Home economics programmes in Oyo state secondary schools: a survey

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

Home economics as an integrated,holistic system: revisiting Bubolz and Sontag's 1988 human ecology approach

This article explores how Bubolz and Sontag's seminal work on integration in home economics and human ecology can inform contemporary home economics practice. They argue that the human ecology perspective can be used to view the whole of home economics, and the subprofessions (specializations) within the whole, as diverse yet unified. This article employs a spider plant as a metaphor to illustrate the value of embracing the notion of home economics as an integrated, holistic system.     

Pre‐professionals’ perceptions of home economics in Finland

This article focuses on some new frameworks that have been under discussion in developing the university studies in the field of home economics or family and consumer sciences in Finland. The empirical data were derived from students’ contributions during their university studies in the degree programme for home economics teachers at the Master's level. The aim of this research is to find out students’ present understanding of home economics and its challenges to complete its different functions. All students are at the level of advanced studies (mainly fourth year), and the number of students is 34. The data were collected by essays using SWOT analysis as a method. Students produced a very rich and multisided data that can be analysed in diverse ways and for many purposes. In general, one can say that most students have a very realistic and positive view of their studies. They can analyse them in diverse ways and reveal important qualifications. They are aware of the various challenges which face us in both the present and future societies. Students’ views are critical and they posed several questions outside the course material. They introduced examples from their working experiences and from studies in other departments and education institutes. The empowerment elements were recognized but these should be used more efficiently in attaining further progress in the field. New frameworks and approaches developed in Finland seems to be relevant in the current situations society finds itself.     

A STUDY OF OPINIONS CONCERNING METHOD AND CONTENT OF HOME ECONOMICS IN SECONDARY SCHOOLS

Which aspects of their school experience of home economics do housewives find most useful? Does this experience modify ways of caring for a home and family between successive generations? Are there marked differences between housewives in different social classes in their regard for home economics? This paper compares the responses to these questions and infers there is a need to give explicit recognition to the relationship between home economics education, social policy and the quality of home and family life.     

A STUDY OF OPINIONS CONCERNING METHOD AND CONTENT OF HOME ECONOMICS IN SECONDARY SCHOOLS.: II.

A recurring theme amongst teachers of home economics has been their insistence on the necessity of relating the content of home economics and their teaching methods to the reality of the conditions in which children live. This paper considers the views of professional workers in the fields of health and education welfare concerning factors affecting competence in caring for a home and family and the contribution that home economics can make towards improving the quality of family life.     

Historical presence of home economics in IJCS

This paper explored the Journal for evidence of articles focused on home economics. A content analysis of 17 articles revealed three dominant themes: (a) changing definitions of home economics; (b) preferred core and focus of the profession; and (c) evolving conceptualizations and dimensions of home economics. Most of these articles appeared during the first 3 years of the Journal's existence (late 70s). The focus on home economics declined markedly during the 80s and 90s. When the Journal removed the words home economics from its title in 2001, these articles virtually disappeared. The study did validate the rigour of earlier thinking about home economics as profiled in the Journal, and made this repository of intellectual contributions more visible and accessible to the field.     

HOME ECONOMICS AND SEX DIFFERENTIATION IN THE SECONDARY SCHOOL CURRICULUM

In the debate about the case for a common curriculum in secondary education, home economics has perhaps been somewhat later than other subject areas to put forward a rationale for the inclusion of home economics. There is considerable uncertainty about the best strategy to be adopted: ‘…home economists in education will need to be vigilant in order to ensure that the subject is given its rightful place in any major revision of the middle school curriculum…’ (A. R. Mathieson). This paper is an attempt to define potential strategies for home economics as a secondary school subject, particularly in the light of recent interest in sex differentiation and sex typing in the secondary curriculum.     

A WORLD SURVEY OF HOME ECONOMICS EDUCATION IN A CO-EDUCATIONAL CURRICULUM

A world questionnaire survey has been undertaken to obtain some information on the present position of home economics in co-educational curriculum development. Responses were received from nineteen countries from all over the world. Home economics education occurs within formal education in every country, and in most countries the extent of home economics education for boys has been increasing, compared with the UNESCO survey carried out 10 years ago. Coeducational home economics has been regarded as important both by government and the public by 84% of all respondents, though there are many difficulties in the implementation and in the practice of co-education, e.g. social prejudice and decisions about curriculum content.     

Home economics education in Canadian schools

In the current climate of educational reform two central questions for educators are what is and what should be home economics? This article explores the first question through examining home economics curricula documents from each province in Canada and comparing the general title, the dominant view of home economics and the conceptual areas of study in the programmes offered. Considerable conceptual confusion and disagreement are evident in each of these three dimensions of programmes. Suggestions for developing clarity and integration in curricula are outlined.     

Knowledge and attitudes of adolescents regarding home economics in Tromsø, Norway

The purpose of this study was to investigate the knowledge and attitudes of adolescents in Tromsø relating to nutrition; whether pupil behaviour and attitudes regarding nutrition had changed in the tenth grade compared with the eighth grade; and whether this was linked to pupils’ home economics lessons in grade 9. In total, 606 adolescents (321 boys and 285 girls) were studied on two different occasions – 2002 and 2005. A food frequency questionnaire focusing on 16 different food and beverage groups was used. It investigated knowledge and attitudes, the amounts of food items consumed and the socio‐economic situation of the participants and their families. The study produced interesting findings. The boys had surprisingly low knowledge of fruit and vegetables that did not change in a positive direction, between the eighth and tenth grades. The change among the girls was very small and therefore this study concludes that the teaching of home economics had no significant influence on the pupils’ knowledge of and attitudes towards eating fruit and vegetables. The study of home economics does not appear to enhance adolescents’ skills and attitudes to the extent expected from the curriculum. But there are gender differences at both grades. Changes in the home economics course are necessary to improve children's and adolescents’ knowledge and attitudes. Increased focus on the scope and variety of teaching methods will be a key to improvement. Future research is required to understand the potential of the home economics curricula to change adolescents’ knowledge about and attitudes to home economics in Norway.     

Lesson practice and teachers’ views on citizenship and gender: focusing on home economics and civics in Japan

Home economics and civics as school subjects in Japan have a common feature, in that both subjects nurture a sense of citizenship at home, in the workplace and in the wider society. In addition, both have the potential to help students recognize the gender bias around them and can empower them to help make a more gender‐equal society. Focusing on this, the purpose of this report was to investigate home economics and civics teachers’ views, in order to analyse the features of the two subjects and the relationship between them. Questionnaires were sent to home economics and civics teachers of all the senior high schools in four prefectures around Japan in October 2001, and 357 samples were analysed. The results were as follows: (a) Home economics teachers and female teachers expressed more interest in lessons on gender than civics teachers and male teachers. Concerning lessons on citizenship, no statistical difference in teachers’ interest was found. (b) Topics on citizenship were learned in the fields of consumer, environment and social welfare issues in both subjects. More lessons were reported to take place in home economics than in civics. (c) In home economics, topics on gender were learned as core issues in the areas of family relations, family law and parenting. On the other hand, in family law, civics, topics on gender were taught as marginal issues in the area of basic human rights and labour issues. (d) Home economics teachers thought the goals of gender education were to empower students to overcome narrow gender roles and to strengthen self‐respect. In contrast, civics teachers thought it would empower a sense of human rights. Concerning citizenship education, teachers of both home economics and civics thought the goals would enable students to recognize social problems as their own issues and try to solve them.     

HOME ECONOMICS—THE FUTURE*

The future development of the subject matter of home economics, and of the professional activities of home economists, are considered in relation to current developments in the educational system, to discernible trends in lifestyles and to long-term changes in the structure of society. The effects on the subject of the move of the home economics colleges into the universities and polytechnics, the nature of the careers followed by home economists, and of international contacts are also examined.     

How to create tools to empower the consumer – the challenges of home economics/FCS and home economics teacher education

The aim of this presentation is to introduce some new frameworks that have been under discussion in developing university studies in the field of home economics or family and consumer sciences in Finland. The empirical data is derived from students’ contributions during their university studies in the degree program for home economics teachers at the Master's level. The main data is based on students’ opinions and conceptions about strengths (S), weaknesses (W), opportunities (O) and threats (T) of their university discipline and field to meet the future challenges. All students are at the level of advanced studies (mainly 4th year), and the number of students is 34. All have some school experience as a home economics teacher and most also have some other work experience in the field of home economics, family and consumer sciences. The research questions were: (1) How do the students see their field according to the SWOT analysis? and (2) What type of developments do they pose for the future? There was also an implementation section. Students were asked to produce their own ‘action plan’ for the next few years. The preliminary data analysis reveals that inside the discipline and the field there are several empowerment elements, but also that they are not used as efficiently as they could be. In conclusion, most students have a very realistic view of their studies. They can analyse them in diverse ways, and reveal important qualifications. They are aware of the various challenges that face us in both the present and future societies. Students also see that home economics not only gives them tools that are relevant in present school situations, but the subject includes such future potentials that can be used in directing the school towards the more open learning environments. Home economics has its place inside the education system. Both the idea of ‘home economics teacher as a researcher’ and ‘home economics teacher as an educator’ were seen as important aims to maintain in the university degree.     

Environmental education: a task for home economists

Environmental education, with its aims of promoting an awareness of and responsibility for the environment, should be a lifelong process in order to protect the environment now and in the future. As home economics education takes place at all levels and in all kinds of schools throughout the world it can be used to demonstrate practical consequences and to motivate personal responsibility. Multiplierc in home economics (professors, teachers, etc) therefore have to integrate environmental education into home economics education and training. It is very important not just to enter into the so called ‘technical protection’ of the environment (water cleaning, reduction of waste, etc.) but to integrate environmental issues into a global view based on a holistic concept. Environmental education in home economics in different countries will be analysed but the main example will be the environmental education in the Federal Republic of Germany (F. R. G.). At the same time questions of content and aims will be discussed.     

HOME ECONOMICS IN HIGHER EDUCATION IN THE UNITED STATES: CURRENT TRENDS

Higher education programmes of home economics in the United States have experienced dynamic changes in recent years. Today, home economics programmes are marked by name and curricula changes, concern for cohesion in the field, student and faculty diversification, leadership and administrative structure changes, strengthened research efforts and by improved graduate programmes. Parallel with these trends is a movement to clarify the content and aims of the field by developing a contemporary definition of home economics.     

From the margins: globalization with(out) home economics

Pies and peas, noughts and crosses, fish and chips, chicken and egg, teaching and learning, home economics and . . . globalization? In psychotherapy, this simple technique of providing a word and another automatically coming to mind is called free association and some of the internationally accepted pairings are noted above. Do we want ‘home economics’ and ‘globalization’ to have an automatic association? In this paper, I argue that home economics must make a shift from the margins of patriarchy by re‐thinking the ways in which the field is legitimized and positioned if it is to be a key player in taking on the challenges and dilemmas raised by globalization.     

FROM THE ECONOMIC WRITINGS OF ARISTOTLE TO HOME ECONOMICS IN THE GERMAN FEDERAL REPUBLIC TODAY *

The paper is concerned with the contemporary development of the science of running a household which was called by the ancient Greeks ‘Oikonomiké’ up to the present time in the University of Justus Liebig at Giessen. After the second world war this university was the first in the German Federal Republic to start courses for home economics and dietetics. The paper is also concerned with different aspects of research in home economics.     

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:     

PERCEIVED RISK AND CONSUMER DECISION MAKING

The home economist has long been interested in effective family and consumer decision making and has tended to take a holistic or macro approach to decision theory. Recently, some applications of normative decision theory to consumer decision making—including the creation of rules for dealing with risk and uncertainty—have been advanced in home management textbooks. Since the early 1960s, consumer behaviour researchers in other disciplines have been developing a behavioural, micro-decision perspective centring upon the presence of perceived risk in the purchase decision of any customer. The empirical literature in home economics does not appear to have dealt with either of these perspectives. This paper identifies perceived risk as a useful analytical variable in the study of consumer product and store decisions and presents empirical data depicting the dual components of perceived risk and its four dimensions. The relationship of the normative and behavioural approaches to decision risk is discussed and implications for future research and application in home economics are identified.