The contribution of home economics teaching to nutrition knowledge and food choice among adolescents

The diets of two groups of adolescent schoolchildren living in Lothian were assessed. Children who studied Home Economics at Standard Grade were compared with those who did not. A short questionnaire and a dietary diary were used to establish nutrition knowledge and food choice over a period of 7 days, allowing comparisons to be drawn between students who study Home Economics and those who do not. Nutrition knowledge was better among those studying Home Economics. Eating patterns among those studying Home Economics followed more closely the recommended percentages of dietary energy derived from protein, fat and carbohydrate, but there was also considerable evidence that those studying Home Economics tended to eat less generally and to have lower intakes of micronutrients, such as calcium, iron and folic acid. Possible reasons for the differences in nutrition knowledge and eating habits are discussed, with some indicators for future work in this area.     

HOME ECONOMICS: A SOCIO-PRACTICAL FIELD

It is suggested that Home Economics is a socio-practical field, and an account of this new concept together with a consideration of the relation of theory and practice in a socio-practical field are given. The implications of this for Home Economics are discussed and an outline of what a home economics theory would look like, given that Home Economics is a socio-practical field, is put forward.     

Is cooking dead? The state of Home Economics Food and Nutrition education in a Canadian province

High population rates of obesity and nutrition‐related chronic diseases warrant an examination of the role of food and nutrition education in health promotion. Using a mixed‐methods approach, this study explored student enrolment trends in, and perceptions of, Home Economics Food and Nutrition education in a Canadian province. Enrolment in Home Economics Food and Nutrition courses for grades 7–12 was examined from 2000 to 2010 using administrative data. Perceptions of Home Economics Food and Nutrition education by home economics teachers and superintendents were investigated through in‐depth interviews using a grounded theory approach. Results revealed that, although enrolment, including boys, increased slightly over the study period, the majority of children do not take Home Economics Food and Nutrition classes. Further, enrolment decreased significantly from grades 7 (45.77%) to 12 (7.61%). Home Economics Food and Nutrition education faces significant challenges to its future viability. These include: many school administrators, non‐home economics teachers and some parents do not value Home Economics Food and Nutrition education; Home Economics Food and Nutrition education is seen as less valuable than math and science for future career planning; outdated curriculum and teaching infrastructure; reduced numbers of new home economics teachers; decreasing student food knowledge and skills; and changing social norms regarding food and eating (increased use of convenience foods across population groups, a youth ‘fast food culture’ and fewer family meals). Results also indicated that Home Economics Food and Nutrition education is seen as critically important for youth, given that one third of Canadian children are now overweight or obese, fast and highly processed foods make up an increasing proportion of Canadians' diets, and there are increasing dilemmas being faced with food production and food safety. These results signal a growing tension between societal trends towards technological solutions in education and everyday living, and the growing acknowledgement of the externalities associated with these trends including poor health and environmental impacts. Consequently, evidence‐based food and nutrition education that is relevant for today's food environment and busy lifestyles is warranted to improve the health of current and future generations. This should be based on a comprehensive food and nutrition framework including functional, interactive and critical ‘food literacy’. Policy measures are urgently required to ensure all youth have access to food literacy education.     

A REPORT ON THE INTEGRATION OF A UNIT OF DESIGN STUDIES INTO ADVANCED COURSES IN HOME ECONOMICS.

The content of a unit of Design Studies which has been produced for a degree course in Home Economics is outlined and an exercise in three dimensional problem solving is described. The potential of the contribution of Design Education to the development of the modern home economist and consumer is discussed, and the case for an integrated and central role for design studies in Home Economics Courses is presented.     

Knowing how to use and understand recipes: What arithmetical understanding is needed when students with mild intellectual disabilities use recipes in practical cooking lessons in Home Economics?

The aim of this study was to explore what arithmetical understanding is needed when students with mild intellectual disabilities use recipes during practical cooking lessons in Home Economics. The settings were compulsory schools in Sweden attended by students with intellectual disabilities. Sixteen lessons in Home Economics during which cooking took place were observed. In total, 37 students and three teachers participated. All students had a mild intellectual disability. Their ages varied, but most were between 13 and 14 years old. The sociocultural perspective on learning, combined with a literacy framework, was used as a theoretical foundation for the study. Main findings are that students need an arithmetical understanding of (i) how to interpret numbers, (ii) how to interpret and use units, and (iii) how to compute when using recipes. The knowledge and skills needed to be able to use a recipe are featured in the concept recipe literacy, capturing both theoretical, declarative knowledge and the more practical, procedural knowledge. Recipe literacy can be used to theorize the use of recipes when learning to cook, as in Home Economics.     

A REPORT ON METHODS OF TEACHING FOOD STUDIES IN A DEGREE COURSE IN HOME ECONOMICS

The teaching objectives for the food studies component of a degree course in Home Economics are discussed and methods of implementation are described. One practical unit of the third year course is outlined and preliminary student reactions to the course are described.     

Editorial: policies and practices

The Journal of Consumer Studies and Home Economics (IJC) is published for academics, policy makers and lay people around the world who are interested in consumer affairs and home economics. It is published quarterly and strives to publish original articles of the highest quality.     

THE TWO FACES OF HOME ECONOMICS

This paper examines the problem of establishing Home Economics degree courses which will enable graduates to fill posts of widely differing natures.     

EDUCATION FOR ACTION: A REPORT ON THE 1978 HOME ECONOMICS WEEKEND SCHOOL AT LEEDS POLYTECHNIC

The paper reports on the recent Home Economics Weekend School at Leeds Polytechnic and suggests that the main problem arising for home economists from its theme, Education for Action, is the definition and prioritization of human needs.     

TEACHING SCIENCE IN HOME ECONOMICS: CAN SCIENCE EDUCATION RESEARCH HELP?

In 1979 the first students were enrolled in the B.Sc. degree course in Home Economics at Newcastle Polytechnic. The development of the Year I course in chemistry is outlined and the reasons for the use of a modified Keller Plan approach to teaching the 1982 intake are explained. The implementation of the revised approach is described, and its effectiveness discussed.     

Ann Maree Rees Memorial Prize

Ann Maree Rees, the founding editor of the Journal of Consumer Studies and Home Economics, had a great interest in students of all ages, developing their research skills and fulfilling their academic potential. She believed strongly in encouraging a life-long learning culture and providing opportunities for people to develop an interest in the field of consumer studies and home economics. She was herself an accomplished author. The Editorial Board has decided to establish an essay competition in memory of Ann Maree Rees. The competition is open to people of all ages within the field of consumer studies and home economics. The paper should be a maximum of 2500 words. The paper can be on any aspect of consumer studies and home economics. The judges will be looking for the following points in the paper:relevance and interest to consumer studies and home economics professionals;potential to stimulate a lively debate;cogent argument and clarity of expression;written for presentation.The winning paper will be published in the December issue of the IJC. The author of the winning paper will receive £250 towards the cost of attending the XIX International Consumer Studies and Home Economics Research Conference being held from 2 to 4 September 1999 at the University of Ulster and will also receive a cash prize of £100. Entry forms for the Prize Paper competition are available from:     

BOOK REVIEWED ANDRECEIVED

Book reviews in this article: Microwave—the Cooking Revolution. By Jenny M. Webb. The Consumer's Guide to Local Government. Ed. by Martin Minogue for the National Consumer Council. Junior Home Economics. By A.Moloney. Sex Roles. By S. Weitz.     

Part II. Discussion of Five More Consumer Topics and Suggestions for Future Research*

This a continuation of a paper which appeared in the last issue of the Journal of Consumer Studies and Home Economics. The first part of the paper dealt with studies of consumer representation, particularly in the nationalized industries (which show its weaknesses and inadequacy); with studies of information and education (which show the limited usefulness and slow progress of each); and with work done on the real needs of consumers (which shows the deep uncertainties which exist about what those real needs are). Here five further topics of consumer research are considered and suggestions are made for future research.     

Computer-aided pattern making

This paper outlines a fundamental research project to develop a quick and accurate method of constructing personalized patterns. This arose because the home economist must be concerned with the needs of the individual in relation to clothing as well as food and shelter. The paper explains the development of such a method, using the computer within Home Economics courses and the unexpected benefits from the research.     

SCIENCE AND HOME ECONOMICS IN THE NINETEENTH CENTURY

Scientists played an important part in the formative years of the nineteenth century when Home Economics was evolving into a coherent discipline. The paper considers the lives and works of six scientists from both sides of the Atlantic: Count Rumford, J. C. Buckmaster, W. Mattieu Williams, E. L. Youmans, Ellen Richards and W. O. Atwater. One connecting theme is in the quality of their advocacy of scientific applications in everyday affairs.     

Bibliometric analysis of the Journal of Consumer Studies and Home Economics, 1977–1983

Two questions formed the structure for examining the formal communication among researchers using the Journal of Consumer Studies and Home Economics (JCSHE) The first question pertained to the interrelationship between the literature published and cited in JCSHE. The second asked what impact the literature published in JCSHE had on authors publishing in other journals. By performing Bradford analysis using the 1,160 journal references cited by authors of 210 articles in the first seven volumes of JCSHE, 26 core journals were identified. JCSHE was ranked second because it was cited 54 times in 37 articles by 29 authors. Through citation analysis 17 citing articles published in 12 journals other than JCSHE were found. Seven of these 17 citing articles were published in other home economics journals.     

An analysis of the Journal of Consumer Studies and Home Economics 1977–93

Any field of study worthy of academic consideration and development needs a research base to support it. Many research practitioners working within the consumer studies and home economics areas have expressed fears about not only the lack of development of a research base but also the communication network within the research community. This study analyses one of the main research journals that is used by this research community, the Journal of Consumer Studies and Home Economics, and examines its contribution. By analysing its development over the first 17 years of its existence, it has been shown that there is an international research community which is beginning to communicate with itself. However, these research practitioners still seem to rely more on research material from outside their own professional area rather than from work published in their own research journals. A lack of an indexing service covering the consumer studies and home economics areas continues to hamper dissemination of research material to a wider academic audience.     

Home economists’ perceptions of international development

Little is known about home economists’ perceptions of international development (ID). This paper offers some insights about this issue gained from an interpretative, thematic analysis of a very small sample of participants who attended the 1996 International Federation of Home Economics Congress. The analysis suggests inconsistencies in how home economists understand ID and what is seen to constitute ID activities, a lack of consensus about the meaning of development work, a lack of certainty about the difference between criticism and critique and concern for the imposition of western ideology on southern countries. Seven themes for future research are offered to help gain a better understanding of how home economists perceive ID including: (1) the role of participatory action research, critical theory, science and critical reflective practice in ID; (2) meanings attached to the concepts of international, development and economic growth; (3) the necessity of positioning an ID philosophy in practice, curricula, research and policy; and (4) perceptions of what constitutes development activities at home and abroad.     

Appetizing learning in Swedish comprehensive schools: an attempt to employ food and tasting in a new form of experimental education

The word taste has several meanings: biopsychological, and cultural and social. Taste also influences food choice, though there is a widespread belief that tasty food is not synonymous with healthy eating patterns. In Sweden compulsory school daily meals are provided and Home Economics is a compulsory subject, while tasting lessons form an additional experimental form of education. The aim of this study has been to make a general evaluation of tasting lessons in four fifth‐year classes. The focus of the results is on pupils’ learning about, and interest in, food, and the opinions and reflections of teachers, catering staff and school heads. The participants were three professional focus groups comprising staff from four schools, and 48 pupils (eight groups with boys and girls in separate groups) from the same schools. Results showed that the children were prepared to be exposed to different foodstuffs, and the adults were prepared to be exposed to new educational methods. Two stages of children's learning have been described in connection with tasting: practice and experience, and verbalization and reflection.