(plays, readings, etc.)

58. Assemble toys

59. Label toy shelves, toys, etc

60. Clean and repair toys (doll
clothes, puzzles, etc.

61. Make puppets

62. Supervise at milk break

63. Supervise at rest time

64. Use proper classroom pro-
cedures when teacher must
leave room

RELATED INFORMATION

-See attached "Guide
for Study"

SOURCES
AVAILABLE

•See attached "Guide
for Study"

HELPING WITH CLASSROOM PROCEDURES

65. Record attendance

66. Pass out weekly readers

67. Collect papers

68. Grade papers

69. Average papers

70. Record grades

71. Type tests, lessons,
checklists

72. Staple material

73. Fill out enrollment cards

74. Assist students with make-up
assignments

75. Greet guests

76. Take messages

77. Answer phone and make calls

78. Collect lunch money

79. Fill out forms

80. Give tests

81. Work individually with
children on letters, numbers,
etc .

-Importance of following

instructions
-Importance of accuracy

and neatness

185

SOURCES
JOB TRAINING RELATED INFORMATION AVAILABLE

HELPING WITH ARTS AND CRAFTS -Recipes for finger paints,

82. Mix paints clay

83. Clean painting area and
store paint

84. Clean paint brushes and
store

85. Prepare easel for painting

86. Demonstrate crafts

87. Store painting and crafts
for drying

88. Pass out coloring materials

89. Pass out paste or glue

90. Trace patterns

91. Cut out patterns

92. String the weaving loom

93. Help supervise finger painting

HELPING WITH SAFETY PROCEDURES

94. Learn fire, disaster drill
procedures

95. Lead children from room
during drills

96. Watch children who cross
streets

97. Help care for scratches and
bruises

98. Take child to room or nurse
for first aid

MISCELLANEOUS -Organization of school

99. Observe children system

100. Use good speech patterns

101. Practice courtesy

102. Maintain neat, well-groomed
appearance

103. Maintain professional
attitude

104. Meet other staff members

105. Attend P.T.A.

186

GUIDE FOR STUDY IN RELATION TO CERTAIN ASPECTS
OF TEACHER AIDE PREPARATION

Show evidences of studying the following:

CHILD CARE

Job opportunities
Types of jobs
Requirements for workers

Basic Needs of Children and (Special Needs)
Love

Proper feeding
Bathing
Adequate rest
Suitable clothing
Exercise

Development of Children
Physical
Intellectual
Emotional
Social

Supervision of Special Activities
Mealtime
Play
Rest
Safety
Assignments

Agencies for Child Care

Policies Day Nurseries

Problems Pre-schools

Financing of Kindergartens
Organization Private Centers
Regulations Schools

Suggestions :

Bulletin boards or displays

Reports--oral or written

Outlines of reading

Recorded observations of individual children (obtain observation sheets

from instructor)
Prepare snacks or menus
Visits to child care centers
Planned wardrobe for a child; figure cost
Handmade toys
Collection of articles about child care; make comments about articles

187

WHY CHANGE?

Wanda Turner
Coordinator, Supportive Health Services
Decatur Area Vocational Center
Decatur, Illinois

"We can change any situation by changing our attitude toward it.
Nobody ever finds life worth living. One always has to make it worth
living."1

Listening to the Students

The challenge of a new curriculum is to change the attitude of
teachers. It is easy to continue with the familiar materials, but if
we listen to the comments of students, many times the cue for a change
in directions is in their words.

"Diane has always liked to work with children."

"I know I could do a good working job in a hospital,"

commented Marilyn.
"Denise is such an orderly person, just give her a chance

in a supply room."
"Sandy is so nice to her grandmother."

These were common statements I overheard as I listened to student
conversations. It made me, as a teacher, realize that the traditional
courses in Foods and Clothing were meeting only a surface need and that
the students' comments should be capitalized upon. Three common words
were often evident. Work! Helping Others!

What were we offering in our home economics
program at Eisenhower High School that involved
students in work and in helping others? Any
program in our field is related to the physical
and mental well-being of people regardless of the
age level or subject matter taught. But to
interest high school students in a new course,
you cannot use a sterotyped titled--it must have
'ear' appeal.

Drawings by Jennifer Maves, Student Teacher from Eastern Illinois
University.

JNardi Reeder Campion, "The Unforgettable Harry Emerson Fosdick,"
Reader's Digest, January, 1971, p. 71.

188

Title Choice for Effective Student Election

Many suggestions have been made for occpuational courses that
relate to home economics and health. It is fast becoming recognized
that both disciplines need to supplement the other if the employment
demand for qualified workers is to be met in the health and child care
facilities .

When our first occupational program was offered at Eisenhower High
School, a cooperative venture in foods and health was suggested. After
businesses and schools were contacted it became apparent that many job
stations might have employment for student-workers in both foods and
health. The administration felt, however, that one area should be con-
centrated upon at a time. A two-year cooperative program in Food Service
was first offered in 1965. This program quickly expanded and it was
added to the offerings for area vocational students at the Decatur Area
Vocational Center in 1967.

Home Nursing and/or the Care of the Sick, Elderly, and Infants was
offered at the junior and senior level and with the enthusiasm of the
instructor, Mrs. Marie Corey,2 drew a large enrollment. As students
graduated it was apparent that they were using their Red Cross pins and
certificates as an entry into the understaffed health field. It was
noted that girls from this class also were interested in enrolling in
licensed practical nursing and some, even in registered nursing.

Using this course as a basis and realizing that employers were
accepting the young graduates as employees, we decided to offer a pre-
training course in Health Service. The course objectives included
developing positive attitudes towards employment as well as developing
salable skills. In short, this class would be the background for a
cooperative health service course for seniors.

The first cooperative students were enrolled in a joint food and
health service class. In this way the necessary class size could be
maintained and a coordinator justified. It might be explained here
that when job stations overlapped, the coordinator could call on several
students in one visit. Another valuable observation was realizing the
possibility of using food service pre-training in many supportive
health openings.

Expanding Programs as Elections Increase

As a program develops and as student
interest grows, the program must broaden. Thus
Health Service Cooperative was incorporated at
the Decatur Area Vocational Center as Supportive
Health and Child Care Services.

2Mrs. Corey is presently Home Economics teacher, MacArthur High
School, Decatur, Illinois.

189

After completing pre-training offered in the area high school home
economics classes, students then apply at the Center for admission to
the cooperative program. (Tentative plans are to offer pre-training in
the supportive health services and child development in 1972-73 at our
expanded vocational facility.) As you can see the title, Supportive
Health, is descriptive of the many job areas related to home economics
for which student aides might be trained. These areas include working
with the mentally retarded, crippled children, the elderly, children in
deprived area schools, very young children, plus helping in the service
areas of their respective institutions. A coordinator is always on the
alert for possible openings for student placement if the program is to
grow and succeed.

AA/D CHILD

The Counselor's Brochure

Supportive Health and Child Care Services

What is it?

This is an instructional and job-training program which is directed
toward employment in our expanding field of health care for young
and old as well as the teaching of youngsters in the early years.
The goal is to prepare people who can successfully work under
direction and supervision of adults.

190

2. How does it operate?

The student spends 1/2 day in school pursuing a regular prescribed
course of study and 1/2 day on the job. During the half-day in
school he will spend one class period in a related information
class studying materials specifically related to his area of
training. For this related class he will earn 1 credit a year.
For the half-day spent on the job he will earn 1 credit a year
plus an hourly wage. Students are required to work a minimum of
15 hours a week.

3. Requirements for selection and recruitment: male or female

STATUS

Juniors or completed 10th grade, for pre-training class in

Family Living and Health Service I
Seniors or completed 11th grade for on-the-job (preferred);

may take Health Service I above as Juniors and/or

concurrently while on job.

AGE

At least 16 years old

CHARACTER

Able to pass a health examination

Genuine interest in serving people in the health or teaching

field
Pleasing personality
Acceptable attendance

APTITUDE

Average mental ability
Use testing devices

Intelligence, reading, aptitude
Vocational aptitude

Determined by performance tests in pre-class or
teacher approval

4. Selected occupational situations for training stations:

Teacher aides Supply centers Laboratory aides
Nursery aides Housekeeping aides Hospital unit helpers
Therapy aides Pharmacy aides

5. Selected cooperating agencies:

Hospitals Child care centers Public schools

State institutions Progress school or Nursing centers

other special

education units

191

6. How do you enroll?

a. See your counselor

b. Complete a vocational application form

c. Interview the coordinator

7. Suggested electives:

Home Economics 1 and 2, Family Living and/or Social Problems,
Home Care of Sick, Elderly and Infants, Typing, Bookkeeping,
Art Activities

The Coordinator's Reward

I wish I could take you on a visit to job stations or have you see
the faces of students when they return to the co-op class to share
their experiences on the job--sometimes so elated--sometimes nearly in
tears. But comments like these I am including have encouraged me to
"change" and to continue to change.

From a present student's Christmas greeting: "You're a special
teacher because of the extra things you take the time to do."

From a former student (in my first Food Service class) now study-
ing to be a registered nurse: "I think of you quite often. Thank you
for your counseling and the inspiration you gave me to reach my goal."

From an employer since the innovation of our health service pro-
gram: "Peace and joy . . . through the year ahead for the splendid
things you do in behalf of our youth."

"Life has always been a struggle but the secret of living is the
same today as it ever was. Find a high purpose, and build your life
around it. Give yourself to it with all your heart."3

"Effective teaching is really the best interpreter available. The
time is now. Never has home economics in the schools had a greater
challenge to meet changing times; never has home economics had a greater
challenge to serve families through its unique contribution to the
stability and creativity of the home."4

With the above in mind, I would add, never has the challenge been
greater for home economics to serve the world of work by preparing
students for employment in fields related to the well-being of all our
people.

3Campion, op. cit. , p. 72.

^Lelia Massey, "Home Economics Faces Change," Illinois Teacher,
XI (3) (Winter 1967-68), p. 236.

192

WHY HAVE AN ADVISORY COUNCIL?

Richard K. Ho f strand, Field Consultant
Rurban Educational Development Laboratory
Department of Vocational and Technical Education
University of Illinois

Why have an occupational advisory council for Occupational Home
Economics? The program appears to be going along smoothly. The
students appear to be happy. The administration is not complaining.
The community says they are behind the program. What could be better?
A home economics program with an occupational advisory council — that 's
what.

An occupational advisory council can be instrumental in helping
you as an instructor of Occupational Home Economics improve and conduct
your instructional curriculum. Such councils are usually made up of
employees, employers, and lay citizens of the community. The benefits
of such a council accrue to everyone concerned--you, the students, the
council members, the department, school and community. Let us look at
these benefits more closely.

STUDENT BENEFITS: relevance 3 expanded options, and increased

recognition

Any effort on the part of a public educational institution must
finally be judged in terms of the learner. Any activity which does not
ultimately benefit the learner, whether day school or adult, should not
be retained. Local occupational advisory councils for home economics
help learners by increasing the relevance of their course work, by
expanding the options available to the learner, and by providing
increased recognition for achievement.

A representative, well-informed, and interested advisory council
can help to increase the relevance of occupational curricula and
courses. Who knows better the problems and practices of a commercial
and institutional food preparation occupation than persons currently
employed in those jobs? Advisory council members need not be trained
educators. They should be people who can advise on the specific skills,
knowledges, and abilities needed to enter a job or cluster of jobs.

By using an advisory council, the options available to the indi-
vidual students will be increased. Many times, students have occupa-
tional interests which cannot be met by the school because of lack of
facilities, talent, time, and/or money. Many advisory councils help
locate learning opportunities outside the school thus helping students
to achieve their occupational goals. Advisory councils can also help
find part- and full-time employment for students who wish to increase
and improve their skills while attending school or for full-time employ-
ment upon completion.

Another benefit is increased student recognition. The recommended
practice of including students on the occupational advisory council

193

serves as a most effective means of recognition. Students serving on
such a council are held in high regard by their peers, parents, and
community. Students not on the council can be honored at banquets and
parents' nights which can be sponsored and conducted by the advisory
council. Recognition via the mass media as well as in one-to-one rela-
tionships are other important and effective means of council conducted
recognition.

INSTRUCTOR BENEFITS: advice and assistance

Solicited and freely given advice is the major benefit of an
occupational advisory council. Advice on unrecognized community needs,
existing and emerging employment needs and opportunities, program
policies, course content, and potential instructional resources are
valid concerns of such a council.

If the benefits of an occupational advisory council were to
terminate here, they would still be well worth their existence. But
the progressive home economics instructor is already carrying a full
load of activities. Finding time to organize, develop, and utilize an
advisory council is almost out of the question. Assistance is the
redeeming benefit. Although an effective advisory council will take
extra time to organize and develop, the benefits of time and effort
saved over ensuing years will greatly outweigh the instructor's original
investments. Occupational advisory councils that are well organized and
up to date with their responsibilities can play an extremely effective
and efficient assistance role.

Examples of assistance activities include work in the development,
execution, and evaluation of the local home economics program. Advisory
councils that are involved in the improvement of existing coursework and
in the development of new coursework will prove invaluable in increased
student relevance. Advisory councils can also assist by advising on
course content and by identifying and obtaining qualified persons to
assist in teaching the courses. The team approach of a trained educator
teaching in harmony with a person who is experienced in the specific
course content has shown itself to be an effective approach to occupa-
tional instruction. Advisory councils assist by identifying and obtain-
ing other instructional resources such as prototype equipment, publica-
tions, audio-visual aids, and other resources.

Occupational advisory councils can also be a great time and effort
saver in terms of program evaluation. They can survey present and past
students, interview employers, and obtain other school and related data
on which to base judgments. The council must realize that they are to
report directly to the instructor. Evaluation of individual instructors
is the responsibility of the institution's administrative staff and is
not the responsibility of the advisory council.

COUNCIL MEMBER BENEFITS: source of employees, educational involvement,

community status, and vehicle for service

By being a member of an occupational advisory council, an individual
can have a ready source of new and well-trained employees for his

194

business. Involvement in a cooperative work-experience program, i.e.,
where students receive occupational instruction in the school and
related occupational experience on the job, serves as a source of
emergency help.

Membership on an advisory council is a recognized vehicle for
local employees and employers to become involved in their public educa-
tional efforts. Through this means, their complaints, criticisms, and
compliments may be effectively communicated.

Every advisory council member is held in high regard by his or her
peers and by the community. Employees and employers, as well as un-
employed and disadvantaged persons, are seen as representatives of
their particular concerns. Although not representing any group in
particular, members are seen as leaders by their peers.

Many occupational advisory council members see their membership as
a means of being of service to youth, to learners of all ages, and to
the community as a whole. This opportunity to serve on an advisory
council allows members to be of service to their fellow man, their com-
munity, and their nation.

DEPARTMENT AND SCHOOL BENEFITS: public relations, improved curricula*

and community service

The Occupational Home Economics program as well as the school will
benefit from the efforts of an occupational advisory council. The
benefit of improved public relations is a natural benefit of an advisory
council. Whether it is through involvement of additional people from
the community via sub- committees or ad hoc committees or through
"selling" the department via one-to-one and group communications, the
image and acceptance of your program within the community will be
enhanced. Once involved, advisory council members discuss the broad
aspects of the program with their friends and neighbors as well as
making formal presentations to various community organizations and
groups. The ultimate in educational programs will never gain due
community respect if hidden under a bushel basket.

The advisory council can help in the development of a superior
curricula. The school and community will reap the benefits. Community
needs thus become community benefits.

Although advice and assistance are the major functions of an occu-
pational advisory council, they can become involved in service activities
for the community. The development, duplication, and distribution of
student handbooks, parent handbooks, policy changes, and other such
publications are valid activities. Presentation of pertinent work-
shops, speakers, and short courses are other benefits. Use your
imagination to generate other service ideas.

POTENTIAL DANGERS: overpowering councils and self-serving members

Occupational advisory councils have been known to become either
overpowerful groups who attempt to run the department or inactive

195

groups who do nothing but "rubber stamp" and approve whatever the
instructor proposes. The solution to both of these problems lies in
the preventative measure of developing and communicating specific
operational guidelines for the advisory council. Councils must be made
to realize that they are advisory only, and not a hoard of directors.
Secondly, they must be made to realize that they have certain responsi-
bilities to themselves, the students, the instructors, and the community
to advise, assist, and cooperate in every way possible to ultimately
improve the quality of education.

Self-serving members, i.e., individuals who wish to use their
place on the council to satisfy personal wants and desires, can be
avoided through careful member selection. A three or four member
selection committee to advise and assist in the selection of council
members is recommended.

Summary

The benefits of a well-organized and well-utilized occupational
advisory council will accrue to the learners, to the instructors, to
the council members, and to the department, school, and community.
These benefits have been recognized by vocational educators and legis-
lators. As a result, the Vocational Education Act of 1963 and the
Vocational Amendments Acts of 1968 made the National and the State
Advisory Councils mandatory, and recommended the use of local advisory
councils. Almost every state or U.S. possession now stipulates or
highly recommends that a local occupational advisory council be used
in the preparation, execution, and evaluation of local plans for
occupational education. The reason appears to be clear. As former
U.S. Commissioner of Education James E. Allen once stated: "You can't
buy what a volunteer gives."

196

SUGGESTIONS FOR ORGANIZING ADVISORY COUNCILS

W. Edward Shipley, Field Consultant
Rurban Educational Development Laboratory-
Department of Vocational and Technical Education
University of Illinois

The use of advisory committees in vocational education has been
highly recommended ever since the Smith-Hughes enactment of 1917. In
home economics, the use of such committees has varied with the teacher
and with the state. Some teachers have used advisory committees for
part of their program but not all of it. Where they have been used,
the effectiveness of the advisory committee is proof of the value of
such a group. The requirements of the Vocational Amendments of 1968
give an increased impetus to home economics teachers to move forward
in this area.

How to intiate an advisory council?

If the use of an advisory committee is a new idea in a school and
community, the teacher or the vocational coordinator will make a written
recommendation to the school board requesting the establishment of an
advisory council for home economics. The school board in turn would
discuss the request and then upon agreement draft a charter or resolu-
tion to authorize the formation and operation of an advisory committee.

How to select advisory members?

There are a variety of ways that the committee members may be
selected. Whether or not it is teacher selection or nominating com-
mittee selection, the important aspect is to select those people who
will fill the following criteria:

a. representative of different areas within the community

b. representative of a cross-section of interest groups

c. persons with time and energy to devote to the program

d. persons with professional or occupational interests

How to organize the advisory committee?

The selection of a chairman and a secretary is the first step.
Inasmuch as this is an advisory council the teacher should not chair
the committee but act as a member of the committee. In school districts
that have a general advisory committee, the chairman could serve as a
representative to the general advisory committee. This would provide
liaison between the home economics committee and the school board.

In laying the ground work for an advisory committee, the teacher
will need to outline tentative guidelines which may be incorporated
into an advisory committee constitution and bylaws. These guidelines
should include such things as the (1) persons whom the committee is to
advise, (2) purpose and duties of the committee, (3) number and manner
of selecting future members, (4) time to serve as well as provisions

197

for dealing with inactive members, (5) representation of the committee
at other meetings, (6) duties of officers. To be most useful and
effective the original guidelines must be tailored for the local
situation and then reviewed periodically and updated.

How to operate an advisory committee?

There is no agreement on the maximum number of meetings to be held
each year, or whether meetings should be scheduled at regular intervals
or called as necessary. The chairman might call a special meeting or
the committee might decide when the meetings are to be held. Whatever,
the meetings should be informal and short. Two hours would allow for
committee reports and time for further discussion. Brief luncheon
meetings are often most effective. Meeting dates whether preset or
not, should have some identified objectives. These objectives should
be incorporated into an agenda for the meeting by the chairman and the
home economics teacher. It is advisable to send the agenda to the com-
mittee members before the meeting. Minutes usually provide a summary
report or record of the meeting, rather than a transcript of the dis-
cussion. Ordinarily, a verbatim report is to be avoided, but pertinent
comments of members might be recorded at appropriate times. The
minutes then may be distributed to absent members, the general advisory
executive, the school board and administrators, and those other persons
directly involved in the home economics program.

The use of consultants and outside resource people will help in
planning and carrying out purposeful activities for the group. There
should be an annual evaluation of the work of the committee and its
constitution and bylaws.

Remember the citizens' committee studies, interprets and recom-
mends, but that policy decisions rest with the Board of Education. The
New York Citizens Committee for the Public Schools gives the following
advise for the care and treatment of volunteers. "Once you have her,
treat her well and she will be a source of inspiration and joy forever."

In conclusion, communication is a two-way street. Listening is as
large a part of communication as talking. Remembering and understanding
are part of listening. For further information contact REDL, the Rurban
Educational Development Laboratory, 357 Education Building, University
of Illinois, Urbana, Illinois 61801, or telephone 217/333-3274, Dr.
Lloyd J. Phipps, Director.

198

Suggested References for Organizing an Advisory Council

Hamlin, Herbert M. Citizens Participation in Local Policy Making for

Public Education. Urbana: University of Illinois, 1963. (Source:
REDL, 357 Education Building, University of Illinois, Urbana,
Illinois 61801) Price 50<£.

Vocational Division Bulletin No. 288, Trade and Industrial Education
Series No. 71. Organization and Effective Use of Advisory Com-
mittees. U.S. Department of Health, Education and Welfare, 1968.

Phipps, Lloyd J. and Kenneth Knell. The How of Successful Citizen
Advisory Committee Operation. Urbana: University of Illinois,
1968. (Source: REDL, 357 Education Building, University of
Illinois, Urbana, Illinois 61801) Price 75*.

Maines, Marianne. Advisory Committees for Home Economics. Terre Haute,
Indiana: Vocational Instructional Materials Laboratory, 1969.
(Source: Vocational Instructional Materials Laboratory, Depart-
ment of Vocational and Technical Education, Indiana State Univer-
sity, Terre Haute, Indiana 47801) Price unspecified.

Phipps, Lloyd J., Richard K. Hofstrand and W. Edward Shipley. Citizens'
Advisory Councils in Education - A Course of Study. Urbana:
University of Illinois, 1970. (Source: REDL, 357 Education
Building, University of Illinois, Urbana, Illinois 61801)
Price: $1.50.

199

INDEX OF ARTICLES RELATED TO HONE ECONOMICS OCCUPATIONS
PUBLISHED IN THE ILLINOIS TEACHER

Prepared by Christina R. Brown

This index consists of articles in the area of Occupational Educa-
tion that have appeared in past issues of the Illinois Teacher. The
index may provide information helpful to anyone developing employment
education programs at the secondary and post-secondary levels.

ADULT EDUCATION - Entire Issue - Volume 8, No. 5, 1964-65

Occupations Discussed Pages

Child Care Aides 277-297

Clothing Alteration 313-315

Domestic Service and/or Baby Sitting 265-275

Food Service 298-307

General 316-322

Homemaker Service 231-263

Institutional Aide 308-309

Nursing Assistant 310-312

CURRICULUM DEVELOPMENT AND PROGRAM PLANNING

Adair, Sharon K. and Huang, May W. "A Feasibility Study of

Champaign-Urbana, Illinois to Determine Need for a Child Care
Program at Parkland College, a Summary." Vol. XII, No. 1,
1968-69, pp. 25-29.

Bobbitt, Norma and Lucht, Linda Lou. "A Study of Food-Service

Establishments to Determine Feasibility of a Food Service Program
at Parkland Community College." Vol. XII, No. 1, Fall 1968-69,
pp. 3-29.

Bent ley, Alma. "Fact Finding for Program Planning in Training for
Occupations Related to Home Economics." Vol. VIII, No. 6,
1964-65, pp. 323-333.

Davis, Winifred. "A Look at Some Commonalities in Vocational Educa-
tion." Vol. XII, No. 2, Fall 1968-69, pp. 82-84.

Davis, Winifred. "Knowledges in Clothing and Textiles Needed by

Homemakers and Workers in Clothing Occupations." Vol. XII, No. 1,
Fall 1968-69, pp. 31-52.

Dewar, Peggy. "How May Home Economics Teachers and Teacher Educators
Contribute to the Total Occupational Education Emphasis?" Vol. X,
No. 2, Fall 1966-67, pp. 39-44.

Karnes, Ray M. "Problems and Issues in Vocational Education Serving
as Bases for Program Development." Vol. XI, No. 2, Fall 1967-68,
pp. 109-115.*

Issue out of print.

200

Simpson, Elizabeth. "The Vocational Purposes of Home Economics

Education - Focus on Education for Employment." Vol. VIII, No. 2,
1964-65, pp. 87-93.

Simpson, Elizabeth. "Development of Curriculum Guides for a Coordi-
nated Program of Home Economics." Vol. XI, No. 4, Spring 1967-68,
pp. 251-315.

Simpson, Elizabeth. "Curriculum Guides for a Coordinated Program of
Home Economics." Vol. XI, No. 5, Spring 1967-68, pp. 341-382.

Simpson, Elizabeth. "Outline for Home Economics Courses at Secondary
Level." Vol. XIII, No. 1, 1964-65, pp. 107-109.

Swope, Mary Ruth. "A Survey of Occupations Utilizing Understandings
and Abilities Related to Home Economics." Vol. VIII, No. 3,
1964-65, pp. 107-109.

Van Camp, Donna M. "Commonalities in Vocational Education." Vol.
VIII, No. 1, 1964-65, pp. 23-32.

"Forms for Use in an Employment Program." Vol. X, No. 3, Winter
1966-67, pp. 75-98.

LEGAL ASPECTS

Griggs, Mildred and Yoder, Bernadine. "Compendium of Legal Aspects
of Wage Earning Programs." Vol. XII, No. 2, Fall 1968-69,
pp. 57-74.

OCCUPATIONAL ORIENTATION AND PRE-EMPLOYMENT

Eichelberger, Lila Jeanne. "A Unit of Study on Orientation to the
World of Work." Vol. IX, Bonus Issue, 1965-66, pp. 20-47.

Sredl, Henry. "Occupational Orientation at the Elementary Level."
Vol. XIII, No. 3, Jan. -Feb. 1970,. pp. 104-107.

Whatley, Alice E. , Warren, Mary E. and Parker, Harry J. "Youth
Orientation to the World of Work: Concept and Generalization
Framework." Vol. XII, No. 4, Spring 1968-69, pp. 191-198.

POST HIGH SCHOOL

Adair, Sharon K. and Huang, May W. "A Feasibility Study of Champaign-
Urbana, Illinois to Determine Need for a Child Care Program at
Parkland College, a Summary." Vol. XII, No. 1, Fall 1968-69,
pp. 25-29.

Beaumont, John. "Summary of Presentation on 'The Goals for Develop-
ing Programs at the Post-High School Level in Illinois.'" Vol. XI,
No. 2, 1967-68, pp. 116-118.*

201

Bonnell, Mildred. "Guides for Developing Food Service Programs at

the Post-High School Level." Vol. XI, No. 2, 1967-68, pp. 132-136.*

Daniels, Gerald. "Long Beach City College Content Outlines for
Courses in Home Economics-Related Occupations." Vol. IX, No. 4,
1965-66, pp. 199-224.

Galbraith, Ruth. "Guides in Developing Clothing and Textiles Related
Programs at the Post High School Level." Vol. XI, No. 2, 1967-68,
pp. 144-149.*

McEniry, Margaret. "Home Economics Programs at the Post-High School
Level in Ohio, Highlights of a Presentation." Vol. XI, No. 2,
1967-68, pp. 128-131.*

Sellers, Beulah. "Perceptions and Projections of Home Economics in
the Community College." Vol. XI, No. 2, 1967-68, pp. 122-127.*

Smith, Lois M. "The Home Economics-Oriented Programs at the Post-
High School Level in Illinois." Vol. XI, No. 2, 1967-68,
pp. 119-121.*

Strader, Gayle Gilbert. "Home Economics in Lakeland Junior College."
Vol. XI, No. 2, 1967-68, pp. 152-167.*

Whiteford, Emma B. and Hasty, Hazel. "Home Economics in Post-High
School Programs, Highlights from a Summer Workshop." Vol. XI,
No. 2, 1967-68, pp. 102-108.*

Whiteford, Emma B. "Guides for Developing Child Development Related
Programs at the Post High School Level." Vol. XI, No. 2, 1967-68,
pp. 137-143.*

SPECIFIC PROGRAMS, EXAMPLES IN

Child Care

Blandford, Margaret. "Home Economics Occupations in an Institution
for the Mentally Retarded." Vol. XII, No. 5, Spring, 1968-69,
pp. 264-285.

Crum, Elba. "Preparation for Child Care in Seattle, Washington."
Vol. VIII, No. 5, 1964-65, pp. 288-292.

Eichelberger, Lila Jean. "Child Development and Guidance—The Occu-
pational Aspects." Vol. XIII, No. 1, Sept. -Oct. 1969, pp. 21-53.

Grant, Margaret E. "Seminar on Nursery School Problems, Chicago,
Illinois." Vol. VIII, No. 5, 1964-65, pp. 297.

Hendricks, Gertrude. "Adult Education for Employment in Youngstown,
Ohio." Vol. VIII, No. 5, 1964-65, pp. 277-287.

202

Martinez, Isabel W. "Preparing Maids and Baby Sitters in Puerto Rico."
Vol. VIII, No. 5, 1964-65, pp. 265-266.

Murray, Emmie. "On-the-Job Training for Teachers of Preschool
Children, Troup County, Georgia." Vol. VIII, No. 5, 1964-65,
pp. 293-296.

Clothing and Textiles

Berry, Margaret Ann. "Clothing Services - What High School Girls
Think." Vol. XII, No. 2, Fall 1968-69, pp. 78-81.

Davis, Winifred. "Knowledges in Clothing and Textiles Needed by

Homemakers and Workers in Clothing Occupations." Vol. XII, No. 1,
Fall 1968-69, pp. 31-52.

Hutchinson, Gladys. "Clothing Alteration: A First Attempt in a Home
Economics Course for Wage Earning." Vol. VIII, No. 5, 1964-65,
pp. 313-315.

Killan, Margaret. "Knowledge and Skills Leading to Employment in
Clothing-Related Occupations." Vol. XI, No. 2, 1967-68,
pp. 150-151.*

Starck, Helen. "A Report of Two Studies with Implications for the
Education of Fabric Sales Clerks." Vol. VIII, No. 3, 1964-65,
pp. 147-152.

Cooperation With Other Agencies

Buchanan, Elsie. "What is Illinois Doing?" Vol. VIII, No. 3,
1964-65, pp. 97-106.

Demaree, Darlene P. "Suggestions for the Cooperative Extension

Service and the School for Home Economics Wage-Earning Programs."
Vol. XII, No. 2, Fall 1968-69, pp. 85-95.

Kopan, Alice Orphanos . "A Cooperative Distributive Education - Home
Economics Program at Farragut High School in Chicago, Illinois."
Vol. VIII, No. 6, pp. 334-345.

Cooperative Programs

Eichelberger, Li la Jean. "Child Development and Guidance - Occupa-
tional Aspects." Vol. XIII, No. 1, Sept. -Oct. 1969, pp. 21-53.

Kopan, Alice Orphanos. "A Cooperative Distributive Education - Home
Economics Program at Farragut High School in Chicago, Illinois."
Vol. VIII, No. 6, 1964-65, pp. 334-345.

Patton, Duane. "Cooperative Vocational Education, Champaign, Illinois."
Vol. XI, No. 3, Winter 1967-68, pp. 181-186.*

203

Swart z, Billie McFadden. "Stumbling Blocks in Cooperative Occupa-
tional Programs." Vol. XII, No. 2, Fall 1968-69, pp. 75-77.

Walter, Doris. "An Experimental Home Economics Course (Taught in
Cooperation with Distributive Education), Thornton, Colorado."
Vol. VIII, No. 4, 1964-65, pp. 173-176.

Food Service

Blandford, Margaret. "Home Economics Occupations in an Institution
for the Mentally Retarded." Vol. XII, No. 5, Spring 1968-69,
pp. 264-285.

Burbidge, Grace. "Training Cooks for Nursing Homes, Salt Lake City,
Utah." Vol. VIII, No. 5, 1964-65, pp. 299-301.

Cudney, Robert. "Change in Student Attitudes through Operation of a
Tearoom." Vol. XII, No. 4, 1968-69, pp. 199-204.

Maney, Toni . "Waitress Training on the Lac Du Flambeau Reservation,
Rhineland, Wisconsin." Vol. XIII, No. 3, Jan. -Feb. 1970,
pp. 148-150.

Murphy, Lila C. "Food Service Supervision - Therapeutic Diet, Con-
cord, New Hampshire." Vol. VIII, No. 5, 1964-65, p. 306.

Murray, Emmie. "Training for School Lunch Personnel and Food Service
Workers in Georgia." Vol. VIII, No. 5, 1964-65, pp. 303-305.

Schusky, Janet. "Food Service Workers in Sheboygan, Wisconsin."
Vol. VIII, No. 5, 1964-65, p. 302.

Homemaker Services

Bonar, Doris and Tompkins, F. C. "Home Management Course in Coopera-
tion with Homemakers Incorporated, Joliet, Illinois." Vol. VIII,
No. 5, 1964-65, pp. 258-59.

Booher, Jo Anne. "Pilot Program in Housekeeping Technology, Sikeston,
Missouri." Vol. IX, No. 1, 1965-66, pp. 22-31.

Burbidge, Grace. "Visiting Homemakers Program, Salt Lake City, Utah."
Vol. VIII, No. 5, 1964-65, pp. 260-262.

Cornelius, Ethelwyn. "Visiting Homemakers Service, Ithaca, N.Y."
Vol. VIII, No. 5, 1964-65, pp. 256-257.

Farone, Lois. "A Pilot Program for Preparing Homemakers1 Assistants
in Phoenix, Arizona." Vol. VIII, No. 5, 1964-65, pp. 238-245.

Foster, Josephine A. "Professional Homemaker, Greensboro, North
Carolina." Vol. VIII, No. 5, 1964-65, pp. 246-248.

204

Gibbs, Mary S. and Dunlap, Dorothea. "The Visiting Homemaker Service
of Terre Haute, Indiana." Vol. VIII, No. 5, 1964-65, pp. 231-237.

Kimpland, Ruth. "Employment Training for Out-of- School Youth,
Rochester, N.Y." Vol. VIII, No. 5, 1964-65, pp. 275-276.

Kraft, Thelma Kathleen Jacob. "Adult Education for Low Income
Groups: A Course to Prepare for Domestic Service, Carbondale,
Illinois." Vol. VIII, No. 5, 1964-65, pp. 267-274.

Lovell, Ganata. "Homemaker Service in Louisiana." Vol. VIII, No. 5,
1964-65, pp. 263-264.

Martinez, Isabel. "Preparing Maid and Baby Sitters in Puerto Rico."
Vol. VIII, No. 5, 1964-65, pp. 265-266.

Turner, Rebecca. "Hotel and Motel Housekeeping Aides, A Pilot
Project in Arkansas." Vol. VIII, No. 5, 1964-65, pp. 308-309.

Nursing

Schusky, Janet. "Nursing Assistants, Sheboygan, Wisconsin."
Vol. VIII, No. 5, 1964-65, pp. 310-312.

Tomlinson, Robert M. "Health Occupations." Vol. XIII, No. 3,
Jan. -Feb. 1970, pp. 108-118.

Personal Development

Nickel, Christine. "Personal Development, Madison, Wisconsin."
Vol. VIII, No. 5, 1964-65, pp. 320-322.

Pilot Programs

Booher, Jo Anne. "Pilot Program in Housekeeping Technology, Sikeston,
Missouri." Vol. IX, No. 1, 1965-66, pp. 22-31.

Cornelius, Ethelwyn and Snyder, Jean. "Pilot Program in Preparation
for Employment in the Home Economics Program, Ithaca, N.Y."
Vol. VIII, No. 4, 1964-65, pp. 204-222.

Farone, Lois. "A Pilot Program for Preparing Homemakers ' Assistants."
Vol. VIII, No. 5, 1964-65, pp. 238-245.

Turner, Rebecca. "Hotel and Motel Housekeeping Aides > A Pilot
Project in Arkansas." Vol. VIII, No. 5, 1964-65, pp. 308-309.

Programs in Specific Locations Not Otherwise Indexed

Anderson, Gladys. "Applied Homemaking at Fort Collins, Colorado."
Vol. VIII, No. 4, 1964-65, pp. 177-178.

205

Capps, Gertrude S. "Home Economics-Oriented World of Work Programs,
the Current Detroit Scene, Detroit, Michigan." Vol. VIII, No. 4,
1964-65, pp. 179-186.

Champoux, Ellen M. "Emphasis on Wage Earning in Home Economics
Classes in Kansas." Vol. VIII, No. 4, pp. 187-203.

Clayton, Nanalee. "Junior High School Job Training Program - Houston
Independent School District." Vol. VIII, No. 6, 1964-65, p. 348.

Hendricks, Gertrude. "Adult Education for Employment in Youngstown,
Ohio." Vol. VIII, No. 5, 1964-65, pp. 277-287.

Kafka, Janie. "Employment Education in the Home Economics Program at
Lincoln, Illinois." Vol. VIII, No. 6, 1964-65, pp. 354-356.

Murray, Emmie D. "Employment Education for Adults in Troup County,
Georgia." Vol. VIII, No. 5, 1964-65, pp. 249-255.

Schnell, Dorothy M. and Mills, Jean Y. "Education for Gainful Occupa-
tions Related to Home Economics in California." Vol. VIII, No. 4,
1964-65, pp. 156-172.

True, Marcia R. and Downs, Helen. "Work-Study Home Economics Pro-
gram at Auburn, Maine." Vol. VIII, No. 4, 1964-65, pp. 223-226.

Willis, Virginia M. "Home Economics-Related Wage Earning Classes in
Atlanta." Vol. VIII, No. 6, 1964-65, pp. 346-347.

Woller, Patricia. "Exploration in Employment Education in Home
Economics at Tinley Park, Illinois." Vol. VIII, No. 6, 1964-65,
pp. 308-309.

Rural School

Ash, Wilda. "An Exploration in Employment Education in the Rural
School." Vol. VIII, No. 3, 1964-65, pp. 110-115.

Slow Learner

Shanahan, Louise. "Occupational Training for Slow Learners."
Vol. VIII, No. 6, 1964-65, pp. 349-353.

TEACHER PREPARATION

Bobbitt, Norma. "Procedures for Evaluation of the Undergraduate
Course in Employment Education." Vol. XII, No. 6, 1968-69,
pp. 355-363.

Hackett, Bessie. "An Undergraduate Course in Employment Education- -
Plans for Instruction." Vol. XII, No. 6, 1968-69, pp. 328-354.

VISUAL AIDS

Stovall, Ruth and Brown, Carolyn. "Visual Aids for the New Dimension
in Home Economics." Vol. VIII, No. 6, 1964-65, pp. 357-370.

206

To repeat what we said in Vol. XII, No. 3:

A home economics student recently approached a staff member and
asked, rather sheepishly, if she had a book on the "joys and satisfac-
tions of teaching." The dejected looking girl said she could see the
problems, difficulties, and frustrations and needed something to
counter with.

This incident has prompted an informal search for authentic
testimonials concerning the intangible rewards in teaching. Illinois
Teacher solicits readers' contributions which may be compiled for later
publication.

Won't you share with us in a brief statement the joys and satis-
factions you have personally experienced as a teacher? Your words may
help some disillusioned young person to renew faith in the profession.

'0)%

^IM3^

Won't you take a moment to write down what you and your students
did on a day that you felt especially successful, so that another
teacher can benefit?

What "made the day"? What techniques did you use? What created
a special climate for learning? Why did the students go away wanting
to learn more?

If you share your big moments with us and others share their big
moments with you, the whole profession will gain.

Use the back of this page for sending in either idea.

207

JOYS AND SATISFACTIONS OF TEACHING
OR
TEACHING TECHNIQUES

Contributor: Mail to:

(please print)

Illinois Teacher

Address: 342 Education Building

University of Illinois
Urbana, Illinois 61801

208

^ ' Vol. XIV, No. 5

I, May- June 1971

>kc * 13/ /

"^.o-

Mpja'Jl'S

ILLINOIS TEACHER

FOR CONTEMPORARY ROLES

PERSONAL • HOME AND FAMILY • EMPLOYMENT

HOME ECONOMICS FOR THE SEVENTIES

ACCENT ON THE DUAL ROLE

DUAL-ROLE DOUBLE TALK

Bessie Eaokett 209

THE AMERICAN WOMAN TODAY

Elizabeth J. Simpson 217

WOMEN'S CHANGING LIFESTYLES- -SOME IMPLICATIONS FOR
HOME ECONOMICS

Carolyn Wax and Janice Trono 223

CURRICULUM MATERIALS - DUAL ROLE 227

ATTITUDES OF HIGH SCHOOL SENIORS TOWARD WORKING WOMEN

Mildred Barnes Griggs 236

MULTI -ROLES IN TEAM TEACHING

Ruth E. Pestle 250

PLANS FOR 1971-72; SUBSCRIPTION BLANK 254

HOME ECONOMICS EDUCATION • UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN

A publication of the Division of Home Economics Education,
Department of Vocational and Technical Education, College
of Education, University of Illinois, Urbana, Illinois 61801

Members of Division:

Mary E. Mather, Division Chairman

Hazel Taylor Spitze, Associate Professor

Mildred B. Griggs, Instructor

Kathryn W. Smith, Instructor, University High School

Christina R. Brown, Assistant

Reba J. Davis, Assistant

Cynthia C. Theiss, Assistant

Judith Oppert, Assistant

Gail VanderJagt, Assistant

Carolyn Wax, Assistant

Business Manager of Illinois Teacher: Clara Bosshart

Vol. XIV, No. 5, May-June. 1971. Published six times each year,
Subscriptions $5 per year. Single copies $1.

Address: Illinois Teacher

342 Education Building
University of Illinois
Urbana, Illinois 61801

Telephone: 217-333-2736

VOREWKD

The tiXZe o{ oua publication indicate* a continuing concern about
nolei, o{ people, in today' 6 society. In thu, ii>Aue, we wJUh to highlight
"dual hjoloji" o{ women. Tact* about women and theiA activities , a6 well
a6 attitude held towaAd some o{ these activities will be ex.plon.ed.

The proposition o{ women in tho. woik^oice wilt continue, to tvUe, with
manxied women accounting {ox the ma jo A shaxe o{ the incxease. By 1980
the numbex o{ women at woxk wilt be double the 1950 {iguxe, xe{lecting a
majox change in American li{e style.

Millions of women in the labor force

1950

1960

1969

1980

Labox {on.ee participation o{ maxxied women with childxen has
incxeased shaxply, even {on. tho he with vexy young childxen.

Labor force participation rate of married women, husband present
40

With no children under 18
years of age

With children under 6
years of age

0
1948 1950

1955

1960

1965

1969

Working wive* make, significant contribution* to total. family income.
In each. -Income, bnacket, women contribute about one-fiountk on morn, ol the,
family Income,

Median percent of family income
contributed by wives' earnings - 1968

^27^

^25^

^25 -

s-jy

Under $3,000- $5,000- $7,000- $10,000- $15,000
$3,000 4,999 6,999 9,999 14,999 and over

Incomes of families with working wives

The data cited In the honwond came inom U.S. MANPOWER W THE 1970'S,
published by the U.S. Department o^ Labon.

We hope article* {^eatuned in this issue wilt serve as stimulant* fton
classnoom discussion to kelp student* clarify thein personal note
concept* .

Mildned Bonne* Gniggs
Editon Ion Tki* Issue

DUAL-ROLE DOUBLE TALK

Bessie Hackett
Home Economics Education Faculty
Illinois State University

As dual-role practioners, home economics teachers are able to speak
with authority about combining a job with homemaking. Not only are they
both homemakers and wage earners, but they are also highly educated for
these particular roles. Moreover, they comprise a unique occupational
group in that they function in two major life roles which have the unusual
distinction of being reciprocal --what is done in one job may be applied
directly to the other. In effect, they can practice what they teach and
teach what they practice.

It is universally recognized, therefore, that home economics
teachers, by virtue of training and practice, qualify as specialists
capable of helping individuals to understand and manage home- job respon-
sibilities. However, in spite of this acknowledged expertise, teachers
often remain semantically confused when it comes to generalizing about
the dual role. These teachers are victims of dual-role double talk.

Many home economics teachers have inner reservations about interpret-
ing the dual-role concept—reservations which transcend their personal
experiences and beliefs. These reservations usually concern differences
in perceptions of the dual role and approaches which should be taken in
teaching for the dual role. Now, prompted by federal and state legisla-
tive sanctions, teachers throughout the country are seeking clarification
of the dual-role idea.

Alternative Positions on the Dual Role

Theoretically, there are at least five basic positions with respect
to the meaning of the dual-role concept, and each position suggests a
slightly different approach for teaching. These positions are identified

209

for the reader by the use of five key words --double, "duel," duo,
divided, and discretionary --as substitutes for "dual."

Double Role

The classic definition of the dual role is
"double job for women." It is based on the
theory of "gender identity." Each sex is
believed to have unique, inherent capabili-
ties that are biologically determined.
Accordingly, role functions are defined by
sex, and homemaking tasks are supposed to
belong in the distaff domain. This theory
also carries the Freudian assumption that
egos are damaged when sexes cross role boun-
daries; but actually, in patriarchal socie-
ties, it is the male ego which is the
predominant concern.

In most western cultures, the gainfully
employed (and dutiful) female must do two
jobs --at home for free and away for pay. Her
spouse is entitled to assume a single role
because he is a male, his pay check is higher,
his job has more prestige, and/or his occupational responsibilities are
more taxing. Many double-role wives insist that they prefer traditional
role styles. However, as indicated by Dr. Jessie Bernard in the Journal
of Home Economies , some of these women may be "simply reconciled and
adjusted."1

Teachers who view the dual role as an inevitable double role for
women are not likely to encourage boys to study home economics. Instead,
they might concentrate their efforts in helping girls to learn shortcuts
in home management and exploit all available resources --except, of course,
the talents and abilities of male family members.

Duel Role

Stresses in family living have brought
forth an interpretation of the dual role which
is merely a matter of vowel substitution- -duel
role. According to this negative point of
view, home is the setting for an endless drama
in which male and female task performers
experience either inner conflicts or outright
inter-personal clashes about their home
responsibilities. There is constant confu-
sion concerning "who does which homemaking
tasks and how often." Often the wife's

1J. Bernard and C. Chilman.
of Home Economics, 1970, 62:576.

Changing Lifestyles for women. Journal

210

employment is a threat to smooth-functioning home life. She has to
connive in order to convince her chauvinist spouse and her children that
if she works full time outside the home, they should help with the house-
work. Whatever assistance she receives from husband or children may be
the result of a continuous hassle.

Duel -role problems are reportedly the primary cause of dissolution of
most contemporary communes. Sociologist Carlfred Broderick asserts that
most communes fail because of disputes over "who does the dishes," rather
than "who sleeps with whom."

Teachers who look upon the duel role as a fact of life would be likely
to include lessons on the art of persuasion and to discuss local resources
for family therapy. Instruction would be oriented toward coping with
conflict, and there would be lots of socio-drama and role playing.

The position which completely disclaims gender
identity is the duo vole. It operates on the
"T-principle" --togetherness . As a team, male and
female tackle homemaking tasks together. Not only do
both sexes share household responsibilities equally,
but task differentiation between them is non-existent.
Each partner is reasonably competent to handle all
types of home duties.

In programs attuned to the duo-role concept,
every effort would be made to induce boys to take home
economics. Emphasis would be placed upon cooperation
between sexes in the performance of housekeeping
tasks, in decision making, and in child rearing.
Employment of male teachers in home economics depart-
ments might be considered a wise move.

Divided Role

The position which recognizes individual
differences in abilities and preferences of
family members is the divided vole. Here each
person contributes separately (but not neces-
sarily equally) according to his or her qualifi-
cations. Tasks performed by male and female are
dovetailed in order to get the homemaking job
done.

Teachers subscribing to this interpreta-
tion would tend not to believe that everyone

2C. B. Broderick. Trends in family life. Speech presented at the
National Conference on New Directions for Vocational Home Economics,
sponsored by the American Vocational Association and the American Home
Economics Association, Washington, D. C, January 23, 1971.

211

should have a comprehensive course in homemaking. There might be many
different special-interest offerings. Boys would be welcome in such a
program, and there would be a great deal of cooperative planning so as
to take into account students' interests and felt needs. "Efficiency"
and "getting the most out of resources" would necessarily be high-
priority lessons in the study of home management.

Discretionary Role

The most accommodative position is the
discretionary role. In this case, roles
assumed by family members are based upon values.
It is recognized that there are alternatives in
styles of living and that working couples are
free to choose which style suits them best.
(Hopefully, husband and wife would have similar
values .)

Teachers oriented toward the discretionary
role would be likely to provide wide exposure
to varying patterns of family living. Students
of both sexes would be encouraged to identify
their own values and helped to make choices in
terms of their values.

There are advantages and disadvantages to all five theoretical
positions which have been suggested for interpreting the dual role. The
best position--in terms of the purposes of home economics—would be that
which contributes most to strengthening family life while at the same
time promoting self-fulfillment of family members.

Questions and Issues

Home economics teachers are asking questions, with respect to
dual-role education, that are provocative and relevant. Certain questions
are old but they require new answers. Others impinge upon the ethics of
home economists taking a Stand in directing social change. Some of the
pertinent queries are grouped according to four current issues related to
homemaking education:

1 . Contemporary job description of homemaking

- Precisely what is the nature of the homemaking job for most
people today?

- What homemaking tasks are becoming obsolete?

- What new competencies will be needed by homemakers if they are
to function adequately in the social -technological milieu of
the approaching final quarter of the twentieth century?

2. Distinctions between homemaking for employed and non-employed

- How do homemaking roles differ between employed and non-
employed homemakers?

- What homemaking problems handicap persons trying to function
in a dual role?

212

3. Implications of Women's Lib for dual-vote education

- In the final analysis, who is to be considered a homemaker?

- Is it likely, with continued liberation of women that
eventually men will assume a homemaking role equal to women?

- Or will there be wide variations in roles among individuals
and families?

- What will happen to children's homemaking roles if the
trend continues toward employment of both parents?

4 . Brainwashing

- Exactly what stance should home economics teachers take with
respect to teaching for the dual role?

- If they are to face facts regarding citizens' present wants
and future needs, just what are these facts?

- Should teachers try to perpetuate accepted and longheld
"ideal role" concepts?

- Or should they encourage young women to relinquish beliefs
regarding "proper" female functions?

- Should teachers seek to indoctrinate young men with the idea
that homemaking work is likely to be one of their inevitable
responsibilities and they should be prepared?

Examination of the Issues

Obviously there are no pat answers to the preceding questions. At
best, in examining the issues, it is hoped to suggest ways of thinking
about the dual role, provide a few clues for drawing conclusions, and
speculate on future directions.

Contemporary job description of homemaking. Homemaking leads all
occupations in numbers of workers involved, and it is considered by many
to be the most important and far-reaching of all callings; yet its true
nature remains an enigma. Everybody recognizes its importance, but nobody
can describe it. This fact is cited by Lewis in Developing Woman's
Potential: "But for all its importance numerous questions surround it.
What, exactly does she [sic] do? How demanding is it, as a job?"3

Unfortunately, a precise description of the job of homemaking as it
is generally practiced in America is difficult, if not impossible, to
formulate- -even by experts in the field. Home economics specialists,
Steidl and Bratton, contend: "The study of homemaking work is almost an
entirely neglected area of study, yet the job of homemaking encompasses
a core of activities essential to our existence."4

3E. C. Lewis. Developing Woman's Potential. Ames, Iowa: Iowa
State University Press, 1968, p. 82.

4R. E. Steidl and E. C. Bratton. Work in the Home. New York: John
Wiley § Sons, 1968, p. 176.

213

In an attempt to discover some answers to the problem of defining
homemaking (and relating findings to teaching) , the writer undertook an
exploratory investigation in McLean County, Illinois.5 Seventy-two
subjects—home economics teachers and mothers of school children-
analyzed the job of homemaking. These individuals rated forty home-
making tasks as to importance, difficulty, frequency, and time spent in
performance. Ratings of equal groups of employed and non-employed
mothers were used to construct job profiles in six designated areas of
homemaking. These job profiles suggest that the traditional concept of
homemaking is no longer valid in this central Illinois county. Certain
tasks, sometimes labeled "critical" in regions which are primarily agri-
cultural, are seldom performed and are regarded as relatively unimportant.
Among the low-rated tasks were: "preservation of food," "caring for
vegetable garden," "painting and refinishing," "making draperies and
curtains," and "caring for outside surroundings." At the other end of
the scale, tasks which rated high in both frequency of performance and
importance were: "planning and shopping for food," "preparing and
serving family meals," "cleaning bathrooms," "attending to machine
washing," "giving personal attention to children" and "to husband,"
"socializing with friends and relatives," and "caring for self."

Continuing job analyses will be necessary if home economists are to
teach homemaking "as it is" or "as it is likely to be." Teachers might
find it helpful to conduct their own job analyses in their local
communities .

Distinctions between employed and non-employed homemakers. in the
study previously described, the researcher found only four differences
between the jobs of employed and non-employed homemakers among 160 mean
ratings of homemaking tasks. (All of these ratings were statistically
significant at the .05 level of probability.) Compared to their non-
employed counterparts in central Illinois: employed homemakers attached
more importance to "shopping for clothing;" they spent more time "cleaning
bathrooms" (Why this task assumed such importance is, indeed, perplexing.)
and more time in "caring for self;" they performed the task of "giving
physical care to children" less frequently. These minor differences were
insufficient evidence to conclude that the homemaking jobs of the employed
and non-employed women differed. (It is felt, however, that other compar-
ative measures of homemaking tasks might have revealed more differences.)

Descriptive data obtained in this job analysis study suggest
additional distinctions between the employed and non-employed groups.
Employed homemakers, and to a lesser extent non-employed homemakers,
received assistance with homemaking tasks from the children "more than
often." As for the home economics teachers, those with families had help
from their children less frequently than the homemakers. However, the
home economics teachers were able to get more assistance from their
husbands than either group of homemakers.

5B. D. Hackett. Job Analyses of Homemaking by Selected Groups of
Homemakers and Home Economics Teachers. Doctoral Dissertation. University
of Illinois, 1970.

214

Implications of Women's Lib for dual -role education. As evidence of
a widening role concept and, perhaps, an influence of the feminine move-
ment, writers (including home economists) are beginning to resist using
the pronoun "she" in reference to "a homemaker." The word is losing its
gender distinction and becoming a neuter noun. Even legislators are mak-
ing this subtle semantic shift, as indicated by terminology used in a
portion of the Consumer -Homemaking Section of the 1968 Vocational Amend-
ments: ". . . to prepare youths and adults for the role of homemaker, or
to contribute to the employability of such youths and adults in the dual
role of homemaker and wage earner."6 It is obvious that through choice
of the words "youths and adults" (instead of "girls and women") , the
writers did not define "homemaker" in sexual terms .

It seems to many observers of the phenomenon that if the radical
fringes of the women's liberation movement do not "kill the cause,"
eventually a large proportion of males will, indeed, be assuming homemaking
roles very similar to females. If this occurs, the length of the transi-
tion period is anybody's guess. Meantime, there are likely to be varying
degrees of role differentiation between the sexes and diversity in choices
of family life styles. It may be, with continued automation, that children
will be assuming a sizeable share of homemaking responsibilities as a
matter of course if their parents work.

Brainwashing. One of the side effects of rapid social change is
stress brought about by confusion and ambivalence toward sex roles. If
citizens, themselves, are confused about their sex roles, it is no wonder
that home economics teachers are having problems with the double talk
about the dual role. Although many home economics teachers may support
women's quest for equal rights at home and at work, they tend to reject
the "bra-burning" extremism of the women's liberation movement. They won-
der about "brainwashing" students in terms of promoting certain role
models. Regardless of the stance they take, home economics teachers
may experience guilt feelings. They simply do not know what is "right"
for contemporary living, and they have few facts to rely on which justify
their own position in teaching for the dual role. They do know that
women can expect to work from 25 to 35 years in gainful employment. They
do know that, generally, women work from 50 to 80 hours a week in both
aspects of their dual role. They also are painfully aware that a substan-
tial proportion of men scoff at the idea of equal sharing of homemaking
duties .

There is increasing pressure for the home economics profession to
recognize its obligation to women and to take action in helping women
achieve civil rights. The time may not be far off when home economists
will be actively participating in redefining the "dual role" so that it
no longer is a female sex symbol.

References Cited

Broderick, C. B. Trends in family life. Speech presented at the National
Conference on New Directions for Vocational Home Economics, sponsored

6U. S. Congress. House. Vocational Education Amendments of 1968.
H. R. 18366, 90th Cong., 1st sess., 1968, p. 22.

215

by the American Vocational Association and the American Home
Economics Association, Washington, D. C, January 23, 1971.

Hackett, B. D. Job Analyses of Homemaking by Selected Groups of Homemakers
and Home Economics Teachers. Doctoral Dissertation. University of
Illinois, 1970.

Lewis, E. C. Developing Woman's Potential. Ames, Iowa: Iowa State
University Press, 1968, p. 82.

Steidl, R. E. and Bratton, E. C. Work in the Home. New York: John
Wiley $ Sons, 1968, p. 176.

U. S. Congress. House. Vocational Education Amendments of 1968 , H. R.
18366, 90th Cong., 1st sess., 1968, p. 22.

216

THE AMERICAN WOMAN TODAY1

Elizabeth J. Simpson

Research Associate

Instructional Materials and Practices

Bureau of Research, U. S. Office of Education

Department of Health, Education and Welfare

Washington, D. C.

(The author bears sole responsibility for views
expressed. They are not to be construed as
representing Office of Education positions.)

Today's American woman - there is infinite variety. She is a
militant feminist — a Betty Friedan, a Kate Millet, a Gloria Steinem--
charging against the limiting forces of sexism. She is a gentler Judith
Viorst, still feminist enough to ask, "Where is it written that husbands
get twenty-five-dollar lunches and invitations to South America for think
conferences while wives get Campbell's black bean soup and a trip to the
firehouse with the first grade?"2

She is Congresswoman Shirley Chisholm declaring that she has been
more discriminated against as a woman than as a Negro. She is 17-year
old model Jane Forth with her shaved brows and her circles of rouge on
cheek bones "super-starring" in an underground movie. She is black writer
Renee Ferguson explaining that, "The women's liberation movement touches
some sensitive nerves among black women- -but they are not always the
nerves the movement seems to touch among so many whites."3

She is Sister Sally, about whom Lenore Kandel wrote:

"Moon-faced baby with cocaine arms

nineteen summers
nineteen lovers
novice of the junkie angel
lay sister of mankind penitent
sister in marijuana
sister in hashish
sister in morphine
against the bathroom grimy sink
pumping her arms full of life."4

Speech presented March 6, 1971, I.V. H.E.T.A., Chicago.

2Viorst, Judith, "It's Hard to be Hip Over Thirty and Other Tragedies
of Married Life," New American Library, Inc., 1970, p. 55.

3Ferguson, Renee, "Women's Liberation Has Different Meaning for Blacks,"

Washington Post.

^Kandel, Lenore, "Blues for Sister Sally," Word Alchemy, Grove Press,
New York, 1967, p. 61.

217

She is the little hippie, Linda Kasabian, whose humanness was not
completely destroyed in the morass of evil which had sucked her in.

She is voluble Martha Mitchell with her telephones; rising singer-
star and former D. C. teacher Roberta Fleck; first woman president of
the American Technical Education Association, Ruth Midjaas; and Aleene
Cross, AVA's vice-president for Home Economics. She is an elementary
teacher in Clinton, Iowa; a New York City high school dropout without
skills for earning a living; a young potential member of the Pussycat
League; the twenty-year-old mother in a California commune; the recent
bride shopping for groceries in the neighborhood Safeway; and the former
Future Homemakers of America president combining her work life and
family life in a harmonious synthesis. She is today's American woman
living in a complex world of rapid change. The neater linearity of the
female life style of the past with its relatively predictable sequence
of life experiences has given way. A maelstrom of sensation and exper-
ience influence today's woman. The result is a wide variety of life
styles. There is more concern with affect today, less with reason and
logic. Our work lives and our family lives are affected.

Excesses of emotion, sensation, and sensuality are symptoms of the
times. Restraint and discipline are values meagerly prized in present-
day American culture.

Modern dress with its color and variety and frequent unisex
character; the passionate wordless wail as song; art expressed as impas-
sioned anti-establishment protest; R-rated movies; sexually titillating
T-V ads, even for such mundane products as shaving cream and, more
frequently, the breakfast oranges; sensitivity training; the drug scene;
"soul" - these are only a few of the evidences of emphasis on sensation
and feeling.

The theme today appears to be, "I don't want to read; I want to feel.
I don't want to learn; I want to experience. I don't want to look; I want
to touch,"

And, women's lives and modes of response are, of course, affected in
myriad ways by all of the emphasis on feelings, the down-playing of
reason. Wholly consistent with this emphasis are some of the forms taken
by the movement for female equality. Women have been afraid of not being
heard if they speak with soft reasonableness, so they have raised the
angry voices and fists of the hot communications of the day.

Perhaps it is not really as paradoxical as it might seem at first
thought that along with much violence in emotional response to the social
problems of the day we are also seeing an increased tenderness. Many
young people seem to be groping toward a life style of increased social
concern, of humaneness, of gentleness. Helping them find expression for
these goals and feelings through responsible family life is one of the
chief challenges to the educational field of home economics.

Emerging Role Alternatives

Women today are expected to be full human beings. They are involved
in expanded expectations --and frustrations. At a recent conference on

218

teacher education, someone voiced the often repeated notion that women
have abandoned the home. An educational philosopher replied, "No, the
home has abandoned women. That is why women are seeking new role defi-
nitions and new modes of expression." It is a provocative idea that
needs further exploration.

Whatever the cause, women are seeking new paths in both family life
and work life. The female's search for new occupational identities and
for fair and equal treatment in the vocational role should be of concern
to all educators. There are no basic differences in intelligence between
the sexes and women can succeed at almost any job a man can do. These
are well-established facts. However, stereotypes are operative which
limit the vocational opportunities open to women. Certain occupational
roles, such as nurse, teacher, or secretary, are generally considered
acceptable; certain ones, such as business executive or airplane pilot,
are frowned upon, not only by men but by many women.

Of the "acceptable" roles for women, the wife-mother role is still
the most acceptable. Opting for the career role as first in importance,
as a reasoned choice, raises questions of the woman's feminity among
"Freud-and-Spock thinking males." Regretfully, many women see a career
as a choice of last resort - an evidence of failure to achieve the
primary feminine goal .

Ambivalence with respect to her role goals is felt by many women -
although my observations lead me to believe that this ambivalence is
giving way. My generation felt it (still feels it) more than the current
crop of young women in their 20 's and early 30 's. They appear to see
their roles as more of a synthesis of roles, if you will, and they are
less torn between them.

Ambivalence with respect to his roles is not unknown to the male,
but tradition is on his side when he makes his job or career central in
his life. Particularly for the male, self-identity is found in the occu-
pational role. He concentrates his energies in this role with little
feeling of guilt or conflict. On the other hand, many females find their
identity through association with husband, lover, or boss. It is still
rare to find a couple who choose their geographic location in terms of
the female's occupational situation. If the woman's employment is the
primary consideration she connives to make the man somehow feel that he
gains by the choice. She assidously sets about mending the purple toga
of male ego which she feels has been rent by her dominance. Thus she
seeks to reassure him and assuage her own guilt feelings.

Whether the roots are in tradition, training or female anatomy, most
women respond with considerable submissiveness in the personal relation-
ships with the men they love. Certainly loving men are also giving,
gentle, and considerate in intimacy. But, for the most part, it is the
woman who is the more accommodative and adaptable, who accedes rather
than proposes - although admittedly, she may have stage set the proposing.

Those who are concerned with women's educational and work lives need,
at the least, an awareness of the fact and nature of feminine role conflict
experienced by many women. And, they need an awareness that this conflict

219

may be lessening as women achieve greater equality, and, in a very real
sense, liberate their men from seme of the unfair overprotective demands
that society has made on them.

Women and Motherhood

A basic fact to be taken into account is that women will still have
to bear the children. Because of motherhood, the woman's work life, and
her educational life as well, are likely to be discontinuous in nature.
Just as the majority of men desire fatherhood, so do the majority of
women desire, and achieve, motherhood.

But, the problems of population explosion are forcing us to take
another look at parenthood. Stringent limitations on family size appear
to be inevitable, essential from a social point of view and possibly
from a medical point of view. It has been suggested that the day is not
far off when girls will be inoculated against ovulation at, say, age ten,
and will need to take a baby license before they can get the pill or shot
that temporarily allows fertility. All of which will result in greater
availability of many women for the work force for more years of their
lives. Hence, the concept of the "discontinuous nature of women's work
and education" will be a somewhat less important factor in considering
womanpower in the economy as well as education for women.

In addition, modern methods of contraception, changing abortion
laws, and the social necessity for family size limitation, along with
changes in sexual mores and other changes that impinge on family life,
are bringing about alterations in family forms and functions. Alvin
Toffler, in his book, Future Shock, discusses these changes.5 He refers
to the nuclear family, "stripped-down and mobile," as the standard model
in all the industrial countries. But, he sees as emerging, new couple
arrangements of varying commitments with respect to time and goals—some
based on mutual interests and matched careers, some based on parenthood
as a primary function, some perceived as relatively temporary arrange-
ments, some as permanent. He suggests that some families may defer child
rearing until the retirement years; the post-retirement family could
become a recognized social institution. Other alternatives lie in commu-
nal family life, group marriages, homosexual family units, and polygamy.
And, the field of home economics education must decide whether to adapt
in terms of these developments or to take a stand for one or more
particular concepts of home and family.

Confusing the problem further, but adding a new dimension of challenge
to home and family life education, is an interesting situation articulated
by Renee Ferguson in a recent issue of the Washington Post. She said:
"At a time when some radical white feminists are striving for a different
family structure, many black women are trying to stabilize their families.
They are making a special effort, in a great number of cases, to assume
the wife and mother role more effectively."5

5Toffler, Alvin, "The Future of the Family; Weird and Novel Forms?"
Sunday Star, Washington, D. C. December 20, 1970, p. B-3. Also, see
Toffler, Alvin, Future Shock, Random House: New York, 1970.

6Ferguson, Renee, "Women's Liberation Has Different Meaning for
Blacks," Washington Post.

220

The modern black woman is trying to become more effective as wife
and mother within the more conventional concept of family. She sees the
instability of the black family as perpetuator of disadvantagement . Hence,
she wants education for her homemaking role as well as her work role.
But, the old home economics stereotypes are not acceptable to her - nor
should they be.

It should be noted here that an April, 1970, publication of the
Bureau of Labor Statistics states that the proportion of Negro women in
the labor force may be expected to decline from 49 percent in 1968 to 47
percent in 1980. This change will reflect the improving economic situa-
tion of Negro men and the lessening pressure on the female to contribute
toward the support of the family.

I do not believe that I am in error when I say that home economics
education classes are still based on the assumption that the girl will be
a full time homemaker or, perhaps, a homemaker with a part-time job, but
not a career woman (heaven forbid!).

Facts About Women's Work Lives

Thirty million American women are gainfully employed. Nine out of
ten women will be gainfully employed at some time during their life.

• In 1968, about 2.7 million working women were heads of families.

• About three in five working women, old and young, are married. In
fact, 34 percent of all married women work.

• Working women have not abandoned the home. They simply do two jobs
and they need realistic preparation for their two roles.

(A recent study by Dr. Bessie Hackett of Illinois State University dealt
with a job analysis of homemaking. Using a card sort technique, she
obtained descriptive data from 20 randomly-selected employed and 20 ran-
domly-selected non-employed homemakers, all 40 of whom were also mothers.
The jobs of the employed and the non-employed homemakers were found to be
very similar.

Tasks associated with preparing family meals, routine cleaning, giving
attention to children and husband, and personal grooming were most frequently
performed. Shopping, meal preparation, and seasonal cleaning demanded the
most time. Homemakers did not perceive any task as very difficult. Rated
as the most important tasks were: managing finances, food purchase and
preparation, bathroom cleaning; laundry; helping children; giving husband
and children personal attention; and participation in church, school, and
community affairs. Seldom performed tasks were: furniture buying, food
preservation, gardening, seasonal cleaning chores, home improvement, and
sewing. Rated least important were: gardening, food preservation, washing
the car, home repairs, sewing, and caring for pets.)

• Working mothers need help in caring for children. In March, 1967,
more than ten and one-half million mothers - 38 percent of all
mothers with children under 18 - were in the labor force.

• Women are living longer, hence have more years in which to be
productive workers.

221

• Discrimination against women in the world of work is an appalling
fact of life in the '70's. With respect to their occupational
roles, they are limited by female occupational stereotypes, sex
quotas in professional schools, and their own limited vocational
self-concepts. This is changing - women are seeing to that - with
the help of these sensitive males who are liberated from outmoded
attitudes about the sexes.

Home economics should accept as a major challenge the problem of
helping girls and women understand the many facets of their roles, the
increasing options, the increasing opportunities open to them.

Out of the efforts to improve the vocational and family lot of women
may come a new concept of what it means to be a mature, fully -functioning
woman. Such a woman will be a partner to men, neither subservient nor
threatening and "emasculating;" feminine in the sense of womanly rather
than helpless and childlike; more interesting to her husband and children;
and fully responsible in her roles as homemaker, employed person, and
citizen. In a satisfying, contributing, wholly "human" synthesis of her
various roles she will find her identity.

222

WOMEN'S CHANGING LIFE STYLES-
SOME IMPLICATIONS FOR HOME ECONOMICS

Carolyn Wax and Janice Tronc
Research Assistants
Division of Home Economics Education
University of Illinois

In an article in a popular magazine entitled, "The Motherhood Myth,"
it is proposed that the role of motherhood is not one that all women
instinctively want, need, or will enjoy.1 The article proposes that
biology is not destiny, and that motherhood is a myth. The myth began
because of the following societal needs:

1. to populate the earth;

2. "to clean up sex" (encouraging procreation could make sex
legitimate) ;

3. to "clean up women who have always been considered somewhat
evil because of Eve's transgression."

The article claims, then, that the motherhood myth grew out of "need,
inevitability, and pragmatic fantasy" and was reinforced by society—its
laws and propaganda. If we can assume that the role of "mother" has
been forced to some extent upon women by society, then we must beware
that society does not force upon women another unnatural role--that of
the liberated woman.

Quest for Identity

In current newspapers and magazines one finds articles that relate
to women's liberation or to the changing roles of women. We read that
many women have been, and are, restless, unhappy, bitter, and withdrawn
as a result of an unsuccessful search for personal fulfillment. We read
that many women have talents, energy, and motivation which they have no
opportunity to use at home. We read that women are entering the labor
force in vast numbers . They are becoming more vocal in community and
public affairs. They are pursuing careers traditionally considered
masculine.

But the trends we read about do not include every woman. Because of
the publicity concerning women, are we not possibly causing many women to
feel guilty about being "just a homemaker"? In the past society has
romanticized motherhood and consequently made the working mother feel
guilty because she might be neglecting her children and her husband. Now
are we making the full time homemaker feel guilty because she is neglect-
ing her personal fulfillment outside the home?

Collin, Betty, "Motherhood: Who Needs It." Look, Vol. 34, No. 19
(Sept. 22, 1970) .

223

Human beings seem to have a great need to know who they are. Women
now are pondering the immediate past, the puzzling present, and the unpre-
dictable future. Each girl and woman needs help in obtaining an identity,
in understanding the ambiguity and limitations of roles imposed by herself
and society, in becoming less of a threat to men because she is a person
in her own right, and in becoming acquainted with the world and her
relationship to it.2

All women--the woman who achieves fulfillment in the world outside
of the home and the woman who finds the role of full time homemaker
rewarding- -need opportunities to explore their potentials.

This phenomenon of women exploring their potentials must be
recognized, defined, and dealt with in the classroom. While we as educa-
tors strive toward self-actualization of individuals in our home economics
programs, we must devote ample time to critical examination of possible
roles and combinations of roles for women. The home economics teacher can
play an important part in helping a student understand and make decisions
concerning the role(s) she assumes by encouraging her to examine the
facts, values, and motives involved in these decisions.

Does a young girl marry and have a family because since childhood
she has been conditioned to believe all women wish to marry and rear
children or, rather, because she truly possesses the qualities we attri-
bute to motherhood and perceives this role to be a source of self- fulfill-
ment? Does a young girl pursue a career as a doctor or strive toward a
Ph. D. because she is caught up in the women's liberation movement, con-
vinced that women should pursue careers traditionally held by men, or
because she is truly dedicated to a career in medicine or whatever field
she has chosen?

We in home economics are challenged to help girls and boys, women
and men, sort out the feelings, ideas, and goals that are truly theirs and
which will lead to self- fulfillment from those that are currently the
trend and may be in conflict with their individual needs, talents,
interests, and goals.

Emerging Trends

In a dialogue presented at the American Home Economics Association
meeting in June 1970, entitled, "Changing Lifestyles of Women - Their
Significance to Families,"3 some of the trends accompanying the emerging
"liberated woman" movement were discussed.

It was suggested that women should be freed from the compulsion to
marry. A woman should be free to choose the life style, married or
unmarried, that best suits her as an individual. Children should not be

2Kagan, Esther, "Women." Adult Leadership, Vol. 13, No. 5 (Nov. 1960)

3Bernard, Jessie, and Chilman, Catherine. "Changing Lifestyles of

Women - Their Significance to Families." Journal of Home Economics,
Vol. 62, No. 8, October 1970, pp. 575-583.

224

conditioned from early childhood to believe that everyone grows up, gets
married, and has children. Rather children should be helped to respect
unmarriedness as well as marriedness.

Home economics educators should de-emphasize the structured masculine
and feminine roles. We should help both men and women to see themselves
as carriers of the culture, instead of continually relying upon the mother
and woman teacher as major transmitters of values of customs. Marriages
without children, marriages for companionship, marriages for procreation,
and singleness should be discussed more seriously and extensively in the
classroom as equally possible and acceptable alternatives to the present
family structure.

It was also suggested in the dialogue that an increased concern for
the welfare and development of children is of concern to "women's lib"
proponents. Society as it is now, according to the women's liberation
followers, is anti-children and consequently, a good share of mothers'
problems stem from the fact that they are trying to raise children in the
midst of a myriad of "no-no's." It is proposed that homes and public
places gear themselves toward children so that they may be taken almost
any place and there will be provisions for them.

This proposal is thought provoking, not only from the standpoint of
child-rearing, but also in a much broader context. Are we not molding
children to conform to what society declares is "right" and "good"?
Should we instead be molding society to fit children? And further, are
society and its institutions now structured so as to stifle and interfere
with growth and self-actualization of people (children and adults)? Could
and should not the traditional expectations of society be changed to meet
people's needs rather than teaching people to conform to society's rules?
This would necessitate that home economics change its objectives somewhat,
focusing not only upon helping individuals realize their full potential,
but also upon becoming more socially conscious and involved in order to
create an environment for individuals which will allow them to grow physic-
ally, mentally, socially, and emotionally. Increased effort would be
needed to feed the under-nourished, to solve pollution problems, and to
create home and urban environments conducive to psychological and physical
health. This focus would emphasize encouraging and nurturing openminded-
ness . It would mean encouraging (not just giving lip service to
encouraging) the questioning mind in our students and children. It would
mean continued and extensive study of children and their needs; also,
providing day-care for children that would not only promote their health
but also allow their parents to leave them, assured they are doing the
"best" they can for their children.

The "Changing Lifestyles of Women" movement is multi-faceted, making
the implications for the field of home economics numerous. The authors
propose that the goal of the home economics teacher should be to promote
growth for each of her students toward self-actualization. We are then
challenged to help each student to examine values transmitted through home,
school, church, and society. We are challenged to help a student to know
himself and then relate those values to that self. Hopefully then he can
determine his own life goals realistically, and his expression of self will
result as he strives to achieve those goals. The student may choose to

225

express that self as a center of a home and family, as a participant in
the community, as a contributor to the arts and sciences, or through a
combination of roles. Hopefully, in our classrooms he can become
increasingly aware of a variety of roles he might assume and will become
more able to choose the roles that suit him.

The challenges are many. The challenges are great. But they must
be met if the home economics teacher is committed to remaining vital and
relevant within the field of education.

226

CURRICULUM MATERIALS - DUAL ROLE

The following sections are taken from the Resource Curriculum
Materials developed as part of the Home Economics Research Project -
Preparation For A Dual Role: Homemaker - Wage Earner, by Julia I.
Dalrymple, Phyllis R. Lowe, and Helen Y. Nelson.

BASIC CONCEPT: DUAL ROLE
Subconcept: Looking Forward to Marriage

Behavioral Objectives

Generalizations

Learning Experiences

Student identifies
factors which influ-
ence selection of a
mate and is able to
relate these factors
to himself and his
situation.

Student knows the
legal requirements
of marriage and can
relate these to
needs of society.

Student comprehends
the advantages and
disadvantages of
teenage marriage and
can express these in
class discussion.

Student is able to
recognize various
responsibilities in-
volved in marriage
and can cite from
observation, reading,
or televiewing
instances in which
responsibilities in a
marriage were or were
not met .

WHEN THE INDIVIDUAL
CONSIDERS FACTORS
INVOLVED IN SELECT-
ING A MATE, A
STABLE MARRIAGE IS
MORE LIKELY TO
RESULT.

******

TEACHER NOTE:
Suggested texts:

Personal Ad jus t-
ment3 Marriage 3
and Family Living
[2] or Your
Marriage and Fam-
ily Living [3] .

•k "k "k ~k kit

A successful
marriage requires
realistic adjust-
ment on part of
both partners .

1. Class discuss "What are
things you would look for
in a mate?

2. Panel discuss same
topic. Include men and
women, married and unmarried;
e.g., teachers, parents,
community leaders.

3. Student committee inves-
tigate local legal require-
ments for marriage and
report back to class.

4. Use filmstrip and record
on teenage marriage, "And
They Lived Happily Ever
After?" [8] Discuss, using
accompanying guide .

5. Use resource persons
(e.g., priest, rabbi, mini-
ster or marriage counselor)
to discuss what marriage
can mean to a couple.

6. Panel of young married
couples to discuss adjust-
ment in marriage.

A. Money- -plan for
spending.

B. In-laws.

C. Planning for children.

D. Changes when the first
baby comes.

E. Working wife.

227

Subconcept: Roles of Family Members

Behavioral Objectives

Generalizations

Learning Experiences

Student can identify
one factor that influ-
ences his role as a
family member and can
explain how this fac-
tor is related to his
role as a family
member .

Student comprehends
factors that cause
variations in roles
of family members
and is able to cite
instances where
these have affected
roles of family
members .

Student comprehends
that roles are inter-
related and that the
individual plays dif-
ferent roles at dif-
ferent times as
illustrated by citing
diversified family
roles.

THE INDIVIDUAL'S
INTERPRETATION OF
HIS OWN ROLE AND
THE ROLES OF OTHER
FAMILY MEMBERS
INFLUENCES HIS
INTERACTION WITHIN
THE FAMILY.

1. Define roles and use
Minute Drama or role playing
to show what roles an indi-
vidual assumes.

2. Draw picture (s) of your
role. How many roles do you
play? Write and act out
scenes showing some of the
roles which you have.

3. Use filmstrips from
"Older Teens § Family Rela-
tionships" and "Young Teens
§ Family Relationships"
series [9] . (Use selected
frames throughout teaching
of this subconcept . )

4. Groups present interpre-
tations of roles of family
members. Some suggested
ones might include father,
teenage daughter, step-
brother, middle child, pre-
school child, aunt, grand-
mother, god-mother, and
others that teacher or
class might select. At the
conclusion of each presen-
tation, the class identify
characteristics of role of
that family member. This
could be accomplished by
role playing, cartoons, TV
shows, or radioscopies.

5. Use radioscopies depict-
ing various roles and how a
family member performs a
role not expected, as
father diapering the baby.

6. Write or tape individual
summary "My Job as a Family
Member."

7. Role Play family situa-
tions with family puppets:

A. Moving to a new
neighborhood.

228

Behavioral Objectives

Generalizations

Learning Experiences

Roles of family
members are changed
when the mother is
employed.

B. Well-adjusted family.

C. Maladjusted family.

8. Class members suggest
problems that might arise
when family members do not
carry out their roles as
expected. Teacher writes
on slip of paper for stu-
dents to draw. Students
give possible solution to
problem drawn: Are any of
these problems due to a
working mother?

Subconcept: Employed Woman's Role and Position

Student recognizes
the likelihood that
a wife will have a
dual role for some
portion of her life
as shown in class
discussion regarding
"Will I be a Home-
maker-Wage Earner?"

LARGE NUMBERS OF
WOMEN ARE BEING
EMPLOYED TODAY FOR
VARIOUS REASONS.
IF THE TREND CON-
TINUES, GIRLS NEED
TO PREPARE FOR
PAID EMPLOYMENT AS
WELL AS HOMEMAKING

1. Panel discussion or
symposium by three women
who have assumed dual roles
at some time in their lives.

A. What are reasons for
women assuming dual roles?

B. What family adjust-
ments are necessary when
the homemaker is employed?

C. What are the reactions
of the women to being both
homemakers and wage earners?

2. Circular discussion of
question "Will I be both a
homemaker and wage earner?"
Base discussion on informa-
tion contained in such ref-
erences as "Marital and
Family Characteristics of
Workers" [5] , Handbook on
Women Workers [6] , "Will I
be a Homemaker-Wage Earner?"
[1] , and "Women's Work
Patterns" [4] .

3. List and discuss economic
and non-economic needs met
by the working woman.

229

Behavioral Objectives

Generalizations

Learning Experiences

Student recognizes

A woman becomes a

4. Complete checklist "Why

the impact of econo-

wage earner to

Work???" (page 231) to

mic conditions on

meet either the

determine what needs a job

women at various

needs of her fam-

will meet now as a student;

stages of the family-

ily or her own

in the future as a wife, as

life cycle.

needs .

a mother, as a head of the
family; and the needs met
by one's own mother, if
working.

References and Resources: Dual Role

Student References:

1. Hughes, Ruth. Will I be a homemaker-wage earner? Department of
Community Service Education, New York State College of Human
Ecology, Cornell University, Ithaca, N.Y. 14850, 1967.

2. Landis, J. § Landis, M. Personal adjustment, marriage 3 and
family living. Prentice-Hall, Englewood Cliffs, N.J. 07632, 1970

3. Landis, P. Your marriage and family living. McGraw-Hill,
330 West 42nd St., New York 10036, 1969.

Teacher References:

4. Lee, S. Implications of women1 s work -patterns for program
development in vocational and technical education. The Center
for Vocational and Technical Education, Ohio State University,
980 Kinnear Road, Columbus, Ohio 43212.

5. Perrella, V. § Waldman, E. Marital and family characteristics
of workers. Special Labor Force Report No. 64. Bureau of Labor
Statistics, U.S. Department of Labor, Washington, D.C., March,
1965. (free)

6. United States Department of Labor. 1969 handbook on women
workers. Women's Bureau Bulletin 294. U.S. Government Printing
Office, Washington, D.C. 20402. ($1.00)

7. Women's Bureau. Fact sheet on changing patterns of women's lives
WB67-242, U.S,

Visual Aids:

Department of Labor, March, 1967

8. Filmstrip and record. And they lived happily ever after? Under-
standing teenage marriage. Guidance Associates. Harcourt,
Brace £ World, Pleasantville, N.Y. 10570.

9. Filmstrips. Family Relationship Series. Senior High: You're
part of a family; How to get along with parents. Junior High:
Living with brothers and sisters; Learning to understand your
parents; Helping at home. Society for Visual Education.

1345 Diversey Parkway, Chicago, Illinois 60614.

230

WHY WORK???

Name

Directions: Read the list of needs for a man or a woman to work. Place
a check (/) next to this need if this is why you (or your wife) would
work as a student, as a wife or mother, or as the head of a family.

NEEDS

AS STUDENT
(now)

AS WIFE

AS MOTHER

AS HEAD
OF FAMILY

1. To support the family
completely.

2. To add to the family's
income in order to buy
what the family needs.

3. To add to the family's
income in order to
decrease the family's
worry about money.

4. To add to the family's
income in order to have
more things which are
not really needed.

5 . To have income for

yourself which you can
spend as you like.

6. To get away from home.

7. To use a special training
which is in demand.

8. Everyone else does it.

9. To not be lonely.

10. To have something
interesting to do.

11. To do something that
you like.

12. Others: (list)

231

WHY YOU SPEND MORE OR LESS TIME THAN OTHERS1

You may spend more than average time in your household to do the work
of the home if you:

• Have no pressures to get the work done

With little work to do and much time to do it, there may be no
need for reducing the work time.

• Have inexperienced help with your work

If a young son or daughter does a job, it may take longer than
if you do it; but you may be more interested in his learning to
work than in getting the job done quickly. You may need the
help and not be concerned that it takes longer.

• Have little or no automatic equipment

For example, washing clothes in a wringer-type washer takes
more time than using an automatic washer.

• Are past middle age

We all slow down, some sooner than others, as we grow older.

• Have high standards of work

Possibly you do not mind working a long time at a job, because
a job "well done" gives you a strong feeling of satisfaction.

• Like the work

You may spend more time doing those jobs that you like. This
may be because you want to prolong the pleasure of the job, or
because you have a high standard for the job.

• Have a health problem in your family

In addition to the time you spend for physical care of the
person who is ill, you may need more time for many homemaking
tasks.

• Have many interruptions in your work

It takes time to start and stop a job.

You may spend less than average time in your household to do the work
if you:

• Have good equipment2

This is especially true if you have automatic equipment.

• Plan your work

Time saved by planning ahead can be applied to getting the
work done .

^rom: Walker, Kathryn, "New York State Homemaking Work Units."
Cornell Miscellaneous Bulletin 28, 1958 (out of print).

2Editor's Note: However, ecological problems may influence us to
demand fewer products and services that add to pollution.

232

Have no help with your work from family members or others

If there is much work to do, and no one to help, you may have
found ways to make the work easier.

Dislike the work

You may have found a way to get the job done more quickly
because you do not enjoy it, or you may be less concerned
with doing the work as thoroughly as others do.

Are relatively young, yet an experienced worker

The heavy work load usually comes at the time when children
are small and the homemaker is young.

Have time pressures

When there is much to do in a day, you may have found ways
of doing work efficiently, or have accepted its being done
less thoroughly or its being left undone.

Have relaxed your standards of work

Possibly you have found that by being less "fussy" you can
save time to spend with the family, work away from home, or
take part in community activities.

Have simplified your work

Time saved by changing your methods of doing routine tasks may
have freed time for doing the things you want to do.

233

WHAT ARE MY FAMILY'S VALUES?

Name

Directions: Ask members of your family the questions on this paper
Write the answers in the space after each question.

1. What are the most important things to my family?

2. Why are these things important?

3. How does what my family thinks is important affect me?

MY OWN-FAMILY-FRIENDS-COMMUNITY VALUE RELATIONSHIPS

Name

Directions: Choose several values. (Chart may be enlarged.) Write in
each column how each group feels about the value. Are there differences
or similarities? Place a check (/) in the appropriate column if there
are differences or similarities.

Value

My Family

My Friends

My Community

Different

Similar

234

HOUSEKEEPING: FAMILY RECORD

Is mother employed outside the home?

Directions: In the Day column, list the family member who did the job
that day and the approximate time that it took him. Do this for
days .

Job and Description Days

Meal Preparation (table setting, cooking,
serving each meal of the day)

Dishwashing (the whole cycle from clear-
ing table to cleaning sink, counters)

Physical Care of Children (all physical
care including help with homework and
chauffering, but not just playing with
or checking on them)

Clothes Washing (gathering, sorting, spot
removing, washing, rinsing, drying)

Ironing (sprinkling, ironing, folding,
putting away)

General Weekly Cleaning

Floor Care (washing, waxing)

Bed-making

Taking Out Trash

Cutting Grass

235

ATTITUDES OF HIGH SCHOOL SENIORS TOWARD WORKING WOMEN

Mildred Barnes Griggs
Home Economics Education
University of Illinois

The potential of vocational education can be enhanced when educators
are aware of student attitudes as a basis for curriculum decisions.
Educators, however, are sometimes inclined to make generalized assump-
tions about student attitudes, when in fact, they can study the attitudes
of the students whom they plan for and teach.

A study was made by this author to provide information about the
attitudes of certain high school seniors toward mothers and wives working
outside the home. The term mother was used to mean a woman with natural
or adopted children in the home. Wife was used to mean a married woman
with no natural or adopted children in the home. The data were studied
according to the sex, social class, mother's employment status and
location of the school attended by the high school seniors.

Objectives of the Study

The objectives of the study were: (1) to determine whether there is
a significant difference in the sex of the respondents and their mean
attitude scores for mothers and wives working outside the home; (2) to
determine whether there is a significant difference in the mean attitude
scores for mothers and wives working outside the home across social
classes; (3) to determine whether there is a significant difference in
the mothers' status of employment and the respondents' mean attitude
score for mothers and wives working outside the home; (4) to determine
whether there is a significant difference in the location of the school
the respondent attended and the mean attitude scores for mothers and wives
working outside the home; (5) to determine whether there is a significant
difference in the mean attitude scores of high school seniors and their
mothers for mothers and wives working outside the home; (6) to apply the
inference drawn from the data to recommendations for curriculum
development .

Population and Sample

The subjects for the study were high school seniors and their
mothers from a small industrial city and a rural -farm community. There
were 628 high school seniors and 248 mothers who participated in the
study. Two hundred and eighty of the high school seniors were males and
348 were females. Forty-four of the high school seniors attended school
and in a rural -farm community and 584 attended school in a small
industrial city.

Research Questionnaire and Procedures

The research questionnaire was developed by using attitude
statements regarding mothers and wives working outside the home. The

236

statements were based on factors that research has shown tend to
influence a woman's decision whether to seek, or not seek, employment
outside the home. Among these factors are: perception of social role
by self and family; effect of employment on the children; housekeeping
responsibilities; meal preparation; expenses incurred due to employment;
and economic need. Personal data were collected to determine the
respondents sex, social class and mothers' status of employment.

The questionnaire was administered by the investigator to the two
groups of high school seniors within each of the schools. Data were
collected from the mothers by mail. A letter explaining the research
and providing instructions for completing the instrument was sent to the
mother of each of the high school seniors.

A mean attitude scores for mothers and wives working was computed
for each subject. The dependent variables were attitudes toward mothers
and wives working outside the home. The highest possible mean score was
five points and the lowest possible mean score was one point. The .05
level of significance was a criterion established for the study. Per-
sonal data were used to classify the subjects into five social classes
according to Hollingshead's Two Factor Index of Social Position.1

Findings

The data obtained in the study were analyzed according to attitudes
expressed toward mothers and wives working outside the home based on the
respondents' sex, social class, mothers' status of employment, location
of high school attended, and mothers' attitudes toward mothers and wives
working outside the home.

Sex of the Respondents

There was a significant difference in the attitudes of male and
female high school seniors toward mothers and wives working outside the
home. The female respondents expressed more favorable attitudes towards
mothers working outside the home than the male respondents. The male
respondents, however, were more favorable toward wives working outside
the home than the female respondents. This finding was significant at
the .05 level.

Social Class

The respondents were classified into five social class groups based
on their fathers' educational status and occupation. There was no
significant difference in the attitudes of the respondents from various
social classes toward mothers and wives working outside the home.

Mothers Employment Status

The respondents were grouped according to mothers reported employment
status. There was a significant difference in the mean attitude scores of

^ollingshead, August B., Two Factor Index of Social Position, Yale
Station, New Haven, Conn., 1957.

237

the respondents whose mothers work outside the home and those whose
mothers do not work outside the home. Respondents whose mothers did not
work outside the home, as compared to respondents whose mothers did work
outside the home, indicated more favorable attitudes toward mothers and
wives working outside the home. These findings were significant at the
.001 level.

Location of High School Attended

Subjects who participated in the study were classified according to
the location of the school that they attended. The schools were located
in a rural -farm community and a small industrial city. There was no
significant difference in the attitudes of the respondents toward mothers
and wives working outside the home according to the location of the
school attended.

Mothers' Attitudes Toward Mothers and Wives Working Outside the Home

There was no difference in the attitudes of students and their
mothers toward mothers working outside the home. There was a difference,
however, that was significant at the .0001 level, in the attitudes of
students and their mothers toward wives working outside the home. The
students expressed more favorable attitudes than their mothers toward
wives working outside the home.

Implications for Home Economics Curriculum Development

This study tends to emphasize the need to approach curriculum
development regarding working wives and mothers from an intellectual
rather than only an emotional or a stereotyped viewpoint. Curriculum
materials designed to deal with concepts related to the employment of
wives and mothers needs to be informative and analytical, yet flexible
enough to allow students to make personal decisions regarding their
future roles.

Knowledge and understanding of the varying roles of women and other
family members can serve as a foundation to improve family and marital
relations. This does not call for a teacher to dictate standards,
values or roles to students. However, it does require the teacher taking
some responsibility to make students aware that roles are changing.
Thus, girls may be better able to make decisions regarding future roles
and to plan whether to marry, to have children, to have a career, or to
combine roles.

Increasing numbers of wives and mothers are working. Inherent with
this change in the roles of women are factors that tend to effect, both
negatively and positively, a majority of family members. Students need
the opportunity to examine these factors and their own values in order to
make rational and intellectual decisions regarding their roles as family
members .

There were certain findings in this study that may be generalizable;
however, teachers are encouraged to assess the attitudes of their own
students. The instruments used in this study can be used as they are or
adapted for use at local levels .

238

This study suggests that there is a difference in the attitudes of
male and female high school seniors, and between students and their
mothers toward mothers and wives working outside the home. This tends
to indicate that teachers need to help students examine the basis of
their attitudes about the roles of women. Girls, in particular, need to
be introduced to facts about women working and encouraged to make long-
range plans that are compatible with their needs, ambitions, abilities,
and plans for marriage and parenthood. This approach is applicable to a
Consumer and Homemaking program as well as an occupational program.

There was no significant difference in the attitudes of the students
toward wives and mothers working outside the home when considered across
social classes. Teachers need to be careful not to make false assumptions
about student attitudes about employment based on social class differences
Teachers should also be cautious not to feel that certain students should
be encouraged to prepare for work because economic necessity is likely to
occur in their adult lives, and others be discouraged because of the
opposite reason.

This study seemed to indicate that there was no difference in the
attitudes of high school seniors attending school in a rural area and a
small city toward mothers and wives working outside the home. Each
community will need to make its own investigation about the attitudes of
the population, however, this may be an indication that rural-urban
differences in society have diminished. In the past, home economists
have often felt a need to make regional differences in content selection,
this may no longer be appropriate.

Students whose mothers did not work outside the home as compared to
students whose mothers did work outside the home indicated more favorable
attitudes toward mothers and wives working outside the home. A teacher
might assume the opposite because of her own background. Knowledge about
students' family background and how it seems to condition student
attitudes may provide clues to ways to approach curriculum development in
this area.

Teachers are encouraged to study the attitudes about women working
of the students whom they teach. The following questionnaires that were
used to collect data in the present study may be adapted for local use.

239

GUIDE FOR SCORING THE QUESTIONNAIRE

The responses to questions numbers 2, 3, 5, 6, 10, 15, 17, 20, 21,
24, 25, 27, 28, 30, 31, 32, 33, and 35 are assigned the following
values :

A - 5

B - 4

C - 3

D - 2

E - 1

The responses to questions numbers 1, 4, 7, 8, 9, 11, 12, 13, 14,
16, 18, 19, 22, 23, 26, 29, 34, and 36 are assigned the following
values :

A - 1

B - 2

C - 3

D - 4

E - 5

Teachers may want to look at student responses to particular
questions or average the response values for each person for comparison
in some meaningful way. Mean scores can be compared according to sex,
grade levels, age groups, and other ways.

240

ATTITUDE QUESTIONNAIRE

IN THE FOLLOWING QUESTIONS MOTHER IS USED TO REFER TO A WOMAN WITH
CHILDREN AT HOME.

1. I feel that

a. a mother's place is in the home regardless of the financial
situation of the family.

b. a mother's place is in the home if the family is financially
well off.

c. it is all right for a mother to work part time to improve the
financial situation of the family.

d. it is all right for a mother to work full time to improve the
financial situation of the family.

e. it is all right for a mother to work if she wants to, regardless
of the financial situation of the family.

2 . Working mothers are

a. a great deal more concerned with their personal appearance than
nonworking mothers.

b. somewhat more concerned with their personal appearance than
nonworking mothers .

c. equally as concerned with their personal appearance as nonworking
mothers .

d. somewhat less concerned with their personal appearance than
nonworking mothers .

e. a great deal less concerned with their personal appearance than
nonworking mothers .

3. A mother who works outside the home is likely to cause

a. a major improvement in the emotional adjustment of her children.

b. a slight improvement in the emotional adjustment of her
children.

c. no emotional adjustment problems for her children.

d. a few emotional adjustment problems for her children.

e. many emotional adjustment problems for her children.

4. Spending most of your time taking care of your home and family can be

a. a delightful experience.

b. a challenge.

c. a full-time job.

d. unfulfilling.

e. a bore.

5. Mothers who work outside the home tend to have attitudes toward
children and motherhood which are

a. a great deal more favorable than those of nonworking mothers.

b. somewhat more favorable than those of nonworking mothers.

241

c. equally as favorable as those of nonworking mothers.

d. somewhat less favorable than those of nonworking mothers.

e. a great deal less favorable than those of nonworking mothers.

6. The number of divorces among mothers who work outside the home is

a. a great deal lower than among nonworking mothers.

b. somewhat lower than among nonworking mothers.

c. equal to that among nonworking mothers.

d. somewhat higher than among nonworking mothers.

e. a great deal higher than among nonworking mothers.

7. Mothers who work outside the home should expect their teen-agers
to assume

a. nearly all of the housekeeping responsibilities.

b. a large number of housekeeping responsibilities.

c. an equal share of the housekeeping responsibilities.

d. a small number of the housekeeping responsibilities.

e. none of the housekeeping responsibilities.

8. Being a successful housewife and mother is

a. the dream of every girl.

b. all that a girl should want out of life.

c. only part of a girl's plans for life.

d. not very satisfying.

e. not enough out of life for the average girl.

9. Mothers who work outside the home as compared to mothers who do not
work outside the home spend

a. a great deal less time with the family in recreation activities.

b. somewhat less time with the family in recreation activities.

c. an equal amount of time with the family in recreation activities.

d. somewhat more time with the family in recreation activities.

e. a great deal more time with the family in recreation activities.

10. Mothers who work outside the home are likely to be

a. a great deal neater in their housekeeping than nonworking mothers

b. somewhat neater in their housekeeping than nonworking mothers.

c. equally as neat in their housekeeping as nonworking mothers.

d. somewhat less neat in their housekeeping than nonworking mothers.

e. a great deal less neat in their housekeeping than nonworking
mothers .

11. Mothers who do not work outside the home tend to show

a. a great deal more interest in their children's school work than
do mothers who work outside the home.

b. somewhat more interest in their children's school work than do
mothers who work outside the home.

242

c. interest in their children's school work equal to that of
mothers who work outside the home.

d. somewhat less interest in their children's school work than do
mothers who work outside the home.

e. a great deal less interest in their children's school work than
do mothers who work outside the home.

12. The children of mothers who work outside the home are

a. a great deal more likely to become juvenile delinquents than
children of nonworking mothers.

b. somewhat more likely to become juvenile delinquents than children
of nonworking mothers .

c. equally as likely to become juvenile delinquents as children of
nonworking mothers .

d. somewhat less likely to become juvenile delinquents than children
of nonworking mothers.

e. a great deal less likely to become juvenile delinquents than
children of nonworking mothers.

13. When there are children in the family, I believe that

a. almost all husbands prefer that their wives not work outside the
home .

b. about 80 percent of all husbands prefer that their wives not
work outside the home.

c. about 60 percent of all husbands prefer that their wives not
work outside the home.

d. about 40 percent of all husbands prefer that their wives not
work outside the home.

e. about 20 percent of all husbands prefer that their wives not
work outside the home.

14. A mother should work outside the home

a. only in the case of extreme financial necessity (to buy food) .

b. to be able to purchase modern conveniences (a dishwasher).

c. to be able to provide family entertainment (movies, etc.).

d. to improve her standard of living (move to a better neighborhood).

e. to buy luxuries (summer home, mink coat, etc.).

15. Mothers should not work outside the home until their children are
old enough to be in

a. day-care centers (nursery schools) .

b. elementary school.

c. junior high school.

d. high school.

e. college.

16. I believe that a mother who does not work outside the home spends

a. a great deal more time doing things with her children than a
working mother does.

243

b. somewhat more time doing things with her children than a
working mother does.

c. about the same amount of time doing things with her children
as a working mother does .

d. somewhat less time doing things with her children than a
working mother does.

e. far less time doing things with her children than a working
mother does .

17. Working mothers tend to

a. prepare attractive, nutritious meals for their families.

b. prepare somewhat attractive, fairly nutritious meals for their
families .

c. open a few cans without much concern for nutrition.

d. rely on sandwiches and TV dinners without concern for nutrition,

e . expect each person to prepare his own food without any concern
for nutrition.

18. A mother who does not work outside the home is

a. a great deal easier to discuss your problems with than a mother
who does work.

b. somewhat easier to discuss your problems with than a mother who
does work .

c. equally as easy to discuss your problems with as a mother who
does work.

d. somewhat less easy to discuss your problems with than a mother
who does work.

e. a great deal less easy to discuss your problems with than a
mother who does work.

IN THE FOLLOWING QUESTIONS WIFE IS USED TO REFER TO A MARRIED WOMAN WHO
DOES NOT HAVE CHILDREN, OR ALL CHILDREN ARE AWAY FROM HOME.

19. I feel that

a. a wife's place is in the home regardless of the financial
situation of the family.

b. a wife's place is in the home if the family is financially
well off.

c. it is all right for a wife to work part time to improve the
financial situation of the family.

d. it is all right for a wife to work full time to improve the
financial situation of the family.

e. it is all right for a wife to work if she wants to, regardless
of the financial situation of the family.

20. Most husbands would prefer their wives to spend free time

a. working for a salary.

b. doing volunteer community work.

c. playing bridge.

d. reading.

e. watching television.

244

21. Working wives are

a. a great deal more concerned with their personal appearance than
nonworking wives .

b . somewhat more concerned with their personal appearance than
nonworking wives .

c. equally as concerned with their personal appearance as nonworking
wives .

d. somewhat less concerned with their personal appearance than
nonworking wives.

e. a great deal less concerned with their personal appearance than
nonworking wives .

22. Spending most of your time taking care of your home and husband
can be

a. a delightful experience for a wife.

b. a challenge for a wife.

c. a full-time job.

d. unfulfilling.

e. a bore.

23. A majority of husbands view working wives as

a. very threatening to their masculinity.

b. mildly threatening to their masculinity.

c. having no effect on their masculinity.

d. mildly strengthening to their masculinity.

e. very strengthening to their masculinity.

24. The number of divorces among wives who work outside the home is

a. a great deal lower than among nonworking wives.

b. somewhat lower than among nonworking wives.

c. equal to that among nonworking wives.

d. somewhat higher than among nonworking wives.

e. a great deal higher than among nonworking wives.

25. Wives who work outside the home as compared to wives who do not work
outside the home are

a. a great deal more likely to wear the latest fashions.

b. somewhat more likely to wear the latest fashions.

c. equally likely to wear the latest fashions.

d. somewhat less likely to wear the latest fashions.

e. a great deal less likely to wear the latest fashions.

26. Wives who work outside the home tend to be

a. a great deal less aware of current events than those wives who
do not work outside the home.

b. somewhat less aware of current events than those wives who do
not work outside the home.

245

c. equally as aware of current events as those wives who do not
work outside the home.

d. somewhat more aware of current events than those wives who do
not work outside the home.

e. a great deal more aware of current events than those wives who
do not work outside the home.

27. Wives who work outside the home tend to provoke

a. far less quarrels with their husbands than do nonworking wives.

b. somewhat less quarrels with their husbands than do nonworking
wives.

c. the same amount of quarrels with their husbands as do nonworking
wives .

d. few more quarrels with their husbands than do nonworking wives.

e. many more quarrels with their husbands than do nonworking wives.

28. Wives who work outside the home generally have

a. many more friends than wives who do not work.

b . a few more friends than wives who do not work .

c. an equal number of friends as women who do not work.

d. a few less friends than women who do not work.

e. many less friends than women who do not work.

29. How often should working wives expect their husbands to assume a
share of the housekeeping responsibilities?

a. Never.

b. Only when she is sick.

c. When he feels like helping.

d. Weekends.

e. Daily.

30. When a wife chooses to work outside the home, her husband's
self-concept is

a. greatly strengthened.

b. somewhat strengthened.

c. unaffected.

d. somewhat lowered.

e. greatly lowered.

31. Wives who work outside the home are likely to spend

a. a great deal more money for personal grooming than do
nonworking wives .

b. somewhat more money for personal grooming than do nonworking
wives .

c. an amount of money for personal grooming equal to that of
nonworking wives .

d. somewhat less money for personal grooming than do nonworking
wives .

e. a great deal less money for personal grooming than do
nonworking wives.

246

32. Wives who work outside the home are

a. a great deal neater in their housekeeping than nonworking wives.

b. somewhat neater in their housekeeping than nonworking wives.

c. equally as neat in their housekeeping as nonworking wives.

d. somewhat less neat in their housekeeping than nonworking wives.

e. a great deal less neat in their housekeeping than nonworking
wives.

33. The trend for more wives to work outside the home tends to be

a. very desirable for most women.

b. somewhat desirable for most women.

c. desirable for most women.

d. undesirable for most women.

e. very undesirable for most women.

34. I believe that

a. almost all husbands prefer that their wives not work outside
the home .

b. about 80 percent of all husbands prefer that their wives not
work outside the home.

c. about 60 percent of all husbands prefer that their wives not
work outside the home.

d. about 40 percent of all husbands prefer that their wives not
work outside the home.

e. about 20 percent of all husbands prefer that their wives not
work outside the home.

35. How often should wives who do not work outside the home expect their
husbands to assume housekeeping responsibilities?

a. Never.

b. Only when she is sick.

c. When he feels like helping.

d. Weekends.

e. Daily.

36. A wife should work outside the home

a. only in the case of extreme necessity (to buy food) .

b. to be able to purchase modern conveniences (dishwasher).

c. to be able to provide family entertainment (movies, etc.).

d. to improve her standard of living (move into a better
neighborhood) .

e. to buy luxuries (summer home, mink coat, etc.).

247

QUESTIONNAIRE ANSWER SHEET

Write the letter of the response that best indicates your beliefs about
each of the statements in the questionnaire in the spaces provided below.
Be careful and make sure that the number of the question corresponds to
the number on the answer sheet. Respond to each statement that is
numbered by selecting one response.

1. 19.

2. 20.

3. 21.

4. 22.

5. 23.

6. 24.

7. 25.

8. 26.

9. 27.

10. 28.

11. 29.

12. 30.

13. 31.

14. 32.

15. 33.

16. 34.

17. 35.

18. 36.

248

PERSONAL DATA SHEET

What is your sex? Male Female

Total number of brothers and sisters including yourself in your
family?

Place an "X" in the space provided for the statement that best describes
your mother's highest educational status. (Check only one category.)

Less than seven years of school

Junior high school graduate

Partial high school

High school graduate

Partial college education

Completed four years of college (earned a degree)

Graduate professional education

Do not know

Place an "X" in the space provided for the statement that best describes
your father's highest educational status. (Check only one category.)

Less than seven years of school

Junior high school graduate

Partial high school

High school graduate

Partial college education

Completed four years of college (earned a degree)

Graduate professional education

Do not know

*
Did your mother ever work outside the home after she was married, or is
she working now?

Yes

*
Mother's current occupation or last job

Where does she work?

What does she do?

Father's current occupation or last job
Where does he work?
What does he do?

Which family members presently live in your household?

Husband Wife Sons Daughters Others

(Check) (Check) (Give the numbers)

These items may be used alone as a simplified form or a teacher may wish
to make up her own form.

249

MULTI -ROLES IN TEAM TEACHING

Ruth E. Pestle
Associate Professor of Home Economics Education
Oklahoma State University
Stillwater, Oklahoma

Dr. Pestle's article suggests emerging multi-roles for home
economics teachers as they work with other groups and indi-
viduals within the school and community.

Home economics teachers have experienced much autonomy in the past
as they worked within the four walls of their classrooms. Lessons have
been planned, taught and evaluated alone; there may have been occasional
observations by principals and supervisors for the purpose of making
reports, or by college students who observed in order to see some of the
intricacies of teaching.

Now the school scene is changing. Larger home economics departments
may contain several teachers who share common teaching space. Teacher
aides and work-study students are part of the educational work force.
Across the country examples can be seen of at least four types of team-
work of which the home economist is a part.

Teaming with vocational educators

One type of team situation involves the home economics teacher
working in conjunction with other vocational teachers. This may be in
an area vocational school or in a comprehensive high school. Here the
special role of the home economics teacher, in addition to teaching such
occupational classes for child care aides or homemaker aides, often
includes teaching both boys and girls some of their dual responsibilities
of being a wage earner-family member. Her knowledge of family relation-
ships and consumer behavior give her a very special place on the
vocational team.

Teaming with general education

A second type of teamwork is illustrated by the home economists in
FEAST (Food Education and Service Training) on the west coast or CVET
(Coordinated Vocational Education and Training) in Oklahoma. These new
curricula, taught by home economists and academic teachers, are for boys
and girls who find the usual high school program unrewarding. The English,
mathematics, and home economics teachers, with the guidance counselor,
plan learning experiences which provide the student basic language and
computational skills, the mastery of which will increase his chances for
employment. The recent growth of these programs is testimony to the
success of the team experience in meeting needs of pupils.

Teaming with community members and other agencies

Still another type of team role is performed by the home economist
who works with the community members to solve a common problem. For

250

example, in Florida lay people have helped parents to stimulate their
child's curiosity and his interest in learning during very early
childhood. The training team for the community lay worker consists of
teachers, home economists, social workers, nurses and doctors. The
impact of such a program on a child's potential is truly exciting to
imagine. Home economics teachers can be expected to move out of the
classroom for more of their teaching.

Teaming with paraprofessionals

The home economist working with a paraprofessional in the classroom
is another example of teamwork. Knoll made successful use of an adult
aide over a decade ago in Michigan [1] . In the summer of 1970, Western
Michigan University held a special workshop to train teacher aides for
vocational home economics classes. The results of this four-week workshop
are expressed by some class members as follows:

"Each one of us had to talk in front of the class and tell
how something was done . Many of us had never done this
before. It was not all just cooking and sewing. We learned
how to make many, many things. It also taught us what to
expect in the classroom. . . We are not to have any job like
teaching the class or grading any students. We are there
just as a helper." [2]

To explore the area of paraprofessional -home economist teamwork,
the author attempted to discover how ten experienced high school home
economics teachers would feel about working with a teacher aide. In
each interview the author was pleased to see visible delight at the
first mention of the topic. Some teachers reminisced gayly about the
student help which they had had in years past, associating the idea of
paraprofessional help with student assistance. This immediate acceptance
of the idea of working with an adult aide is directly contrary to the
point of view of some authors; i.e., a professional may at first feel
worry or concern about her own job when another worker is introduced
into the situation.

When asked how an aide should be selected, the teachers made several
suggestions. All felt that an interview involving the principal, home
economics teacher, and applicant was essential. By this means they hoped
to judge such intangible qualities as the ability of the aide to keep
confidences and to work with others. Letters of reference would be
desirable. It was also suggested that each applicant fill out a time
sheet specifying the length of time necessary to complete her housework.
Such information might be helpful in making a judgment of her organiza-
tional ability. The ability to type and to drive a car were mentioned as
needed. In regard to age requirements, the expression "young at heart"
has special meaning. One teacher felt that people over forty might be
unable to stand the pressure of the job. Some liked the idea of a proba-
tionary period to allow both the aide and the school to find out if the
relationship should be continued.

251

Potential activities of paraprofessionals

Just what would the home economics teacher aide do and not do? The
first need appeared in the area of clerical jobs including typing,
duplicating, collating, filing and recording of such items as student
grades, expenses, and inventories. Duties related to preparation of
lessons included setting up audio-visual equipment, placing visual aids
on bulletin boards, organizing supplies for demonstrations, checking
laboratory equipment, purchasing groceries, averaging grades, and trans-
porting students on field trips. At this point, the list appeared to be
endless. There was agreement that an aide should not be involved with
confidential reports, discipline of students, "teaching," or generally
planning lessons. The amount of student supervision which teachers would
assign to an aide varied from none to nearly total, after appropriate
training. The teachers interviewed felt that aides should have training
both before and after the school year had begun. Such an arrangement
somehow presumes that the teachers would find time to do this extra
teaching. Information as to school policies, home economics course
outlines, standards expected from students, and familiarity with the
community customs and habits represented only a part of the information
to be shared with an aide.

Evaluation and promotion

The author asked the home economics teachers how an aide should be
evaluated in order to decide upon a raise in pay. The logical solution
of paying more money for putting in more hours of work was somehow a
surprise, since teachers seldom punch time clocks. A teacher-constructed
rating sheet was often suggested. However, only two teachers thought the
aide might fill out the rating sheet on herself or do cooperative rating
with the teacher.

How would aides be encouraged to go on for further study? Here the
author almost drew a blank! The only suggestions were including the aide
in teacher's meetings and giving her verbal encouragement. One wonders,
did the teachers see their imaginery aide as uninterested in advancement?
Are colleges ready to give aides credit for this work experience, or is
there a failure to see possibilities for a career ladder in the field of
education? Teacher educators interested in designing new careers are
reminded of Signey A. Fine's excellent statement in the Journal of
Home Economics [3] .

A look to the future

As new schools are built, space is being made increasingly flexible
so that immoveable walls need no longer dictate the form of the lesson.
Today's students want teachers to focus on the difficult problems in
society, those for which no one kind of person-economist, politician,
biologist has an answer. Will the home economists see the possibilities
of teaming?

The theoretical role of home economics teacher and team member
presents more questions than answers at this time. If an experienced
teacher shifts to team member, will her sense of autonomy so decrease

252

that she loses some of her former pride of accomplishment? Or will she
experience new satisfactions in a free give-and-take of ideas with
colleagues who still are free to Mdo their own thing" to some degree?
Will she shift roles easily or are there special kinds of experiences
for present and future teachers which could make either independent or
team-teaching equally possible? Hopefully, colleges will encourage and
allow choices in teacher education experiences until more is known about
teaming.

References

1. Knoll, R. "We Explored a New Way of Teaching." Teacher Edition of

Coed, May, 1959, pp. 14-15.

2. Brennan, M. J., J. Abnet and E. E. Herald, Report of the Preparation

of Teacher aides for Vocational Home Economics Education Project.
Kalamazoo: Vocational Division of the State Department of
Education and Department of Home Economics of Western Michigan
University, 1970, p. 41.

3. Fine, S. A. "Guidelines for Designing New Careers," Journal of

Rome Economics. February, 1970, pp. 103-107.

253

PLANS FOR THE SUBSCRIPTION YEAR OF 1971-72

Volume XV of the Illinois Teacher will be entitled "Old Values and
New Applications." Contemporary roles for home economics teachers,
individuals, and families will be explored in several dimensions:
evaluation means; middle school and junior high programs; consumer and
environmental education; nutrition and health education; career educa-
tion; student-centered instruction; and individualized learning.

We invite your reaction and ideas. If you have descriptions of
projects, lessons, or other activities that fit into this theme, please
share them with us. Or if you wish to share your viewpoints about home
economists' responsibility for the quality of life, please send us your
letters or articles. We will publish as many contributions as we can.

A subscription form is provided below for your convenience. To
help us know our readers better, we ask that you also check the
information at the bottom.

ILLINOIS TEACHER SUBSCRIPTION FORM
September 1971 - August 1972

Name (please print)

Address

State

Zip

If this is a change of address from 1970-71 subscription, please state
your former address here.

Cost: $5.00 a year (six issues)
Illinois .

Check enclosed for $

for

Make checks payable to University of

1971-72 subscription (s) .

Send to: Illinois Teacher

342 Education Building
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Please check appropriate category about subscriber

Library

High school teacher
College teacher educator
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Student

Extension agent

Junior high or middle-school teacher

City, state, or area school
supervisor

Other

254

Vol. XIV, No. 6
July -August, 1971

ILLINOIS TEACHER

FOR CONTEMPORARY ROLES

PERSONAL • HOME AND FAMILY • EMPLOYMENT

HOME ECONOMICS FOR THE SEVENTIES

ACCENT ON CLOTHING

CLOTHING FOR CONSUMERS

Beverly Koch 255

THE GENERATION GAP IN CLOTHING

Anna M. Creekmore and Mary Jane Young 289

INSTRUMENTS TO SURVEY VALUES AND PRACTICES
RELATED TO CLOTHING 296

TEACHING IDEAS THAT WORKED 308

HOME ECONOMICS EDUCATION • UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN

A publication of the Division of Home Economics Education,
Department of Vocational and Technical Education, College
of Education, University of Illinois, Urbana, Illinois 61801

Members of Division:

Mary E. Mather, Division Chairman

Hazel Taylor Spitze, Associate Professor

Mildred B. Griggs, Instructor

Kathryn W. Smith, Instructor, University High School

Christina R. Brown, Assistant

Reba J. Davis, Assistant

Cynthia C. Theiss, Assistant

Judith Oppert, Assistant

Gail VanderJagt, Assistant

Carolyn Wax, Assistant

Business Manager of Illinois Teacher:

Vol. XIV, No. 6, July-August. 1971. Published six times each year,
Subscriptions $5 per year. Single copies $1.

Address: Illinois Teacher

342 Education Building
University of Illinois
Urbana, Illinois 61801

Telephone: 217-333-2736

FOREWORV

Someone, expn.etted tun.pni*e that the ILLINOIS TEACHER would have. one.
o{ itt it*ue* devoted to clothing tince the thought we. "didn't believe
in teaching clothing." Thi* teemt to indicate, to u* , once, again, that
{ok many teachen* the. teaching o{ clothing mutt mean "tewing." We have.
Apok.cn on that ittue to tome extent.

The subject anea o{ textile* and clothing at paAt o{ home economic*
hat many n,ami{icationt; ganment continuation it only one o{ thete. We
thould tike to remind n.eaden* that the National Cunjviculam Project,
neponted in the A.H.E.A. publication "Concept* and Genenalization* ,"
utet the following majon. concept* to encompatt the a/iea o{ textilet and
clothing .

I. Significance o{ textilet and clothing to the individual and
tociety.

A. IntenAelationthip o{ clothing and culXuxe.

8. Social and ptycho logical atpect* o{ clothing.

C. Clothing at a medium {on. anXii>tic pen.ceptA.on, expn.ettion,
and expedience .

V. TextiJtet and clothing in the economy.

II. NatuKe o{ textile* and clothing.

A. Textite*
8. Ganment*

III. Acquit iXX.on and ute o{ textile* and do tiling.

A. Selection.

8. Lite and ca/ie.

C. Retpontibilitie* o{ contumen*.

ThU panticulan, -iAtue, ACCENT ON CLOTHING, doe* not deal wJuth
tewing, but attempt* to pnovide teachen* with idea* {on. teaching othen.
impontant pant* o{ the tubject {ield.

\koJiy Wathen.

EdXXon. {on. Thi* Ittue

CLOTHING FOR CONSUMERS

An Outline of Concepts and Generalizations

and
Teaching -Learning Units for Selected Areas

Beverly Koch
Graduate Student, University of Illinois

Miss Koch has organized this outline with junior college
students in mind, but. it is equally appropriate for
advanced high school students. Four big areas have been
suggested as a focus for a semester course. In each area
major generalizations and supporting sub-generalizations
are given. Each is assigned a number for easy referral.
Sample teaching-learning units have been developed for
selected generalizations. These are marked with an
asterisk (*) . A comprehensive list of up-to-date references
concludes this section.

CONCEPTS AND GENERALIZATIONS

INFLUENCES ON ONE'S CLOTHING BEHAVIOR

*l-0. An interrelationship exists between clothing and culture.

*1-1. The clothing behavior of a people emanates from the
culture and reflects a social inheritance of antece-
dent dress styles, customs, morals, and religion.

*l-2. Surviving fragments of clothing are tangible resources
for the study of cultures of the past, and help to
preserve elements of a culture for future generations.

*l-3. The type of clothing available is related to the mater-
ial culture which includes the raw materials and
technology of a society.

*l-4. Clothing has a reciprocal effect on social attitudes
and values; it reflects the ideas already extant, but
also shapes ideas in the direction of change.

*l-5. Fashion change in society usually parallels change in
other spheres of human activity.

*l-6. Customs and folkways which are more stable than fashion
affect the clothing in any given cultural group over a
long period of time.

*2-0. An individual's choice of clothing is influenced by social and
psychological factors.

*2-l. Clothing customs are transmitted from group to group,

generation to generation, and from society to individual

255

2-2. The means by which society governs the individual's
choice of clothing may be either direct through laws
or rigid customs, or indirect through example and more
subtle social pressures.

2-3. Clothing functions to symbolize man's status in life

and as such obtains recognition, approval, or identifi-
cation for the individual .

2-4. Clothing is used in defense or enhancement of the self.

2-5. Rewards or punishments received in connection with
clothing behavior tend to reinforce the generalized
feeling toward the self.

*2-6. The imitation of clothing behavior is a direct and

tangible means of identifying oneself with a model per
person or reference group.

2-7. The more stable or clear cut the societal role, the

more explicit the requirement of dress is likely to be.

*2-8. A strong sense of personal conviction and psychological
security is required to confidently wear dress that
deviates from the norm.

*2-9. Clothing may be used as a means of satisfying basic
needs when these needs are not met in other ways .

2-10. Clothing is important in projecting a first impression,
but is a less reliable clue to personality upon closer
aquaintance with the individual .

2-11. Fashion, a social-psychological phenomenon, is a force
that affects clothing choice.

2-12. A fad which is related to more superficial aspects of
fashion may affect clothing behavior.

3-0. Physical forces in the environment affect one's clothing needs
and one's ultimate choices.

3-1. Clothing is a buffer between man and his environment.

3-2. Clothing functions to satisfy man's need for physical
protection.

3-3. Clothing helps man adapt to environmental factors which
affect the comfort of the body such as air temperature,
humidity, air movement, and radiation intensity.

4-0. Economic factors may enhance or limit the freedom one has in
making clothing decisions.

4-1. The complex interaction of the world economy, the

clothing industry, and consumption patterns affect the
cost, quality, and availability of goods to individuals
and families.

4-2. The welfare of society may be affected by economic

256

decisions of the clothing industry, governments, and
consumers .

4-3. Economic conditions may place limitations on the

quantity or quality of dress available, but not neces-
sarily on its character.

4-4. Expenditures on clothing are related to income size.

4-5. Family composition and stage in the family life cycle
affect the amount of money available to satisfy
individual clothing needs.

4-6. Money available to meet an individual's clothing needs
is dependent upon other family member's clothing needs
and family goals.

4-7. Planning clothing expenditures in terms of priorities
may be necessary if money available for clothing is
limited in any way.

5-0. Clothing can be a medium for artistic perception, expression,
and experience.

5-1. Adornment of the body is universal in mankind and
appears to be a function related to the search for
beauty.

5-2. In the individual's search for beauty, the ornamental
value of clothing provides active aesthetic experience
and sensuous satisfactions.

5-3. The creation of clothing is a form of artistic expres-
sion through which feelings and ideas are conveyed.

5-4. Art components in clothing may be utilized to express
meanings, feelings, ideas, and emotions.

5-4-1. The expressiveness of line in clothing is

determined by its function, type, direction,
and quality.

5-4-2. In clothing, form is created by the body itself,
by the silhouette of the costume, and by the
individual shapes within the external contour.

5-4-3. Spatial voids in clothing provide a unifying
backdrop for decorative detail.

5-4-4. The character of texture in clothing is expressed
through its visual appearance, feel, and hand.

5-4-5. Color is a stimulating element contributing to
the overall effect of total design in clothing.

5-5. In organization of dress, the whole transcends the sum
of parts for each component either reinforces or miti-
gates the effect of all others with which it is combined.

5-6. Aesthetic expression in dress is conveyed through a
satisfying balance between order and interest.

257

6-0. The activity one engages in may suggest specific types of
clothing.

6-1. A particular set of clothing norms is generally
associated with each occupational role.

6-2. An individual's security and success in any given role
is related to his accuracy in estimating the clothing
expectations of the group.

6-3. The comfort of clothing is influenced by fabric,

finish, construction, and style, and the suitability of
these for various activities.

6-4. Because of its chemical and physical characteristics,

a fabric may be better adapted for some activities than
others .

6-5. The developmental stage of the wearer may affect the
type of clothing chosen.

6-6. Physical limitations on the activity of the wearer
influence the type of clothing selected.

6-7. Varying activities may require garments that fit
differently.

6-8. Safety and efficiency of clothing in relation to one's
activity may be a consideration in clothing selection.

7-0. Individual tastes are conditioned by one's value pattern.

7-1. "Taste" in dress refers to a set of values used by an
individual in making critical judgments or fine
discriminations .

7-2. Values and goals in relation to clothing selection

develop from an individual's experience, part of which
is determined by the culture in which he lives.

7-3. An individual's attitudes and values toward clothing
are consistent with his attitudes and values in other
areas .

7-4. Choice of clothing on the basis of values is more

likely to carry the consumer in the direction of his
long-range goals.

7-5. Where two or more values lead to alternative courses in
clothing behavior, the individual resolves the conflict
through a unique ordering of alternative choices.

7-6. As an individual matures his clothing values may change.

7-7. Clothing requirements change as the individual's
values change.

II. RESOURCES FOR MEETING CLOTHING NEEDS

8-0. Federal, state, and local regulations and agencies aid in
protecting the consumer of clothing.

258

8-1. The textile industry is required to cooperate with

garment makers, wholesalers, and retailers in providing
adequate information about the product to the consumer.

8-2. Standards have been established by various groups to

describe the minimum expectations desired in a textile
or garment .

8-3. The National Bureau of Standards evolves and records
measurable standards which are used by the clothing
manufacturer.

8-4. The Federal Trade Commission protects both the consuming
public and business community by preventing and elimina-
ting deceptive practices and unfair methods of competi-
tion.

8-5. The Better Business Bureau is a local agency maintained
by business firms to help protect consumers and
merchants who do their best to maintain good standards.

8-6. Some magazines and manufacturers maintain testing

laboratories and employ independent agencies to examine
products for advertising.

8-7. Stores, mail-order houses, and industrial houses

sometimes maintain testing laboratories to check mer-
chandise sold and to investigate customer complaints.

*9-0. Textile and clothing information is a resource which aids the
consumer in making clothing decisions.

*9-l. The consumer's judgment can be no better than the
information he possesses.

*9-2. Informative labels and hang tags may state performance
characteristics of a garment.

*9-3. Brand names help to identify a product which through
past experience has proven to have satisfactory
characteristics .

*9-4. Advertising is a medium through which the consumer can
gain product information and evaluate the integrity of
the seller.

*9-5. The validity of advertising and the advice of salesmen
and shopping companions may be determined by the
consumer in light of his own knowledge.

*9-6. Educational materials distributed by respectable

commercial concerns, as well as USDA publications and
state and county extension bulletins, are valuable
sources of consumer information.

*9-7. National organizations such as the American Home
Economics Association, Consumer's Research, Inc.,
Consumer's Union of the United States, the National
Better Business Bureau, and The American Council on
Consumer Interests are sources of consumer information.

259

*9-8. Seals of approval inform the consumer that the

sponsoring organization believes the product to be a
satisfactory one.

10-0. Personal resources and various services aid the consumer in
obtaining clothing.

10-1. The resources available for meeting clothing needs

include available goods and services, purchasing power,
personal information, ability, time, and energy.

10-2. The availability and use of resources for achieving

clothing goals is related to the allocation of resources
to other individual and family goals.

10-3. Skill in the market place may be developed through
observation and experience.

10-4. An individual's observational skills of general fashion
trends, of printed information, and of merchandise
itself may aid in meeting clothing needs.

10-5. An individual's attitudes may enhance or limit his
ability to satisfy clothing needs.

10-6. Manipulative skills in construction and alterations may
aid an individual in fulfilling clothing needs.

10-7. Skill in the care of clothing may contribute to other
personal resources such as time, money, and energy.

10-8. Payment plans such as installment buying and credit may
extend one's buying power.

11-0. The way one manages resources influences one's consumer skills.

11-1. Use and knowledge of all types of resources available
contributes to flexibility in making decisions about
clothing.

11-2. Clothing goals can be reached only through the use of
resources .

11-3. Since all resources are limited either quantitatively
or qualitatively, management of resources is needed.

11-4. Decisions about one resource affect other resources.

11-5. Alternative resources may be substituted when a given
resource is limited, enabling one to satisfy clothing
wants .

III. MAKING CHOICES TO MAXIMIZE UTILITY OF CLOTHING

12-0. Purchasing clothing involves decision-making.

12-1. A rational choice of clothing is predicted upon an

honest evaluation of why we want the things that we do,

260

what resources we have to work with, and what
limitations, if any, are placed upon us.

12-2. Once clothing needs are identified, one can evaluate

the articles of clothing already on hand by a wardrobe
inventory.

12-3. Annual additions or replacements of clothing can be

determined by the difference between clothing require-
ments and clothing already on hand.

12-4. Once a clothing need is defined, another decision is

required if more than one item is available which might
satisfy that need.

12-5. The process of decision-making involves five basic

components: clarification of the choice to be made,
recognition of possible alternatives, weighing
advantages of the alternatives, choosing one of the
alternatives, and accepting the consequence of one's
decision.

*13-0. The intelligent consumer explores alternatives before making
a clothing decision.

*13-1. Sources of clothing include the purchase of ready-to-
wear items on the retail market, gifts, used clothing,
home sewing, and custom-made clothing.

*13-2. The selection of where to buy may depend on such factors
as the range of merchandise, the type of service pro-
vided, the convenience in shopping, business practices
of the store, and its accessibility.

*13-3. The decision of when to buy depends on such factors as
emotions, bargains, payday, necessity, pleasure, and
pressure.

*13-4. The alternative of when to buy is closely tied to the
method of payment.

*13-5. Cash, installment buying, charge accounts, and lay-away
plans are alternative methods of purchasing clothing.

*13-6. Comparison shopping is a method of exploring alternative
products available.

*13-7. Items of differing quality and price may be more or less
appropriate in light of specific clothing needs.

14-0. Intended use determines the qualities that a consumer desires
in textiles and clothing.

14-1. The suitability of a textile product for its intended
use is dependent upon the nature of the textile, its
design, and its construction.

14-2. The service ability of a garment is related to its fiber
content, yarn construction, fabric construction,

261

color-fastness, finish, and garment construction.

14-3. Good workmanship contributes to the durability of a

garment at the same time that it enhances its aesthetic
appeal .

14-4. Intended use may determine the design and fit that one
desires in a garment .

14-5. The becomingness of a garment desired by the consumer
may vary with its intended use.

14-6. Whether a garment is needed for long-term or short-term
use may vary the qualities desired by the consumer.

14-7. Each fiber has physical and chemical properties which
affect its performance in a fabric.

14-7-1. Fibers vary in such properties as length,

luster, resiliency, strength, and crimp, and
also in their reaction to such conditions as
light, moisture, temperature, and stress.

14-7-2. Some characteristics of fibers may not be

retained in the finished fabric if blended or
combined with other fiber (s) or modified during
some stage in the manufacturing process.

14-7-3. Fibers may be modified both chemically and

physically to produce desirable characteristics
for specific end use.

14-7-4. Differences in yarn result from variations in
ply, twist, count, weight, crimp, texturizing
processes, and other design variations.

14-7-5. The characteristics of yarns produce variation
in fabrics with respect to texture, design,
function, and end use of the fabric.

14-7-6. Fibers and/ or yarns may be converted into cloth
by various methods such as weaving, knitting,
knotting, interlacing, bonding, felting, and
extruding.

14-7-7. Finishes may be applied to fabrics to produce
and control desired qualities.

14-7-8. Factors influencing the choice of finish for a
fabric are: the type of fiber and its arrange-
ment in yarn and fabric, the receptivity of the
fabric to various finishing preparations, the
extent to which the fabric can be chemically
modified, and the use for which the fabric is
intended.

14-7-9. The finished textile will give more satisfactory
service if the characteristics of the fabric are
compatible with intended end use.

262

14-7-10. Knowledge of the physical and chemical

characteristics of textiles and clothing helps
individuals predict their performance and gain
increased satisfaction from selection, use,
and care.

15-0. Impulse buying may be effective or ineffective in contributing
to one's overall clothing plan.

15-1. Impulse buying is an unplanned purchase made largely on
a subjective basis.

15-2. Impulse buying can be premeditated so that guilt feelings
will not occur after an impulse purchase has been made.

15-3. An impulse buy can be integrated into one's buying plan
if the plan is flexible.

15-4. Buying for present-day gratification alone may have to
be limited if future wants are to be met.

16-0. Maximizing the potential use of clothing extends clothing value.

16-1. The wear life of a garment is dependent to a large
extent upon the care that it receives .

16-2. The type of care needed by the product will be determined
by the nature of the textile, construction, and
ornamentation.

16-3. General care, laundering, dry cleaning, and storage are
aspects of clothing maintenance.

16-4. Renovating or modifying present clothing extends one's
wardrobe.

16-5. Using an article of clothing in a variety of ways and
in harmonizing combinations with other clothing items
extends one's wardrobe.

16-6. Passing no longer used clothing on to others who could
use it extends the value of clothing.

17-0. The consumer, as well as the manufacturer, has a responsibility
for quality maintenance and improvement in the clothing and
fabrics provided by industry.

17-1. Changes in consumer values, tastes, and living habits
force continual adjustments in the clothing industry.

17-2. Good citizenship in the clothing market includes

education to be discriminating shoppers, and to have a
broad social intelligence about economic problems.

17-3. The consumer can improve production and distribution by
communicating needs, wants, satisfactions, or dissatis-
factions to the retailer and the manufacturer.

17-4. The concerted efforts of consumers can aid in bringing
about improved standards of clothing products and

263

increased consumer information and services.

17-5. Every clothing purchase one makes contributes to the
continued production of similar kinds of merchandise.

17-6. Respect for customer privileges aids in the creation of
a good relationship between the consumer and the
retailer.

IV. THE CONSUMER AND CLOTHING IN THE FUTURE

*18-0. Technological change may affect the type of products available
to the consumer in the future.

*18-1. Fabrics having new concepts of performance may make

obsolescent such homemaking chores as ironing, washing,
and drying.

*18-2. Disposable clothing may add a new dimension to the

clothing industry, to one's plan for providing clothing,
and to problems of waste disposal in our environment.

*18-3. New construction techniques for fabrication of fabrics

and clothing may be developed that will be better suited
to new textiles.

*18-4. New clothing developments may enable man to withstand
environments to which he is presently susceptible.

*18-5. New textiles may have to be used by consumers, as well
as tested in the laboratory, before their limitations
and/or advantages are discovered.

19-0. Changes in man's life style may have an effect on clothing
choices in the future.

19-1. Social and psychological reasons for clothing choice
will vary with man's changing life style.

19-2. Creative satisfactions gained from doing jobs personally,
that could be done by the use of technology, may influ-
ence choices as one evaluates one's use of time and
money.

19-3. Increased leisure time gives impetus to fashion.

19-4. Shopping for commodities that express individuality may
become a social activity.

19-5. Individuality in dress may become more important as
society becomes more complex and man reaches out for
his own personal identity.

19-6. Breakdown of the traditional male and female role dis-
tinctions may be accompanied by a continued trend toward
unisexual dress.

20-0. Changes in our methods of merchandizing and shopping may suggest
new consumer skills and services needed for the future.

264

20-1. More convenience and enjoyment from shopping may be
expected in the future.

20-2. If more shopping is done from a distance through the
use of telephones and television screens, consumers
may need to be more skilled in judging quality from
factual information printed about the product rather
than the conventional "see and feel" method.

20-3. As the trend in packaging continues, the interpretation
of material on labels may be even more important than
it is today.

20-4. The consumer may have to assume more responsibility for
learning about new products that are brought to the
market .

20-5. With increased choices among products available, con-
sumers may need to better define what end use they
expect from a product and what quality features will
be demanded for performance expected.

20-6. Communication of ideas may be one of the biggest

challenges to the textile industry in the Space Age.

SAMPLE TEACHING-LEARNING UNITS

In the following section all numbers refer to items in the previous
section. Objectives, expressed as hoped-for learning outcomes, are always
presented in italics, with the verb underlined to accent the behavior.

Whether an experience is primarily for the students to learn new
ideas, apply old ones, or for the purpose of evaluation, may depend on the
intent of the teacher at the time the experience is used for a given stu-
dent or group of students. Several experiences which could serve the
purposes of evaluation are identified by (Eval.) following the suggested
experience. Evaluation experiences may be for feedback to teacher or
students to see if ideas can be applied and to see what next steps are
needed, or evaluation experiences may be to collect evidence of achieve-
ment "for the record." Both purposes are part of the total picture.

I. INFLUENCES ON ONE'S CLOTHING BEHAVIOR

Major conceptual statement: When the influence on clothing behavior and
the motivations for buying clothing are understood, an individual is
better able to plan and predict his own clothing behavior.

Major objectives. The student

understands factors that influence clothing behavior .

understands the motivations for buying clothing.

■perceives influences on his own clothing behavior .

is willing to apply understanding of motivations for buying clothing
to his own clothing decisions.

265

1-0. An interrelationship exists between clothing and culture.

Sub -Generalizations
and Objectives

Illustrative Teaching-Learning and
Evaluation Experiences

1-1

1-2.

The clothing behavior
of a people emanates
from the culture and
reflects a social
inheritance of ante-
cedent dress styles,
customs, morals, and
religion.

Comprehends how pre-
sent dress is
reflective of a
people 's past and
present culture.

Surviving fragments
of clothing are
tangible resources
for the study of cul-
ture of the past, and
help to preserve ele-
ments of a culture
for future
generations .

Values clothing from
the past as a means
of understanding and
preserving a people 's
culture.

1-1. Students compare pictures of three

generations in a family relating the
differing fashion trends to the
culture of the time.

1-1. Each student chooses a specific
group of people or culture and
illustrates pictorially the clothing
typical of the people discussing why
this mode of dress or adornment was
adopted. (National Geographic may
be a good reference.)

1-1. Pictures of people from various

times in history are displayed or
projected. Students recall from
study of history what conditions
(political, economic, or religious)
might have influenced the dress of
the individuals during that period.

1-1. Individual students may research the
origination of a specific piece of
clothing.

1-1. Students assess items in their own
wardrobe in terms of cultural
implications .

1-1. In a written assignment, students

discuss the extent to which social,
economic, or religious conventions
influence their dress and self-
adornment . (Eval . )

1-2. Students do reading in historic
costume references, choose a
limited thesis on the subject of
what the clothing of the people says
about the culture, and write a paper
supporting this thesis.

1-2. Students interview experts on campus
or in the area on the subject--
sociologists, psychologists, and
anthropologists .

1-2. Students take a field trip to a

museum where historic costumes are
displayed. Students later discuss
what they learned by viewing the
display.

266

Sub -Generalizations
and Objectives

Illustrative Teaching-Learning and
Evaluation Experiences

1-3.

1-4.

The type of clothing
available is related
to the material cul-
ture of a society,
i.e., raw materials
and technology.

Understands how the
material culture
limits the type of
clothing that can be
■produced.

Clothing has a recip-
rocal affect on
social attitudes and
values, reflecting
the ideas already
extant, but also
shaping ideas in the
direction of change.

Perceives the inter-
relationship between
clothing and social
attitudes and values,

1-2. Student participates in setting up
a historic costume display in the
school or in the community. (Eval.)

1-3. Students observe the evolution of

dress of primitive man in a copy of
Life's, Epic of Man.

1-3. Students discuss technological

advances which have made present day
clothing possible.

1-3. Each student chooses a specific

culture and compares the material
resources available to the type of
clothing produced.

1-3. Students discuss the importance of
weaving to the clothing of man.

1-3. Students explain differences in
clothing produced in the United
States, and another country of their
choosing, on the basis of differing
material cultures. (Eval.)

1-4. Students work in committees to

compile a list of social attitudes
and values existent in a certain
period in history and the fashion of
that time. Committees may choose
differing periods.

1-4. Each student uses props to imitate a
famous person of any period in
history. Their dress is related to
the social attitudes and values of
that time.

1-4. Students cite present social values
and attitudes that are influencing
current fashion.

1-4. On the basis of social attitudes and
values, students forecast changes in
future clothing.

1-4. Given specific social attitudes and
values, students state what implica-
tions this has for the dress of a
people, or vice versa. (Eval.)

267

Sub -Generalizations
and Objectives

Illustrative Teaching-Learning and
Evaluation Experiences

1-5.

1-6.

Fashion change in
society usually
parallels change in
other spheres of
human activity.

Realizes that fashion
change parallels
other cultural
changes .

Customs and folkways
which are more stable
than fashion affect
the clothing in any
given cultural group
over a long period of
time.

discriminates between
customs and folkways
and fashion.

1-5. Students view film on fashion as
related to history.

1-5. Students make a list of techno-
logical advances such as heated
homes, which have brought about
changes in wearing apparel.

1-5. Students support or rebut the
statement: "Dress design runs
parallel to trends in architectural
design."

1-5. Students discuss the influence of
physical mobility upon dress.

1-5. Students may prepare an exhibit by
mounting pictures or silhouettes
of costumes during different periods
of history accompanied by a descrip-
tion of parallel changes in other
spheres of human activity. (Eval.)

1-6. Students choose a country they have
studied in history, literature,
geography, etc., and report what
clothing customs appear.

1-6. The class may be divided:

a) Some students bring wedding
pictures of parents or grand-
mothers from home.

b) Some students bring pictures of
current wedding fashions .

This provides a basis for a class
discussion concerning clothing
customs prevailing in a cultural
group over a period of time.

1-6. Students discuss ways in which early
influences or folk costume is
reflected in festival and cere-
monial dress today.

1-6. Students bring in pictures to add to
the teacher's picture collection
depicting various types of clothing
worn by sub-groups in the United
States. How do these differ from
fashion?

268

Sub -Generalizations
and Objectives

Illustrative Teaching-Learning and
Evaluation Experiences

1-6. Presented with various clothing

behaviors, students decide whether
it is a custom or folkway, or a
fashion. Reasons for the decision
are also given. (Eval.)

2-0. An individual's choice of clothing is influenced by social
and psychological factors.

Sub -Generalizations
and Objectives

Illustrative Teaching-Learning and
Evaluation Experiences

2-1.

2-2.

Clothing customs are
transmitted from group
to group, generation
to generation, and
from society to the
individual .

Understands how
clothing customs are
transmitted.

The means by which
society governs the
individual's choice
of clothing may be
either direct through
laws or rigid customs,
or indirect through
example and more

2-1. Each student interviews an older

woman to identify types of clothing
that have been evident for several
years or have reoccurred several
times during her lifetime.

2-1. Students compile a summary of

fashions that have reoccurred from
generation to generation.

2-1. Students look for illustrations in
encyclopedias, historical costume
books, etc., for garments with
features similar to today's fashion
features. Individual students may
choose to trace a fashion or cloth-
ing custom through the ages, one
which affects the individual today
in his clothing selection.

2-1. Students form buzz groups to discuss
how the clothing customs of young
people today are formed.

2-1. Students list where they obtained
their ideas about clothing. The
lists are analyzed to determine who
or what has been influential in
determining what is worn. (Eval.)

2-2. Students state their reaction to

school dress codes, uniform dress in
private or parochial schools,
uniforms in the armed services.

2-2. Students take a survey of the

community to determine what informal
and formal restrictions are placed
on dress.

269

Sub -Generalizations
and Objectives

Illustrative Teaching-Learning and
Evaluation Experiences

2-3.

2-4.

subtle social
pressures .

Identifies the means
by which society
governs the individ-
ual 's choice of
clothing.

Clothing functions to
symbolize man's status
in life and as such
obtains recognition,
approval, or identifi-
cation for the
individual.

Identifies ways in
which clothing
symbolizes status
for man.

Clothing functions to
extend the feelings of
the self beyond the
physical boundaries of

2-2. Students list and discuss what

social sanctions prevent them from
wearing certain clothes they might
like to wear.

2-2. Students read about other countries
to determine what restrictions are
placed on dress by their societies.

2-2. A symposium is held where each

student reports (5 minutes) on his
findings of the restrictions placed
on dress by another country or in
the United States. The short
speeches are followed by questions
from the listening group. (Eval.)

2-3. Student cite examples of clothing

which reflects status as: military
rank, academic dress, tribal
identification .

2-3. Students list clothing items that

indicate status or prestige to them.

2-3. Students observe for examples of
clothes denoting ritual symbolism
on campus as: lettermen's sweaters,
fraternity jackets.

2-3. Students who hold jobs or have

offices in clubs that require the
wearing of uniforms or distinctive
clothing form a panel and tell the
class how they feel when in uniform.

2-3. Students discuss reactionaries,

nonconformists, or entertainers today
who use dress to attract attention
or as a symbol of their beliefs.

2-3. Students discuss relationships
between social class change and
dress.

2-3. Students write and support their own
generalizations on existing rela-
tionships between status and dress.
(Eval.)

2-4. Students give examples of the way
they feel when they choose to wear
different clothes.

270

Sub -General i zat ions
and Objectives

Illustrative Teaching-Learning and
Evaluation Experiences

2-5.

2-6.

the body lending
enhancement to the
emotional quality
sought by the wearer.

Illustrates how
clothing functions to
extend the feelings
of the self.

Clothing is used in
defense or enhance-
ment of the self.

Comprehends how
clothing is used in
defense or enhance-
ment of the self.

Rewards or punishments
received in connection
with clothing behavior
tend to reinforce the
generalized feeling
toward the self.

Determines implica-
tions of rewards or
punishments received
in connection with
clothing behavior.

2-4. Students choose a piece of music
that is meaningful to them, then
design a costume congruent with the
emotion that the music conveys.

2-4. Students suggest adjectives such as

happy, sad, light, free, heavy, etc.,
which are recorded on the board.
Students browse through magazines to
find costumes which illustrate these
feelings. A bulletin board display
may be made using the materials
gathered. (Eval.)

2-5. Students discuss the use of clothing
by some young people to show rebel-
lion against convention. What pur-
pose is clothing serving for these
young people?

2-5. Students discuss occasions when they
have used defense mechanisms in
their clothing behavior.

2-5. Groups of students role play

examples of how clothing may be used
in defense or enhancement of the
self.

2-5. Students draw cartoon figures for a
bulletin board display to illustrate
ways in which clothing may be used
in defense or enhancement of the
self. (Eval.)

2-6. A survey is taken to determine

whether students feel that their
clothing choices are influenced by
what others think.

2-6. Students recall a social event where
they felt extremely well dressed and
a similar occasion where they felt
poorly dressed. Their written
comments should show how their mood
and enjoyment of the occasion were
affected by their appearance.

2-6. Students cite incidences in their

clothing behavior that brought about
conflict with their parents and what
affect this had on their self-concept

271

Sub -Generalizations
and Objectives

Illustrative Teaching-Learning and
Evaluation Experiences

2-7

2-8

The imitation of
clothing behavior is
direct and tangible
means of identifying
oneself with a model
person or reference
group .

Comprehends the
significance of
imitative clothing
behavior.

The more stable or
clear cut the societal
role, the more expli-
cit the requirement of
dress is likely to be.

Analyzes the implica-
tions societal role
holds for dress.

2-6. Students role play an individual's
reaction to receiving a compliment
on their clothing and another indi-
vidual's reaction upon receiving a
negative comment about their
clothing.

2-6. Students write a short essay on the
effect they have received from
rewards or punishments in connection
with clothing behavior. (Eval.)

2-7. Students cite examples in their own
wardrobes that exemplify conformity.

2-7. Students discuss the pros and cons
of conformity in dress .

2-7. Students observe fellow classmates
for similar articles of dress and
record how many of a particular type
each sees. Students then discuss
possible reasons for similarities.

2-7. Students discuss types of clothing

they do not want to wear because they
are often chosen by people from a
group with whom they do not wish to
be identified.

2-7. Students debate the statement,

"Clothing and appearance determine
group acceptance or exclusion."
(Eval.)

2-8. Students view a silent demonstration
where the teacher displays articles
of clothing portraying a variety of
roles. Students record the roles
they believe the garment indicates.
A summary is made of the similarities
of ideas .

2-8. Students attempt to determine the age
range by observing only the clothing
in pictures of well-known teenagers
and adults. The class then identi-
fies types of clothing limited to
specific age groups and clothing
appropriate for many age ranges.
How do they differ?

272

Sub -Generalizations
and Objectives

Illustrative Teaching-Learning and
Evaluation Experiences

2-9. A strong sense of

personal conviction
and psychological
security is required
to confidently wear
dress that deviates
from the norm.

Understands what is
required to overcome
conformity in dress.

2-10. Clothing may be used
as a means of satis-
fying basic needs
when these needs are
not met in other
ways .

Recognizes how cloth-
ing can be used to
satisfy basic needs.

2-8. Students develop minute dramas which
reveal how clothing reflects an
individual's role in society. The
students viewing the minute dramas
attempt to determine what social
role is being represented.
A discussion follows:

- Is dress always a good determinant
of an individual's societal role?

- Are false assumptions about an
individual's social role ever made?
What problems result?

2-9. Students respond how they feel when
they wear clothes that are different
from others at school, a party, or a
sports event.

2-9. A student volunteers to wear cloth-
ing he feels is attractive, but not
the norm in a particular situation.
He records his feelings and reports
back to the class.

2-9. Students discuss incidents when a

person chooses to wear clothing that
deviates from the norm. Is he
insecure or has he a strong sense of
personal conviction and psychologi-
cal security?

2-9. Students respond to the following
situation: If they dress quite
differently from others their age,
what steps, if any, are taken to
be like others? If they decide not
to dress like others, what is done
to maintain own ideas of dress?
Students explain how they would feel
in each situation. (Eval . )

2-10. Students think of cases from their
own experiences where people have
used clothing as a substitute for
some other problem or need and
present the situations to the class
in minute drama form.

2-10. A case study of an individual who
spends an undue amount of the
family's income on clothing is

273

Sub -Generalizations
and Objectives

Illustrative Teaching-Learning and
Evaluation Experiences

presented. The class analyzes why
this situation might arise.

2-10. Students imagine themselves as

psychologists and give examples of
possible unsatisfied needs on the
basis of the individual's clothing
behavior.

II. RESOURCES FOR MEETING CLOTHING NEEDS

Major conceptual statement: Use and knowledge of all types of resources
available contributes to flexibility in making decisions about clothing.

Major objectives. The student

knows resources available to him for meeting clothing needs.
applies knowledge of resources when satisfying clothing needs.

9-0. Textile and clothing information is a resource which aids
the consumer in making clothing decisions.

Sub -Generalizations

Illustrative Teaching-Learning and

and Objectives

Evaluation Experiences

9-1.

The consumer's judg-

9-1. Students look up in the dictionary

ment can be no better

the definition of "rational." A

than the information

discussion follows on what the

he possesses.

definition means in terms of

Realizes that a

clothing choices.

consumer 's judgment

9-1. Students list all the sources of

is as good as the

clothing information that they have

information he

used in the past and discuss

possesses.

relative usefulness.

9-1. Individual students may visit a

department store or interview people
who have purchased clothing what
information they use in making their
clothing decisions. Students report
back to the class. A discussion may
follow on how well informed con-
sumers of clothing appear to be, and
how consumers could use information
to improve their buying practices
of clothing.

274

Sub -Generalizations
and Objectives

Illustrative Teaching-Learning and
Evaluation Experiences

9-2.

9-3.

Informative labels
and hang tags may
state performance
characteristics of
a garment .

Believes in
importance of using
informative labels
and hang tags.

Brand names help to
identify a product
which through past
experience has proven
to have satisfactory
characteristics .

Realizes how brand
names may aid in
making consumer
decisions .

9-1. Students explore and report on new
sources of information and indicate
what type of information they offer.

9-1. Students write a paper on, "How
intelligent buying benefits the
consumer."' (Eval . )

9-2. Students discuss the problems arising
because of improper labeling of
clothing.

9-2. Students bring examples of clothing
labels and hang tags to class and
list the types of information they
give and point out any inadequacies
on labels.

9-2. Students give suggestions for ways
and means of improving labeling of
clothing, and for ways of forming
habits to look for and read labels.

9-2. Students participate in a class

project of making filing systems for
hang tags.

9-2. Students set up a diagnostic exhibit
of informative labels or hang tags,
rating them poor to excellent.
(Eval.)

9-2. Students write an article for a
local newspaper on the value of
being a "label looker." (Eval.)

9-3. Students list clothing that they or
their friends often purchase,
giving the brand name. Reasons are
given why the particular brand is
purchased.

9-3. Students discuss how various quali-
ties may be related to brand names.

9-3. Students may talk with a clothing

buyer of a large department store to
determine if they have their own
store brand of clothing. If so,
students learn the name used and
compare the price and quality with
other well known brands.

275

Sub -Generalizations
and Objectives

Illustrative Teaching-Learning and
Evaluation Experiences

9-4

9-5

Advertising is a
medium through which
the consumer can gain
product information
and evaluate the
integrity of the
seller.

Understands how
advertising may be
used to aid consumer
decision-making as
well as lure the
buyer.

The validity of
advertising and the
advice of salesmen
and shopping compan-
ions may be determined
by the consumer in
light of his own
knowledge .

Utilizes own knowledge
in determining the
validity of advertis-
ing and the advice of
others .

9-3. Students react to the following

situation: Barb has decided to buy
a specific brand of clothing, but
Joy says she dislikes this brand and
suggests Barb try another. What
course of action does Barb take and
why? (Eval . )

9-4. Students compare advertisements of
clothing in different price ranges
as found in exclusive fashion maga-
zines, newspapers, standard mail
order catalogues, and discount
catalogues. What differing types
of information do they emphasize?

9-4. Students bring examples of clothing
advertisements to class. Students
evaluate the advertisements to
determine what personal values the
advertisements attempt to appeal
to. How effective are these
appeals?

9-4. Students discuss impressions about
the seller of the product as
judged by his advertisements.

9-4. Students discuss the advantages and
disadvantages of government
regulation of advertising.

9-4. Students collect examples of
clothing advertisements for a
display. Students devise some
method of illustrating how informa-
tive and how appealing (independent
factors) each advertisement is.
(Eval . )

9-5. Students compile clothing advertise-
ments that are directed toward
teen-agers and evaluate them in
terms of how they affect buying
habits of teenagers. Is the
advertising valid?

9-5. Students role play a group of

teenagers in a clothing store. Note
the efforts made to influence the
one who's buying. How does the
buyer react?

276

Sub -Generalizations
and Objectives

Illustrative Teaching-Learning and
Evaluation Experiences

9-6. Educational materials
distributed by res-
pectable commercial
concerns, as well as
USDA publications and
state and county
extension bulletins,
are valuable sources
of consumer informa-
tion.

Knows of educational
materials -published
by specific groups
that serve as an aid
to the consumer.

9-7. National organizations
such as the American
Home Economics Associ-
ation, Consumer's
Research, Inc.,
Consumer's Union of

9-5. Students discuss typical questions
they ask a salesperson before
buying an article of clothing,
evaluating their usefulness.

9-5. Students cite examples where a

salesperson has given them false
information, then discuss a store's
difficulty in maintaining an
informed sales staff and the need
for consumers to be alert and
informed .

9-5. Students decide on certain times

and places to observe people buying
clothing. As a member of a team,
students plan an observation sheet.
The several sheets submitted by the
total class will be used as guide-
lines for discussing "pressure to
buy."

9-5. Students bring examples of clothing
advertisements or cite advice that
has been given them by a salesperson
that they cannot support on the basis
of their own knowledge.

9-6. Students divide the responsibility
of contacting businesses in the
community, the United States
Department of Agriculture, and state
and county extension offices to
obtain educational materials for the
consumer of clothing.

9-6. Students survey educational materials
obtained from the above sources to
determine on what goals these guides
have been based.

9-6. Students help the school or a local
librarian plan and set up an exhibit
of educational materials from sources
which provide reliable consumer
information . (Eval . )

9-7. Students divide the responsibility
of contacting sources to obtain
educational materials for the con-
sumer of clothing, as well as a
description of other services they
offer the consumer .

277

Sub -Generalizations

Illustrative Teaching-Learning and

and Objectives

Evaluation Experiences

the United States, the

-7.

Students use the educational

National Better

materials obtained to make a

Business Bureau and

display in a local clothing store

the American Council

or library.

on Consumer Interests
are sources of con-
sumer information.

-7.

Students discuss how, and to what
extent, the services offered by the
above organizations may be of help

Knows of organizations

to the consumer .

which are sources of
consumer information
and how to contact
them.

■7.

Students prepare a list of
organizations which are sources of
consumer information and list the

services they offer. This infor-

mation may be distributed at a

school open house, to women's

organizations in the community, or

at a local store.

9-8.

Seals of approval
inform the consumer
that the sponsoring
organization believes
the product to be a
good one.

-8.

Students examine advertisements or
visit a local clothing store and
list examples of seals of approval
on clothing. Sources of the seals
of approval and what the seal
actually stands for are discussed.

Understands what

-8.

Students discuss to what extent

information seals of

quality is represented by different

approval give and

seals of approval.

do not give the

consumer.

III. MAKING CHOICES TO MAXIMIZE UTILITY OF CLOTHES

Major conceptual statement: Clothing value is extended when consumers
make rational decisions in relation to clothing.

Major objectives. The student

accepts responsibility for making own clothing decisions .

makes rational decisions by exploring alternatives available and
considering intended clothing use.

recognizes the responsibilities of the consumer.

278

13-0. The intelligent consumer explores alternatives before making
a clothing decision.

Sub -General i zat ions
and Objectives

Illustrative Teaching-Learning and
Evaluation Experiences

13-1

13-2

Sources of clothing
include the purchase
of ready-to-wear
items on the retail
market, gifts, used
clothing, home sewing,
and custom-made
clothing.

Recognizes various
sources of clothing.

The selection of where
to buy may depend on
such factors as the
range of merchandise,
the type of service
provided, the conven-
ience in shopping,
business practices of
the store and its
accessibility.

Judges alternatives
before deciding where
to buy.

13-1. Students select a particular fabric
and dress pattern and make a list
of resources that would be needed to
construct a dress. The cost of
these items is compared to the cost
of purchasing a ready-made dress of
similar fabric and type.

13-1. Students list gifts of clothing, if
any, they have received within the
past year.

13-1. Students list all possible sources
of used clothing.

13-1. Students explore how some families
pass clothing on from one member to
another or participate in sharing
clothing with others such as
maternity and children's clothes.

13-1. Students list various sources of

clothing and discuss what personal
resources need to be used in
obtaining clothing from these
sources. (Eval.)

13-2. Students list where they buy most of
their clothing and their reasons for
doing so.

13-2. Students discuss whether the fact

that some stores are considered more
reliable than others would make any
difference to them as a consumer.

13-2. Students cite services that some

stores offer that might effect the
price of a particular item of cloth-
ing. The advantages and disadvant-
ages of the specific services are
discussed. Students emphasize in
the discussion how both practical
and psychic needs of consumers are
met through the services offered.

13-2. Students who regularly shop some

distance from their home determine
the cost of a trip there and return.
Students debate whether such a trip
is worthwhile.

279

Sub -Generalizations
and Objectives

Illustrative Teaching-Learning and
Evaluation Experiences

13-3. The decision of when
to buy depends on
such factors as emo-
tions, bargains,
payday, necessity,
pleasure, and
pressure.

Under s tands what
factors may affect
the decision of when
to buy.

13-2. Students plan a panel discussion to
discuss the advantages and disad-
vantages of buying from: department
stores, chain stores, specialty
shops, mail-order houses, and
variety stores. (Eval.)

13-2. Students prepare an evaluation sheet
with the headings : range of mer-
chandise, type of service provided,
convenience in shopping, business
practices, accessibility, etc.
Students visit various clothing
stores and rate them in the above
areas . (Eval . )

13-3. Students list one of their most
recent clothing purchases which
involved a problem of deciding when
to buy. Students then write a
short description of what influenced
their decision.

13-3. Students select a large department
store in the community and keep a
record of the special bargains they
have for a month. Students discuss
how these bargains could aid them
as consumers of clothing.

13-3. Students discuss how a knowledge of
price seasonality may help them in
planning the timing of their
purchases .

13-3. Students may visit a local department
store and find out from someone in
charge which days or months are the
most crowded and which hours are the
busiest. Students prepare a report
for the class suggesting when to
shop if one wants a good supply of
articles and not too crowded
shopping conditions.

13-3. Students role play situations where
a salesperson is applying pressure
to a customer. What effect does
this have on the customer's decision
to buy? (Customers may be given
different role characterizations.)

280

Sub -Generalizations
and Objectives

Illustrative Teaching-Learning and
Evaluation Experiences

13-4. The alternative of

when to buy is closely
tied to the method of
payment .

Recognizes the
relationship between
timing of buying and
method of payment.

13-5. Cash, installment
buying, charge
accounts, and lay-away
plans are alternative
methods of payment .

Comprehends the
alternative payment
plans that are
available .

13-3. Students list a clothing choice that
they may be making in the future and
identify factors that will influence
when they buy. (Eval.)

13-4. Students discuss the topic of how a
promise to pay creates new "spending
power" versus the risk involved in
credit .

13-4. Students list clothing they consider
high priority and for which they
would be willing to buy through
credit. Class members' lists are
compared and the similarities and
differences discussed.

13-4. Students are provided with case
situations where they make deci-
sions on when to buy and whether to
use cash or credit. (Eval.)

13-5. Students take a survey of teenage
spending habits and discover how
teenagers finance their clothing
purchases .

13-5. Students obtain information from a

department store on the characteris-
tics of the types of credit they
offer. Age requirements for start-
ing a charge account and the interest
or carrying charges on accounts
should be obtained.

13-5. Students compare total prices of

several articles of clothing assum-
ing different plans of payment.

13-5. Students collect for display or
exhibit several types of credit
contracts and discuss the terms
of each.

13-5. Students survey several families or
individuals to establish their rea-
sons for using credit for clothing
purchases .

13-5. Students conduct a mock radio program
discussing the advantages and disad-
vantages of: cash payments, install-
ment buying, charge accounts, and
lay-away plans. (Eval.)

281

Sub -Generalizations
and Objectives

Illustrative Teaching-Learning and
Evaluation Experiences

13-6. Comparison shopping is
a method of exploring
alternative products
available.

Perceives value of
comparison shopping.

13-7. Items of differing

quality and price may
be more or less
appropriate in light
of specific clothing
needs .

Judges clothing
quality and price in
light of specific
clothing needs.

13-6. Students are each given a hypothetical
amount of money to spend and a type
of clothing is specified. Students
visit local stores comparing similar
items. Students make a decision on
which article of clothing they would
buy and give reasons for their
decision.

13-6. When making their next clothing

purchases, students write a short
description of how they used
comparison shopping to advantage.
(Eval.)

13-6. Students discuss the value of

comparison shopping to the consumer
in relation to the importance of the
purchase or for other reasons they
may identify.

13-7. The class is divided into teams with
students bringing items of clothing
they have bought. Each team brings
a different type of clothing and each
article is labeled as to price. Stu-
dents are presented with different
situations where they decide what
quality and price of clothing they
would choose to satisfy a particular
clothing need.

13-7. Students discuss the topic of
quality versus quantity.

13-7. Students prepare a debate. One side
argues that it always pays to buy
the best quality. The other side
argues that it is wise to pay as
little as possible for clothing.

IV. THE CONSUMER AND CLOTHING IN THE FUTURE

Major conceptual statement: The ability to foresee changes in clothing
and textiles in the future, as well as changes in oneself can make the
individual consumer adaptable.

Major objective. The student

foresees changes in clothing and textiles and their merchandizing ,
as well as in consumers in the future.

282

18-0. Technological changes may affect the types of products
available to the consumer of the future.

Sub -Generalizations
and Objectives

Illustrative Teaching-Learning and
Evaluation Experiences

18-1. Fabrics having new

concepts of perform-
ance may make obso-
lescent such
homemaking chores as
ironing, washing,
and drying.

Realizes that fabrics
having new concepts
of performance are
being developed
continuously .

18-2. Disposable clothing
may add a new dimen-
sion to the clothing
industry, to one's
plan for providing
clothing, and to
problems of waste
disposal in our
environment.

Predicts to what
extent disposable
clothing may be used
in the future.

18-3. New construction

techniques for fab-
rication of fabrics
and garments may be
developed that will
be better suited to
new textile products

Realizes that new
construction tech-
niques may be
necessary to be
compatible with
new textile products,

18-1. Selected students write to textile
manufacturers to obtain information
about fabrics being developed for
the future and the care these fabrics
would require .

18-1. Students watch magazines and

newspapers for the most recent
information on textile finishes and
what performance features they
imply.

18-1. Students use their imagination to

hypothesize clothing man may wear in
the future and the performance
characteristics of the textiles used.

18-2. Examples of disposable clothing are
collected and examined by the
students. Consequences of use of
this form of clothing are discussed.

18-2. Students watch magazines and news-
papers for the most recent informa-
tion on disposable clothing. A
display may be prepared for a
bulletin board.

18-2. The class divides into groups to
suggest the advantages and
disadvantages of wearing disposable
clothing under various circumstances.

18-3. A fabric representative speaks to the
class on new and projected fabric
developments, and how garments could
be constructed from these fabrics.

18-3. Individual students or committees
write textile companies to obtain
information on construction
techniques for new fabrics .

18-3. Students prepare a bulletin board
display illustrating construction
techniques appropriate for new
fabrics .

18-3. Students use their own creativity to
design a small scale article of
clothing using an untraditional

283

Sub -Generalizations
and Objectives

Illustrative Teaching-Learning and
Evaluation Experiences

18-4. New clothing develop-
ments may enable man
to withstand environ-
ments to which he is
presently susceptible

Recognizes how new
clothing developments
may make man less
susceptible
physically.

18-5. New textiles may have
to be used by con-
sumers, as well as
tested in the labor-
atory, before their
limitations and/or
advantages are
discovered.

Recognizes the
responsibility of
consumers to evaluate
new textile products.

material and an untraditional
construction technique. (Example -
A raincoat is made by gluing
lightweight plastic.)

18-4. Students brainstorm to generate

ideas on the environments to which
man is presently susceptible.
(Examples - outer space, oceans,
etc.)

18-4. Students browse in science fiction
books to discover clothing that
allows man to overcome his environ-
ment. Science fiction movies
observed by the student may also
serve as reference.

18-4. Students research the characteris-
tics required of clothing to allow
man to survive in specific environ-
ments, and make suggestions for new
clothing developments.

18-5. Teacher reports examples of product

limitations that have been discovered
by consumers in the past.

18-5. Examples of newly developed textile
products are brought to class for
student evaluation. The consumer's
role in evaluating new textile
products is discussed.

18-5. Students devise a plan for what could
be done upon discovering faults in a
newly developed textile product.

SELECTED REFERENCES FOR CLOTHING FOR CONSUMERS

Used in Preparation of Concepts and Generalizations
and Teaching-Learning Units

Curriculum Aids

The American Home Economics Association. Concepts and Generalizations:
Their Place in High School Home Economics Curriculum Development.
Report of a National Project. Washington, D.C., 1967.

Arizona Association of Future Homemakers . Teaching -Learning Units in
Clothing and Textiles. 1967.

284

Gronlund, Norman E. Stating Behavorial Objectives for Classroom
Instruction. New York: The MacMillan Company, 1970.

Spitze, Hazel Taylor. Choosing Techniques for Teaching and Learning.
Washington, D.C.: Home Economics Education Association, 1970.

Wichita Public Schools. Clothing and Society. Curriculum Division,
Department of Home Economics, 1968.

High School Texts

Carson, Byrta. How You Look and Dress. 4th ed. St. Louis: Webster
Division, McGraw-Hill Book Company, 1969, part II.

Coed/Forecast. Clothing. New York: Junior-Senior High School Division
of Scholastic Magazines, Inc., 1967.

Craig, Hazel T. Clothing^ A Comprehensive Study. Philadelphia:
J. B. Lippincott Company, 1968, parts 1-4.

Garrett, Pauline G. and Edward J. Metzen. You Are a Consumer of Clothing.
Boston: Ginn and Co., 1967.

Gawne, Eleanor J. and Bess V. Oerke . Dress. Peoria: Chas . A. Bennett
Co., Inc., 1969, parts 1-3.

Pollard L. Belle. Experiences With Clothing. Chicago: Ginn and Company,
1968, Chapts. 1, 3, 6, 7.

Sturm, Mary Mark, and Edwina Hefley Grieser. Guide to Modern Clothing.
2nd ed. St. Louis: Webster Division, McGraw-Hill Book Company, 1968,
Chapts. 2-6.

Vanderhoff, Margil. Clothes 3 Part of Your World. Boston: Ginn and
Company, 1968.

Periodicals

Arkinstall, Patricia L. "Six Guidelines Help Consumers Buy Textile
Products." What's New in Home Economics , November, 1968, pp. 35-36.

"Better Buymanship." Coed3 Scholastic Magazines, Vol. 16, No. 6,
February 1971, pp. 68-72.

Clapp, Mary Jo. "Consumer Education: Major Objectives and Content."
Illinois Teacher , Home Economics Education, University of Illinois,
Vol. XIII, No. 2, Nov. -Dec. 1969, pp. 91-95.

"Consumer Behavior-What Influences It." Forum, J. C. Penney Company,
Spring, 1971.

285

Fickle, Mary J. "Labels on Ready-to-Wear Clothing." Illinois Research,
University of Illinois, College of Agriculture, Vol. 13, No. 2,
Spring 1971, pp. 14-15.

Forum. J. C. Penney Company, Fall/Winter 1966, p. 7.

Forum. J. C. Penney Company, Fall/Winter 1968, pp. 6-22.

Forum. J. C. Penney Company, Fall/Winter 1969, pp. 4, 8, 10, 15.

Good, Evelyn H. and Eleanor A. Kelley. "The Role Clothing Plays in the
Occupational World." Journal of Home Economics, Vol. 63, No. 5,
May 1971, pp. 332-336.

Gray, Helen M., ed. "The Voice of Clothing." What's New in Home
Economics, April, 1969, pp. 24-26.

"Guides in Developing Clothing and Textiles Related Programs at the
Past-High School Level." Illinois Teacher of Home Economics,
Vol. XI, No. 2, Fall 1967-68, pp. 144-149.

Harries, Nancy. "An Active Role for Home Economists in Consumer Affairs."
Journal of Home Economics, Vol. 63, No. 1, January 1971, pp. 24-27.

Humphrey, Carolyn, Mary Klaasen, and Anna M. Creekmore. "Clothing and
Self-Concept of Adolescents." Journal of Home Economics, Vol. 63,
No. 4, April 1971, pp. 245-250.

"Licensing Assures Fabric Performance." What's New in Home Economics,
February, 1968.

"Planning Your Wardrobe." Coed, Scholastic Magazines, Vol. 16, No. 5,
January 1971, p. 55.

"Popularity, Group Membership, and Dress." Journal of Home Economics,
Vol. 62, No. 4, April, 1970, pp. 246-250.

Roach, Mary Ellen. "Adolescent Dress: Understanding the Issue."

Journal of Home Economics, Vol. 61, No. 9, November, 1969, pp. 693-697.

Spitze, Hazel Taylor. "Consumer Education in the Secondary Curriculum."
Illinois Teacher, Home Economics Education, University of Illinois,
Vol. XIII, No. 2, Nov. -Dec. 1969, pp. 60-65.

Taylor, Lucy C. and Norma H. Compton. "Personality Correlates of Dress
Conformity." Journal of Home Economics, Vol. 60, No. 8, October, 1968,
pp. 653-656.

"Textile Flammability and Consumer Safety." Journal of Home Economics,
Vol. 62, No. 2, February, 1970, p. 134.

Uhl, J. N. "The Purdue Consumer Education Study." Consumer Affairs,
American Council on Consumer Interests, Vol. 4, No. 2, pp. 124-134.

286

Webler, William E. "Consumer Problems in Illinois," Illinois Teacher,
Home Economics Education, University of Illinois, Vol. XIII, No. 2,
Nov. -Dec. 1969, pp. 91-95.

"Where Did All the Money Go?" Changing Times, April, 1961, pp. 21-27.

Winakor, Geitel, Nora M. MacDonald, Grace I. Kunz, and Kathleen B. Saladino.
"Clothing Budgets for Members of Low-Income Families in Midwestern
Cities." Journal of Home Economies, Vol. 63, No. 5, May 1971,
pp. 354-362.

Research Abstracts

Beasley, Carol Jean. "A Comparison of Two Methods of Utilization of
Programmed Instruction in Textiles." Home Economics Research
Abstracts, Textiles and Clothing. Washington, D. C: American Home
Economics Association, 1968, p. 7.

Deyo, Norma Ruoff. "Determination of Subject Matter Content and Its
Effectiveness in a Consumer Buying Clothing Unit for High School
Students." Home Economics Research Abstracts, Textiles and Clothing.
Washington, D. C. : American Home Economics Association, 1968, p. 8.

Key, Judy A. "A Comparison of Two Methods of Teaching the Purchase of
Ready-Made Garments at Texas Tech University." Home Economics Research
Abstracts, Textiles and Clothing. Washington, D. C: American Home
Economics Association, 1969, p. 9.

Robb, Ann Naggs . "Consumer Knowledge of Household Textile Labeling
Terms." Home Economics Research Abstracts, Textiles and Clothing.
Washington, D. C: American Home Economics Association, 1968, p. 33.

Walton, Rubye Brooks. "Clothing Buying Practices of High School Girls."

Home Economics Research Abstracts, Textiles and Clothing. Washington,
D. C: American Home Economics Association, 1969, p. 49.

Widvey, Sybil E. "Social-Psychological Aspects of Clothing Preferences

of Eleventh and Twelfth Grade Girls." Home Economics Research Abstracts,
Textiles and Clothing. Washington, D. C: American Home Economics
Association, 1969, p. 68.

Other Books and Pamphlets (for Teacher and/or Student Use)

Barr, Estelle DeYoung. A Psychological Analysis of Fashion. New York:
Archives of Psychology, No. 171, 1934.

Brew, Margaret L., Roxanne R. O'Leary, Lucille C. Dean. Family Clothing
Inventories and Purchases, USDA, Agriculture Information Bulletin,
No. 148, April, 1956.

Celanese Corporation. Clothing For Contemporary Living. New York:
Celanese Fibers Marketing Company, 1968.

287

Cowan, Mary L. and Martha E. Jungerman. Introduction to Textiles.
New York: Appleton-Century-Crofts of Meredith Corporation, 1969.

Delavan, Betty, Aurelia Adams, and Louise Richards. Clothing Selection-
Application of Theory. Department of Clothing and Textiles,
Pennsylvania State University, Burgess Publishing Company, 1964.

Erwin, Mabel D. and Lela A. Kinchen. Clothing for Moderns. 4th ed.
New York: MacMillan Company, 1969, Chapts. 1-4.

Flugel, J. C. The Psychology of Clothes. London: The Hogarth Press
Ltd., 1950.

Gould, Mrs. Grovalynn. "Self-Instruction Through An Audio-tutorial
Laboratory." Proceedings of the National Textiles and Clothing
Meeting. Minneapolis, Minnesota, June 19-22, 1968, pp. 33-36.

Horn, Marilyn J. The Second Skin. Boston: Houghton Mifflen Company,
1968.

Hurlock, Dr. Elizabeth. "Ask the Psychologists What People Want in
Clothing and Textiles." Proceedings of the National Textiles and
Clothing Meeting. Minneapolis, Minnesota, June 19-22, 1968,
pp. 101-107.

Illinois Cooperative Extension Service. You Buy Clothing. Urbana:
College of Agriculture, 1969.

Klapper, Marvin. Fabric Almanac. New York: Fairchild Publications,
Inc., 1966.

Kotschevar, Leland H. How to Collect and Care for Serviceware3

Textiles > Cleaning Compounds. Chicago: Institutions Magazine, 1969.

Ludwig, Amber C. "Selection of Clothing and Household Textiles."

The Bissell Guide to Housekeeping for Young Moderns. New York:
Bantam Books, Inc., 1967, pp. 134-361.

"Money Management Institue of Household Finance Corporation. Money
Management-Your Clothing Dollar. Chicago: Money Management
Institute, 1967.

Ryan, Mary Shaw. Clothing: A Study in Human Behavior. Chicago:
Holt, Rhinehart, and Winston, Inc., 1966.

University of Illinois. Focus on Line and Design. College of
Agriculture, Cooperative Extension Service, 1965.

Wasson, Chester R., Frederick D. Sturdivant, and David H. McConaughly.
Competition and Human Behavior. Meredith Corporation: 1968.

288

THE GENERATION GAP IN CLOTHING1

Anna M. Creekmore

and
Mary Jane Young2

What do clothes mean to today's teenagers? Can any adult assess
their real meaning? When confronted with questions adults generally try
to remember feelings from the past and ascribe these to the young of
today. Adults tend to assume that young people and conditions now are
comparable to other times. Actually, adults remember experiences with
particularly desired or despised bits of clothing rather than the daily
decisions and the purposeful behavior related to its use. Over a period
of time the pressure of living tends to diffuse the pleasures and dull
the edge of growing pains. Remembered events are no longer dependable
guides to the assessment of the part clothing plays in growing up.
Although adults cannot remember the whole of clothing's importance to
youth, one needs only to observe adolescent clothing today--the infinite
variety and yet the overall sameness, the universality of interest and
the wildfire spread of fads--to conclude that clothing must be of funda-
mental importance in this stage of life.

Awareness of Clothing and Change

In the world around us change is evidence of life and growth. Change
is noted in the beginning of learning, happenings are categorized, and
eventually word symbols are attached to experiences. For an infant,
nothing is more changing than his mother's clothing. From the time the
baby can distinguish color and form he must also grow accustomed to
changes in his mother's appearance and clothing as he learns to know her
touch and voice. He reacts to her clothing physically, drawing away from
cold or harsh textures and cuddling close to warmth and softness.
Clothing then is something of which he becomes aware- -clothing of others,
as it tells him what to expect, and his own clothing as it relates to his
comfort and freedom of movement .

Awareness of clothing continues throughout life whether it is
recognized or not. Gregory Stone [1] believes that appearance, of which
clothing is a part, plays a significant role in the socialization of
children as well as being fundamental to the social interaction of adults.
He theorizes that clothing helps to set the stage for verbal interchange.
The appearance of each of the participants is mutually observed and
analyzed for recognizable role-identification symbols in the dress, for
values held to be important, for the emotional climate of the moment, and

Michigan Agricultural Experiment Station Journal Article No. 5369.

2Dr. Creekmore is an Associate Professor of Clothing, College of Human
Ecology, Michigan State University. Mrs. Young is Assistant Professor at
Marymount College of Virginia. This study is based on Mrs. Young's
master's research for which Dr. Creekmore served as major advisor.

289

for possible reactions to the encounter. Clothing, including hair style
and facial adornment, is, of course, only one of several appearance factors
involved in social interaction. Others would be posture, manner and speed
of movement, gestures, volume and shape of the body, and use of personal
space.

Children and Clothing

Early in life one learns to associate differences in clothing with
age and sex roles, occupational differences, daily activities, and, later,
with more subtle differences in economic resources, status and prestige.
We know that very young children are aware of the differences in the
clothing associated with each parent's sex [2] and that they have strong
likes and dislikes in colors of clothing [3] . They also learn early that
clothes invariably cause comment, particularly favorable comment if the
clothing and appearance is unusually attractive. Children so rewarded
grow to expect favorable comment for effort expended to please, a small
enough return for the discipline imposed by both dress-up clothes and the
appropriate behavior accompanying them. Children also are aware of and
feel the adverse sanctions when clothing does not coincide with adult
expectations. For some children this is the only time that the signifi-
cant adults, parents and teachers, pay particular attention to them.

Adolescents and Clothing

During adolescence physiological, psychological and social changes
follow cyclically in quick succession, very much like a series of violent
summer storms which leave the earth battered and bowed but supplied with
additional life-sustaining power for another leap forward. In this
agonizing, insecure, conflicting and frustrating state when the young
semi-adult is trying to establish independence of self, his clothing, the
most personal part of his environment, becomes proportionally more impor-
tant to him. Because he can exert a modicum of control through the
selection of his own clothing, he can alter his personal environment to
show independence of the authorities over his life and to express his
desires for association with select peer groups [4] . In his desire to
achieve the most favorable reaction possible from those that are important
to him he reverts to actions which have brought rewards in the past--those
of conforming to others' concepts of appropriate clothing.

If, in the life of a very young child, clothing becomes a means of
securing attention and favorable comments from parents, it is not strange
that an adolescent should attempt to elicit favorable response from his
peers through clothing choices- -that he should want to manipulate his
personal environment to achieve the favor he desires from these important
others. Clothing is immensely suited to this purpose because it is
generally "owned" by the wearer and becomes symbolic of him regardless of
the purchaser. It is a non-durable good and purchased to be discarded
when it is no longer wanted. For the teenager, the discard point is
easily reached because change is the order of life for him in both a
physical and material sense. Clothing is also easily acquired for small
outlays of money which are well within the reach of the adolescent
babysitter's or paperboy's income. Thus the psychological climate is right
for quick change of styles and the means available for obtaining replacements

290

Adolescents' Altitudes and Uses of Clothing

Clothing, then, is an important environmental tool which the
adolescent can use to assist in adjusting to the changes accompanying
advancing age. He uses clothing to assert his independence from home
ties or, depending on his feelings toward those ties, he may use it in
an attempt to shock and attract the attention of his parents and others
to his newly-achieved life stage [5]. Evans, in investigating the
motivations underlying the purchase and wearing of clothing, found that
through buying of clothing teenagers' desires for independence from parents
were met; and through the wearing of clothing, desires to be like others,
or to be accepted, were met [4] . Other investigators have found that
adolescents themselves agree that clothing and appearance influence social
acceptance by their peers [6, 7, 8] . Coleman in particular found that
clothing was believed to be third in importance in getting in the leading
crowd [6] .

In a longitudinal study at Michigan State University covering four
years of high school life, Eicher found that the girls named as "best-
dressed" were also named as "popular" [9, 10, 11, 12]. Most of those
popular and best-dressed girls also belonged to the same small friendship
groups within the school. When all the girls were rated by an adult
observer on personal appearance, proportionally more of the girls who
were rated lower were "loners" or had only one good friend [10] . Inves-
tigators from other geographic areas [13, 14] have also found that pleas-
ing personal appearance as rated by adult observers was related to peer
acceptance. These investigations seem to indicate that there is no
generation gap in standards for appearance and that clothing does indeed
have a positive effect on peer acceptance.

In a more recent attempt [15] to explore in greater depth the
relationships between peer acceptance and appearance, a group of five
adult women evaluated the appearance, costume as well as grooming, of
270 high school boys and 250 girls. The appearance evaluation scale was
based on an assumption of standards of beauty and taste in clothing and
covered harmony of costume, becomingness, neatness and appropriateness to
the school situation. (See page 295.)

The outcome of the evaluations showed that the observers thought the
boys generally were better looking in their clothes and more tastefully
dressed than the girls! This observation may have occurred because men
and boys have had less variety in styles and generally more subdued colors
than girls, and therefore less chance of making poor combinations. (The
market situation has changed considerably since these observations,
however, with a much greater variety of both styles and colors for men and
boys.) Also, the observers, being women, may have had greater awareness
of the subtleties of combination of garments for girls, and hence, were
more critical of their selections.

Aesthetics of High Concern

In response to questions concerning different clothing uses, both
boys and girls indicated that aesthetics of dress, i.e., beautiful,
becoming, orderly dress, was their highest concern in clothing. In fact,

291

the responses were so high on the clothing aesthetics measure as to
indicate a generally accepted point of view. Since differences between
individuals on aesthetic concern for clothing could not be effectively
determined, high interest in aesthetics of dress was interpreted to be
characteristic of almost all boys and girls whether accepted by the peers
or not .

Appearances and Peer Acceptance

If appearance actually does make a difference in acceptance, then
the students who were judged to be best dressed by the adult observers
should have been the more acceptable or popular students in the school.
Here we found a definite generation gap. Peer acceptance was not signi-
ficantly related to a pleasing personal appearance as assessed by adults.
The findings must then be interpreted to mean that beauty of appearance
and clothing as observed and measured by these adults was not necessarily
instrumental in securing peer acceptance for the wearers.

Since beauty in appearance showed little relationship to acceptance
by other teenagers, then that which was defined as a pleasing acceptable
appearance must have been different for the two age groups . What then do
adults see when they judge adolescent appearance? Additional analysis of
the data revealed that the older girls tended to be better dressed than
the younger ones . This means that the older girls better suited the
adult concept of a pleasing appearance than the younger ones. In essence,
the observers seemed to assess the degree of socialization achieved by
the girls, or to assess their progress toward acquiring adult ideas of
beauty in dress.

Different Judgments About Boys and Girls

For the boys in the study, those from more affluent homes were
judged by the observers to be more tastefully dressed. However, these
boys were not necessarily among those generally accepted by their peers.
It may be that a "better" personal appearance is easier for the higher
socioeconomic groups to acquire because of more flexible buying practices
and more matched ensembles, but this should have been true for girls as
well as boys. It could be, too, that girls are generally more adept at
camouflaging social class differences because of the spread of similar
fashions into all price levels. The evidence actually points up the fact
that adult observers tended to see social class differences in boys'
appearance and age differences in girls. The adults, in fact, looked at
the boys and girls differently. They seemed to assess how able the
high school boy was to pay and how well the girl fitted into adult society.
The findings also revealed that the girls, who were secure enough to seek
attention through their clothing and who were also interested in experi-
menting with parts of costumes, were judged by the adults to be more
becomingly and tastefully dressed. On the other hand, boys who sought a
more modest conservative appearance in clothing were considered the best
dressed.

292

References

1. Stone, Gregory P. "Appearance and the Self," Dress , Adornment and

the Social Order. Edited by Mary E. Roach and Joanne B. Eicher.
New York: John Wiley and Sons, Inc., 1965, pp. 216-245.

2. Vener, Arthur M., and Weese, Audray. "The Preschool Child's

Perceptions of Adult Sex-Linked Cultural Objects." Journal of
Home Economics, Vol. 57, No. 1 (January, 1965), pp. 49-54.

3. Hunt, Lucille A. "A Developmental Study of Factors Related to

Children's Clothing Preference," Monographs of the Society for
Research in Child Development, Vol. 24, No. 1, Serial No. 70
(1959), pp. 1-47.

4. Evans, S. Evelyn. "Motivations Underlying Clothing Selection and

Wearing," Journal of Home Economics, Vol. 56, No. 10 (December,
1964), pp. 739-743.

5. Kiebler, Carolyn A. "Relationships Between Deviant Personality

Traits and Clothing Behavior of Male Adolescents Attending
Junction City High School." Unpublished thesis for Master of
Science degree, Kansas State University, 1966.

6. Coleman, James S. The Adolescent Society. New York: The Free Press

of Glencoe, 1960, pp. 36-37.

7. Moore, Noel S. "Status Criteria and Status Variables in an Adolescent

Group." Unpublished Ed.D. dissertation, Wayne State University,
1967, p. 132.

8. Toomire, Phyllis A. "Social Acceptance and Its Relationship to

Appearance and Selection of Clothing by Teen-age Girls."
Unpublished Master's thesis, Southern Illinois University, 1964.

9. Ostermeier, Arlene B., and Eicher, Joanne B. "Clothing and Appearance

as Related to Social Class and Social Acceptance of Adolescent
Girls," Quarterly Bulletin, Vol. 48, No. 3. East Lansing:
Michigan Agricultural Experiment Station, Michigan State University
(February, 1966), pp. 431-436.

10. Williams, Madelyn C, and Eicher, Joanne B. "Teenagers' Appearance

and Social Acceptance," Journal of Home Economics, Vol. 58, No. 6
(June, 1966), pp. 457-461.

11. Hendricks, Suzanne H. ; Kelley, Eleanor A.; and Eicher, Joanne B.

"Senior Girls Appearance and Social Acceptance," Journal of
Home Economics, Vol. 60, No. 3 (March, 1968), pp. 167-171.

12. Kelley, Eleanor, and Eicher, Joanne B. "Popularity, Group Membership

and Dress," Journal of Home Economics, Vol. 62, No. 5 (May, 1970),
pp. 246-250.

293

13. Bunderson, Joan R. "Dress and Appearance of High School Girls in

Relation to Academic Achievement, School Activity, Peer Acceptance
and Disciplinary Problems." Unpublished Master's thesis, Utah
State University, 1965.

14. Cannon, Kenneth L.; Staples, Ruth; and Carlson, Irene. "Personal

Appearance as a Factor in Social Acceptance," Journal of Home
Economics, Vol. 44 (October, 1952), pp. 710-713.

15. Young, Mary Jane. "The Relationship of Clothing to Peer Acceptance

and to Personal Appearance of Adolescents." Unpublished thesis
for the degree Master of Arts, Michigan State University, 1967.

294

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INSTRUMENTS TO SURVEY VALUES AND PRACTICES RELATED TO CLOTHING

TEEN-AGERS AND CLOTHING SELECTION*

The main purpose of this instrument, focused on three specific values,
economic 3 aesthetic and social, is to discover which of these may influence
boys and girls in their choices in clothing selection. Secondary teachers
at the junior or senior high school level and other persons, such as 4-H
leaders who work with teen-agers in the area of clothing selection, may
find the instrument useful .

Some possible outcomes for the use of results from this instrument are

1. To increase the teacher's understanding of classroom behavior in
relation to clothing.

2. To help the teacher understand differences in students' choices
that may be related to age, sex, socioeconomic class and/or
ethnic background.

3. To serve as a basis for group guidance and program orientation.

4. To help students understand the values they hold and how they
influence choices and the evaluation of their choices.

5. To help students improve their consumer behavior in clothing
selection.

Teachers will want to add their own personal data sheet to elicit
whatever facts they wish to have for interpretation of the results. This
section may contain items related to number two above, or may be about
such factors as source of money for clothing, or amount of responsibility
for making own choices about clothing purchases.

*
Developed by Christina Brown, Graduate Assistant in Home Economics
Education.

296

SURVEY FORM

Directions: Is clothing important to teen-agers? Your answer will help
us find out. Please read the 21 situations below and the
choices given. Assume all of the choices are possible for
you and that you must make a choice. For each situation
select the one choice which is of most importance to you and
write the letter of your choice in the first blank. Then
select the choice of least importance to you and write the
letter of that choice in the second blank. Make two choices
for each item, the MOST important and the LEAST important.

MOST LEAST
IMPORTANT IMPORTANT

1. You have been given $14 to spend for a 1.
pair of comfortable shoes, you would

a. use the total amount for the shoes,
selecting ones that friends would
admire .

b. select the most beautiful pair of
shoes you could find at that amount.

c. buy a less expensive pair of shoes
and save a part of the money.

2. In selecting this pair of shoes, you 2.
would prefer them to be

a. ones that could be used on many
occasions and last a long time.

b. the latest style.

c. ones that would emphasize your
best features.

3. In selecting a shirt or blouse 3.

a. color would be most important.

b. cost would be most important.

c. latest fashion trends would be
most important.

297

MOST LEAST
IMPORTANT IMPORTANT

4. In selecting any garment 4.

a. durability is more important than
style or color.

b. current trend is more important
than cost or color.

c. its general appearance on me is
most important.

5. When buying a tie or scarf to wear on a 5.
special date you would

a. select one that would do most for a
special outfit or suit.

b. select the one giving you most for
your money.

c. select one that would impress your
date.

6. In planning clothing for the school 6.
year, you would

a. consider clothes you have and buy
garments to add to those you have.

b. be cool and look for the latest
trends around school.

c. analyze your personal features and
select garments to enhance your
personal characteristics.

7. In selecting clothing when buying, you 7.
would

a. add up cost of all items before
final selection.

b. pick the most popular fashions.

c. look for beauty regardless of
other factors .

298

MOST LEAST
IMPORTANT IMPORTANT

8. You consider your present wardrobe to be 8.

a. impressive to the people at school.

b. economical and practical.

c. in good taste and attractive.

9. Which of the following would influence 9.
you most in selecting clothing?

a. Attractiveness.

b . Your money ' s worth .

c. Social prestige.

10. Given an opportunity to study, which 10.
would you prefer to learn?

a. Ways to get the best buy for your
money .

b. Ways to show off your best qualities
by selecting becoming clothing.

c. Ways to make a hit with your friends
by wearing certain types of clothes.

11. The last time you were dissatisfied 11.
with a particular clothing purchase,

the reason was

a. item cost more than you wanted
to pay.

b. others didn't like it.

c. didn't fit properly and wasn't
very attractive.

12. The problem that troubles you most 12.
when buying your clothes is

a. not being able to select clothes
that others like.

b. feeling guilty for not saving money
by utilizing clothes or fabrics on
hand.

c. finding clothes that express you.

299

MOST LEAST
IMPORTANT IMPORTANT

13. You feel the biggest urge to buy when 13.

a. you need the item and have the
money .

b . your close associates buy
something new.

c. you find something attractive and
becoming.

14. When a very new style is started, you 14.

a. are among the first to try it.

b. base your decision to buy or not on
whether it is becoming to you.

c. base your decision on the cost of
the article.

15. You would most like to be remembered 15.
in this school as

a. an individual who selected
attractive clothes.

b. an individual who was "hip" and
bought the latest fashions.

c. an individual who was economical
and selected practical clothes.

16. Your most common practice in selecting 16.
clothing for school is to

a. purchase something you don't need,
but you can't resist because of
its appearance.

b. avoid buying something you really
like in order to save money.

c. purchase something because others
like it.

300

MOST LEAST
IMPORTANT IMPORTANT

17. You like to buy your clothing at 17.

a. economy or discount stores.

b. stores showing clothes in
attractive settings.

c. stores specializing in
mod fashions .

18. Your choices in buying clothing are 18,
influenced most by

a. cost, care and upkeep.

b. color, pattern and weave of
materials .

c. style or latest fashion.

19. In your group of friends, you most 19
admire

a. those who have clothes that are
admired by others .

b. those who use practical judgment
in selecting clothing.

c. those who use artistic abilities in
selecting clothing.

20. The most outstanding social affair of 20
the year is coming up in two months

at your high school. You never miss
such occasions, but this time you
have a problem of what to wear. You
would choose to

a. select that smashing outfit which
all of your friends would admire.

b. plan carefully and consider
choosing (or making) an inexpensive
garment for this one-night affair.

c. select the most attractive garment
that you can find, one that will
bring out your natural best features,
no matter what the cost may be.

301

MOST
IMPORTANT

LEAST
IMPORTANT

1.
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16
17,
18
19
20
21

If you were buying a sweater for an
important date, you would prefer

a. machine washables such as nylon
or orlon.

b. an attractive soft fluffy wool
or chashmere.

c. the "in" color and style in
any knit .

21.

Key For Choices Representing Each
Value in the Twenty-one Items

ECONOMIC

C
A
B
A
B
A
A
B
B
A
A
B
A
C
C
B
A
A
B
B
A

AESTHETIC

B
C
A
C
A
C
C
C
A
B
C
C

B
A
A
B
B
C
C
B

SOCIAL

A
B
C
B
C
B
B
A
C

B
A
B
A
B
C
C
C
A
A
C

302

CLOTHING BUYING HABITS OF GIRLS*

Directions: Check all statements that best express your answers to the
questions .

1. How do you obtain your clothing? (blouses, sweaters, skirts, coats,
underwear)

Buy ready-made make at home receive as gifts

all

most

some

none

most

some

none

receive

as items

worn by

mother,

sister,

aunt , or

others

all

most

some

none

Name stores where you actually purchase most items of clothing or
where you would look if you were going to buy some new clothing.

a)
d)

b)
e)

c)
f)

Name stores where you most frequently buy fabrics if clothes are
made at home .

4. Why do you shop at the stores named above?

close to home

attractive window displays

bought things there I've liked

clothing items wear well

other

my friends shop there
see stores advertised

on TV
see stores advertised

in newspapers
clothes within my

price range

Do you, or would you, like to receive clothes as gifts?
Why or why not?

yes

6. What items do you like to receive as gifts if answer is "yes" above?

coat

sweater

suit

blouse

dress

accessories

skirt

others

'Developed by a former student teacher.

303

When do you intend to buy new clothes? Add your reasons if not
already listed:

when I have saved the money for them

when I think I need them

when my mother thinks I need them

when I want them

when I see something in the store

when my friends have them

8. With whom do you select your clothing when buying them?

I sometimes select my own clothes.

I always select my own clothes.

My mother sometimes helps me.

My mother always helps me.

My sister sometimes helps me.

My sister always helps me.

My friends sometimes help me.

My friends always help me.

9. Who or what influences your choice of clothing?

Mother

_Father

JSister

_Brother

"Aunt

Grandmother
_Friends
Magazines
Newspapers
T.V.

Movies

Salespeople
_Style show
_School customs
Window displays

10. What influences your choice of a particular itme of clothing such
as a shirt or blouse? (double check most important)

construction

fit

color

trim

brand name

price

style, becomingness

fashionableness of style

other

11. List magazines or newspapers, if any, which you consider helpful in
determining what is in style:

magazines

newspapers

304

12. Are you usually satisfied or somewhat dissatisfied with

your purchases of clothing? If dissatisfied, what causes this?

didn't like it as well when I got home as I did in the store

didn't fit properly

item cost more than I wanted to pay

didn't wear well

family or friends didn't like it

didn't fit into my wardrobe

was too hard to take care of

13. How do you usually pay for your clothing?

cash charge lay- away

14. Do you read label or hang-tags on clothing when selecting an item?
always usually sometimes never

15. Do you refer to labels when caring for clothing? (washing or pressing)
always usually sometimes never

16. Does clothing ever cause any type of disagreements in your home?
yes no

17. Suppose you were shopping for the following items. What price tag
would you expect to see on each item if you considered it "high
price," "moderate price," or "low price"? Fill in dollar amounts
for as many spaces as you can. (Add descriptive phrases to items
if you wish.)

"High price" "Moderate price" "Low price"

Blouse

Sweater

Slacks

Dress

Coat

Hose

School shoes

Slip

Teachers may wish to supply their own list of clothing items depending
on maturity of students and current clothing modes .

305

YOU AND YOUR CLOTHES

DIRECTIONS: Below are four general questions about your fashion habits.
Answer each item by placing an R (for ready-to-wear) and an H (for home-
made) in the appropriate column. Both letters may be placed in the same
column. REMEMBER: Answer each part of questions A, B, C, D using both
R's and H's.

Almost Never

Sometimes

Frequently

A. Where do you shop for your
clothes and material?
1. Mail-order catalogs

2. Discount stores

3. Chain department stores
with own brand

4. Large department stores
with national brands

5. Exclusive clothing stores

B. Where do you get your fashion
ideas?
1 . Window shopping

2. Fashion magazines

3. Home pattern catalogs

4. Major pattern books

5 . Fashion shows

6 . Newspapers

7. Observing others

C. Do you share your clothes with
other members of your family?

*Developed by Marilyn Clemins in Votec 450, Evaluation in Home
Economics .

306

Almost Never

Sometimes

Frequently

D. What type of clothing do you
buy and/or make for yourself?
1. Dress

2 . Skirt

3. Jacket

4. Slacks/shorts

5. Blouses

6 . Coat

7. Bathing suit

8. Accessories

Answer the remaining questions with just a check in the appropriate
column.

Almost Never

Sometimes

Frequently

E. Why do you sew?
1 . Economy

2. Better fit

3. Creativity

4 . Hobby

5. Better construction

F. What type of fashion image
would you like to convey
to others?
1. Elegant sophisticated

2. Sweet romantic

3. Perky and cute

4. Tailored classic

5. Mod

6 . None

307

ntcmenamo^

Rather than use diagrams on a blackboard or ready-made pictures,
student teacher Margaret Drake followed the principle of getting
learning experiences as close to reality as possible. She used a
live model to illustrate various effects of line. A fairly short,
stocky-type student was selected to wear a plain dark dress. Lines
were then applied with masking tape in order to create various illu-
sions as are shown in the pictures below. Tapes of different widths
could also be used.

308

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