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A COMPARATIVE STUDY ( F SECONDARY HOME ECONOMICS
PROGRAMS IN THE UNITED STATES AND

IN THE REPUBLIC OF KOREA
by
EUN-YOUNG RHEE KIM, B.H.E., M.S. inH.E.
A DISSERTATION
IN
HOME ECONOMICS
Submitted to the Graduate Faculty

of Texas Tech University in
Partial Fulfillment of
the Requirements for
the Degree of
DOCTOR OF PHILOSOPHY
Approved
Accepted
August, 1977
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NoHr
ACKNOWLEDGMENTS
I am very grateful to the Chairman of my doctoral com-

mittee, Dr. Maynette Williams, for her guidance and support
throughout this study. I am also indebted to the committee
members, Drs. Camille G. Bell, Valerie M. Chamberlain, Joan
M. Kelly, and Joe D. Cornett for their helpful criticisms.
The cooperation of state supervisors of home economics
education in the United States is gratefully acknowledged.
I also wish to express my gratitude to Dr. Ki-Soon Hyun,
the former Dean of the College of Home Economics, Seoul
National University in Korea, for providing valuable infor-
mation and support.
Finally, I would like to express my deep appreciation
to my husband whose encouragement and understanding made
this study possible.
11
TABLE OF CONTENTS
ACKNOWLEDGMENTS ii
LIST OF TABLES vii
LIST OF FIGURES ix
I. INTRODUCTION I
Statement of the Problem 3
Purposes of the Study 4
Scope and Limitations of the Study 5
Procedures in the Study 6
Definitions of Terms 7
Organization of the Study 8
II. REVIEW OF LITERATURE 10
Structure of the Educational System
in the United States 10
School System 10
Secondary Education 11
Vocational Education in
the United States 14
Vocational Home Economics Education
in the Republic of Korea 21
School System 21
Secondary Education 22
the Republic of Korea 27
Development of Home Economics
111
III. SECONDARY HOME ECONOMICS PROGRAMS IN
THE UNITED STATES 39
Organizational Structure of Secondary
Home Economics Programs by States 40
A Model Program of Secondary Home
Economics in the United States 100
Exploratory Home Economics Program . . . 100
Consumer and Homemaking Education
Programs 103
Comprehensive Sequential Courses . . . . 103
Special Interest Courses 104
Programs for Non-Major Junior
and/or Seniors 105
Consumer and Homemaking Program for
Students with Special Needs 106
Occupational Home Economics Programs . . 106
Orientation to Home Economics
Related Occupations 107
Simulated Laboratory Programs in
Home Economics 107
Cooperative Home Economics Education
Programs 107
Occupational Home Economics Programs
for Students with Special Needs 108
IV. COMPARISON OF SECONDARY HOME ECONOMICS
PROGRAMS IN THE UNITED STATES AND IN
THE REPUBLIC OF KOREA 110
Secondary Home Economics Program
Home Economics Program in the
Middle School 112
Home Economics Program in the
High School 114
iv
Comparison of Secondary Home Economics
Programs in the United States and in
Objectives and Philosophy
of the Programs 116
Target Students of the Programs 118
Curricula of the Programs 119
Relationships Between Home Economics
Enrollments and Selected Social and
Economic Factors 121
Procedure 121
Findings and Conclusions 122
V. IN-DEPTH COMPARISON OF SECONDARY HOME ECONOMICS
CURRICULA IN THE STATE OF TEXAS AND IN THE
REPUBLIC OF KOREA 124
Comparison of Overall Homemaking Programs
in the State of Texas and in the Republic
of Korea 125
Comparison of Conceptual Frameworks for
Homemaking Courses in the State of Texas
and in the Republic of Korea 132
Food and Nutrition 132
Home Management and Consumer Education . 136
Clothing and Textiles 139
Housing and Home Furnishings 142
Home and Family Living 145
Child Development 147
Subjects Included Only in the
Republic of Korea 149
Specialized Semester Courses 151
Home Experiences in the State of
Texas. ^^^
V
Youth Leadershif) Organization in
the State of Texas 152
Occupational Home Economics Education
Program in the State of Texas 156
Home Economics Cooperative
Education Program 156
Home Economics Pre-Employment
Laboratory Education Program 158
Home Economics Coordinated Vocational
Academic Education 159
Home Economics Vocational Education
for the Handicapped 161
Youth Leadership Organization 162
VI. SUMMARY AND RECOMMENDATIONS o 163
Summary of the Study 163
Purposes and Procedures of the Study . . 163
Findings and Conclusions of the Study. . 166
Recommendations for Future Development
of the Secondary Home Economics Program
Recommendations for Future Development
of the Secondary Home Economics Program
Recommendations for the Program
Expansion 170
Recommendations for Improvement of the
Secondary Home Economics Curricula . . . 175
Recommendations for Further Study 178
BIBLIOGRAPHY 180
VI
LIST OF TABLES
Table Page
1. Enrollment in Vocational Education Programs
in the United States, 1950 to 1973 19
2. Standard Curriculum of Middle School
3. Standard Curriculum of High School
4. Number of Students Enrolled in Various Types
of High Schools in 1965 and in 1975 in
5. Number of Female and Male Students Enrolled
in Secondary Home Economics Programs in Some
States in the United States, 1975 38
6. Correlational Coefficients Between Vocational
Home Economics Enrollments and Selected Social
and Economic Factors in the United States
by States 122
7. Overall View of Homemaking Curricula in the
State of Texas and in the Republic of Korea. . 127
8. Conceptual Frameworks for Food and Nutrition
in Comprehensive Homemaking Education in the
9. Conceptual Frameworks for Home Management and
Consumer Education in Comprehensive Homemaking
Education in the State of Texas and in the
10. Conceptual Frameworks for Clothing and
Textiles in Comprehensive Homemaking Education
of Korea 140
11. Conceptual Frameworks for Housing and Home
Furnishings in Comprehensive Homemaking
Education in the State of Texas and in the
12. Conceptual Frameworks for Home and Family
Living in Comprehensive Homemaking Education
of Korea 146
Vll
13. Conceptual Frameworks for Child Development
in Comprehensive Homemaking Education in (.li<
14. Conceptual Frameworks for Subjects Included
in Comprehensive Homemaking Education in the
Republic of Korea and not Included in the
State of Texas 150
15. Conceptual Frameworks for the Specialized
Semester Courses in the State of Texas . . . . 153
Vlll
LIST OF FIGURES
Figure Page
1. Structure of the School System in the
United States 12
2. Structure of the School System in the
3. Number of Public School Pupils in Grades
9 to 12 Enrolled in Home Economics 1910 to
1973 32
4. Organizational Structure of Home Economics
Program in Arizona 41
5. Organizational Structure of Vocational
Home Economics in Arkansas 42
Home Economics in Colorado 44
7. Organizational Structure of Consumer and
Home Economics Education in Connecticut. . . . 46
Program in Delaware 48
9. Organizational Structure of Secondary Home
Economics Program in the District of
Columbia 50
Home Economics Program in Florida 52
Home Economics Program in Georgia 54
Program in Hawaii 56
Economics Program in Idaho 58
Home Economics Program in Iowa 59
Home Economics Program in Kansas 60
IX
Home Economics Program in Kentucky 61
Home Economics Program in Louisiana 63
18. Proposed Organizational Structure of
Vocational Consumer and Homemaking Education
Programs in Maine 64
Economics Programs in Michigan 65
Home Economics Program in Missouri 66
Home Economics Program in Montana 68
22. Organizational Structure of Consumer and
Homemaking Education Program in Nebraska . . . 69
Home Economics Program in Nevada 70
Education Program in New Jersey 72
Program in New York 74
Education Program in North Carolina 76
Home Economics Program in North Dakota . . . . 78
Home Economics Program in Ohio 80
Home Economics Program in Oklahoma 83
Home Economics Education Program in
Pennsylvania 84
Education Program in South Carolina 86
Education Program in South Dakota 8/
Education Program in 'I'onnessee 89
Home Economics Program in Texas 91
Education Program in Virginia 93
36. Organizational Structure of Home and Family
Life Education Program in Washington 95
Home Economics Program in West Virginia. . . . 96
Program in Wisconsin 98
Economics Program in Wyoming 99
40. A Model Program of Secondary Home Economics
Economics Program in the Republic of Korea . . Ill
XI
CIi\PTER I
INTRODUCTION
Living patterns are changing throughout the world.

Although different parts of the world may differ in pace and
direction, changes make family adjustments difficult. The
deep and rapid changes which have characterized the twenti-
eth century have created unusual tension in family life and
especially in the lives of the youth of today. The world
they are living in now is vastly different from the one in
which their parents spent their youth; and as the youth of
today mature into adults, they will face still another
world. Such rapid change makes it difficult for youth to
conceptualize, generalize, and apply new knowledge to the
problems of everyday living.
These difficulties present a challenge to home econo-
mists , because in every phase of home economics the ultimate
goal is to help individuals and families develop fundamental
competencies which enrich the quality of life. To meet this
challenge, the home economics curriculum should be planned
to help all individuals establish, develop, and strive to-
ward the achievement of personal goals and to help develop
skills in recognizing, accepting, and being comfortable with
change.
The Republic of Korea, like many other parts of the
world, has been going through phenomenal change in many
aspects, and change creates the need for the continuous
1
2
revision of the home economics curriculum to meet the needs
of individuals and families in a changing society. Accord-
ing to a 1976 survey conducted by Lee (21) in Korea, more
than forty percent of the high school students indicated
dissatisfaction with the home economics curriculum. The
primary reason for the dissatisfaction was that the compe-
tencies being taught at school did not meet the needs of
women's roles in modern society. The irrelevancy of the
curriculum can be reflected in the fact that many of the
secondary home economics textbooks have not been revised in
the past decade in spite of the unprecedented change in
living patterns during that time. The textbooks describe
the desirable characteristics of women as "traditionally
devoted" homemakers, and the students find that what they
are expected to do in society is more than what they have
been taught.
Traditionally, male students have not been included in
home economics classes in Korea. Business courses or other
vocational curricula replace home economics in the boys'
secondary schools. However, data from Lee's survey (21)
showed that fifty-eight percent of male high school students
and sixty percent of their parents agree that male, as well
as female students, need home economics education. Forty-
nine percent of the male students who indicated they wanted
home economics in their curriculum pointed out that they
need home economics courses to get the basic knowledge they
require for successful family living. Forty-four percent of
them expressed a need for h( me economics because a family
is based on understanding, responsibility, and efforts of
all family members to fulfill their expected roles.
The demand for more relevant education for a changing
society and the change in concepts of home economics have
created a need for a study to analyze and compare the present
home economics program in Korea with a more advanced model
to determine the similarities and differences and to make
recommendations for future development. This study was de-
signed to meet that need. It was considered appropriate to
use the secondary home economics programs in the United
States as a model with which to compare the secondary home
economics program in Korea and to draw some recommendations
for future development based on the results of the compari-
son.
Statement of the Problem

The study had four major problems. The first problem
was to determine the organizational structure of secondary
home economics programs in the United States by analyzing
the program standards for secondary home economics curricula
established by each state board of education.
The second problem was to develop a model organization-
al structure for a secondary home economics program in the
United States and to compare the model with the organiza-
tional structure of the secondary home economics program in
the Republic of Korea,
4
The third problem was 1 o determine the relationship
between secondary home economics programs and selected
social and economic factors in the United States. The
number of students enrolled in the vocational home economics
program of each state was correlated with selected social
and economic factors to determine if relationships existed.
The last problem was to make an in-depth comparison
between the secondary home economics programs of the State
of Texas and of Korea. This comparison included the objec-
tives of the programs, organizational structure, scope and
sequence of the offerings, conceptual frameworks, and learn-
ing experiences suggested for the curricula.
Purposes of the Study

The study had the following purposes:
1. To determine the organizational structures of
secondary home economics programs in the United States of
America and in the Republic of Korea.
2. To compare the organizational structures of secon-
dary home economics programs in the United States and in
Korea.
3. To determine the relationships between secondary
home economics program enrollment and selected social and
economic factors in the United States.
4. To compare the organizational structure, objectives,
scope and sequence of the offerings, conceptual frameworks,
and learning experiences of the curricula of secondary home
economics programs in the Slate of Texas and in Korea.
5. To make recommendations for the future development
of home economics programs in the United States and in Korea
based on the findings of the study.
Scope and Limitations of the Study

1. The analysis of secondary home economics programs
in the United States was based on the information provided
by the state supervisors of home economics education.
2. The in-depth comparison of secondary home economics
curricula was made between the State of Texas and Korea.
3. Home economics education programs in Korea used in
the in-depth comparison of the study were limited to the
academic middle and high schools.
4. The statistical data were limited to the most re-
cent resource materials available when the study was con-
ducted .
5. The translation from Korean to English was done by
the writer unless otherwise specified.
6. Analysis and comparison of secondary home economics
programs were limited to the in-school programs.
Procedures in the Study

^ General descriptive and comparative procedures and
methods were employed as follows:
1. A study was made of the structure of the education-
al system in the United States and in Korea with emphasis
on secondary education to determine the place of home
economics in the total educr':ional program.
2. In the United States, letters were sent to all
state supervisors of home economics requesting program stan-
dards established by the state. The infomation received
as a result of correspondence was analyzed to detennine the
organizational structure of secondary home economics pro-
grams in the United States.
3. The data concerning the secondary home economics
program in Korea were obtained from the Ministry of Educa-
tion of Korea which establishes standard curricula for
elementary and secondary schools,
4. A model organizational structure of secondary home
economics programs in the United States was developed and
compared with the organizational structure of the secondary
home economics program in Korea.
5. The relationships between secondary home economics
enrollment and selected social and economic factors of each
state were investigated using the multiple regression analy-
s is technique.
6. The secondary home economics curricula of Texas and
of Korea were compared in terms of organizational structure,
objectives, scope and sequence of the offerings, conceptual
frameworks, and learning experiences.
7. Recommendations for the future development of home
economics programs in the United States and in Korea were
made based on the findings of the study.
7
Definitions of Terms
The following terms were defined to clarify any misun-
derstanding between the writer and the potential readers:
Academic High School in Korea--An academic high school
emphasizes general academic subjects, particularly those
thought to constitute preparation for college.
Comprehensive Hie;h School--A comprehensive high school
is a secondary school that includes both general education
courses and specialized fields of study.
Curriculum--Curriculum is a group of courses and plan-
ned experiences which a student has under the guidance of
the school (9).
Curriculum Development--Curriculum development is the
process by which the curriculum, or any portion thereof, is
altered to fulfill the needs of the learner in a changing
society (20).
Learning Experience--Learning experience refers to
learner participation in activities that lead to behavioral
change (13).
The Ministry of Education in Korea--A government agency
that exercises general control and supervises all phases of
administration relating to education, science, technology,
arts, and other cultural fields (36).
Program Standards--Program standards include program
objectives, types of offerings, program organization, pro-
gram planning, and curriculum development established or
approved by the state board of education.
8
Scope--Scope is the range of the curriculum (l).
Secondary School--The secondary school is the school
division following the elementary school, comprised of
grades seven through twelve (9).
Secondary School in Korea--Midd1e school (grades 7 to
9) and high school (grades 10 to 12).
Secondary School in the United States--Junior and
senior high schools.
Sequence--Sequence is the chronology of subject matter
within the scope of the curriculum.
Organization of the Study

Chapter I sets forth the statement of the problem,
purposes of the study, scope and limitations of the study,
procedures in the study, and definitions of tenns used in
the study. Chapter II discusses structures of educational
systems in the United States and in Korea with emphasis on
secondary education. Development and current status of
vocational education in the two countries and development
and trends in home economics in the United States are also
discussed in Chapter II.
In Chapter III, secondary home economics programs in
the United States are summarized by states. A model organi'
zational structure of the programs is developed and pre-
sented at the end of the chapter.
Chapter IV describes secondary home economics programs
in Korea which have been established by the Ministry of
Education. The comparison 's made of the organizational
structure of the model secondary home economics program in
the United States developed in Chapter II and of the secon-
dary home economics program in Korea. The correlational
study of secondary home economics programs and selected
social and economic factors is presented at the end of the
chapter.
The in-depth comparative study of secondary home eco-

nomics curricula of Texas and of Korea is made in Chapter
V. In Chapter VI, the summary, discussion of major findings,
and recommendations based on the findings are presented.
CH/ PTER II
REVIEW OF LITERATURE
The review of literature is divided into three sections.

The first section of the chapter describes the structure of
the educational system in the United States with emphasis on
the secondary home economics education. The second section
includes the structure of the educational system in the
Republic of Korea with emphasis on the secondary education.
The third section of the chapter shows the development of
home economics in the United States.

in the United States
School System
United Nations Educational, Science and Cultural Orga-
nization (UNESCO) (36) reported that the present trend in
public schools in the United States is to provide tax-
supported education for all children between the ages of 5
and 19. This includes kindergarden through two years of
college. Nine years of this 15-year sequence, from ages 7
to 16, are now compulsory in two-thirds of the states.
Other states require school attendance to ages 17 or 18.
Elementary schools, embracing the first 6 or 8 grades
of the first 12-year sequence, enroll virtually the entire
school age population throughout the country. Secondary
education is designed for all youth of secondary school age.
10
11
thus, offering twelve years of education to every boy and
girl. To comply with compulsory attendance laws, parents
may sent their children either to public schools or to pri-
vate or church-related institutions.
Above the secondary level there are colleges and uni-

versities with graduate and professional schools. There are
also two-year junior colleges which provide two types of
curricula. One is equivalent to the first two years of the
traditional four-year college course, and the second is a
two-year terminal course of technical training. The struc-
ture of the school system in the United States is shown in
Figure 1,
Secondary Education
Bent and Kronenberg (4) have pointed out that the high
school is the predominant type of secondary school in the
United States. It was established without precedent in any
other country in the world and was the first attempt of any
people to provide secondary education for all youth at
public expense. The secondary education program has ex-
panded steadily in the past one hundred years with increased
enrollment. During every ten-year period from 1890 to 1930,
enrollment doubled and it has continued to increase markedly
since then.
Bent and Kronenberg (4) identified three of the major
goals pertaining to secondary education which indicate that
the philosophy of education in the United States is as
follows:
12
(Age)
24
Graduate
23 School Profes
sional
22 School
21
20 College I
and I
19 Junior Sc University Technical
Community Institution
18 College
17 Four-year
Senior High School:
16 High School Comprehens ive
Junior-Senior Technical
15 Commercial
(undivided)
High School Trade
14
Junior
13 High School
12
11
10
9
Elementary School
8
7
6
5
Kindergarden
4
Nursery School
3
Figure 1, Structure of the School System in the United

States
13
1. To make secondary ^'lncation available to
every boy and girl in the United States
regardless of social and economic status,
race, nationality, political affiliation,
or religious belief.
2. To make the high school a tuition-free
public school, supported by taxes and
separated from religious organizations
in administration and curriculum.
3. To provide curricula which will be con-
gruous with needs, interests, and capaci-
ties of the boys and girls who attend the
high schools. (4:1-2)
Most high schools in the United States are comprehen-
sive. The schools are multilateral and offer several differ-
ent curricula, usually college preparatory, vocational and
business education, and general. According to a statistic
of 1975 released by the U.S. Department of Health, Educa-
tion, and Welfare (44), ninety-five percent of the schools
from which the secondary students receive the occupational
training in the United States are comprehensive high
schools.
Kim (18) has pointed out that regardless of the curric-
ulum followed, every high school student is required to take
certain specified subjects. While there is some variation
among states and among school districts within states, a
typical pattern of subjects required of all is as follows:
four years or units (a unit is given for successful comple-
tion of a course meeting for at least 40 minutes a day, five
days a week, for a school year of 180 days) of English, two
or three of social studies including American history and
government, one of mathematics, one of science, and two to
14
four years of health and physical education. A total of
sixteen or more units is required for high school gradua-
tion.
UNESCO (36) has reported that specialized high schools

are usually found in the large cities. There is no conflict
between the educational philosophy in the specialized high
school and that in the comprehensive high school. The
former is a natural outcome of the varied curricula offered
in secondary education and has been in existence for decades.
The most common types of specialized schools are the voca-
tional, vocational-technical, technical, commercial and
academic. The vocational education program at specialized
schools does not replace, but rather supplements general
comprehensive education for students who want training for
a chosen occupation. Pupils are selected for admission to
vocational programs at the beginning of grade ten on the
basis of personal desire and aptitude for acquiring the
skills and knowledge essential to perform successfully in
the chosen occupation. Most of the programs terminate at
the end of grade twelve. Classes in agricultural education,
home economics, and distributive education are usually given
in the comprehensive high school where the curriculum in
vocational education is one of several curricula leading to
the secondary school diploma. Trade and industrial courses
may also be provided in the comprehensive high school.
15
the United States
Bent and Kronenberg (4) have defined vocational educa-

tion in broad and in narrow terms. In its broadest sense,
it includes any experiences or activities in which pupils
might engage which will aid them in becoming more efficient
in any type of vocational work. In this sense, practically
every subject makes a contribution. The other definition
is narrow and defines vocational education as specific
training for a particular vocation. This definition does
not recognize much transfer of training and assumes that
general knowledge and skills will not operate in specific
situations unless they are taught.
Bent and Kronenberg (4) have stated that since 1971,
Congress has passed a series of vocational education acts
through which federal funds are provided to the states on
a matching basis. Evidence accumulated over a period of
years showed that federally aided program was too rigid and
inflexible, and the program did not provide for changes in
employment opportunities. A knowledge of the needs of youth
and limitations of previous legislation led to the passage
of a comprehensive vocational education act in 1963. Prior
to the Vocational Education Act of 1963, the vocational edu-
cation acts of the federal government were based on the
narrow definitions of vocational education. In the Voca-
tional Education Act of 1963, the definition was broadened.
The act shuts out no groups or occupations except those
16
which are considered professional. It is also flexible.
Congress left to each state the matter of deciding in what
occupations schools will give instruction based on a broad
definition of vocational education. Vocational education
can be described under several broad areas, such as home-
making, agriculture, trades, industries, distributive educa-
tion, and business education.
Vocational education is advocated for the potential

dropout, for those who do not plan to go to college, and
for those who do not possess ability in academic and classi-
cal subjects, but who could be trained trades requiring
manual dexterity and skill. Bent and Kronenberg (4) iden-
tified the mission of the high school with respect to voca-
tional efficiency as follows:
1. To provide for exploration and guidance--
The discovery of individual interests and
capacities, and the guidance and direction
of pupils toward worthy goals most congru-
ous with their potentialities are functions
of secondary education and are the first
step in developing vocational efficiency.
2. To develop vocational flexibility--Pupils
must be taught to adapt themselves to a
changing world.
3. To give a sound basis or general training
which is valuable in any vocation.
4. To give to those who, in all probability,
will enter industry immediately after
graduation some training which will enable
them to advance for rapidly in the field
that they enter. (4:299)
After the Vocational Education Act of 1963, more funds
were allocated so that all schools could provide the
17
offerings needed. Since th(^ vocational program is flexible
and permits greater local latitude, guiding principles for
planning vocational courses are needed. Bent and Kronenberg
(4) pointed out some of these principles as follows:
1. The vocation in which instruction is
offered should be based on a survey of
local needs.
2. The program should not be employed as

refuge for students who are low in
academic ability.
3. All vocational courses should have explor-
atory value as well as vocational value.
They should be taught in such a manner
that pupils who do not follow the voca-
tion for which they are preparing will
still have profited from the educational
experience.
4. Specific vocational skills in particular
occupation should be left to on-the-job
training or trade schools after high
school. (4:314)
Vocational Home Economics

Education in the United States ^
The statistics compiled by the Fairfox County Schools
in Virginia (3l) showed that in 1920, twenty percent of the
labor force was women, thirty-five percent by 1965, and
forty percent by 1971. Census figures (40) showed that the
number of women working outside the home increased by ninety-
five percent during the period from 19 50 to 1974. Women's
earnings, however, are low and unemployTnent exists, in part,
as a result of the limited education and skills of many
women workers. Vocational and technical programs must be
available, and home economists are in a strategic position
18
to help young girls and adult women develop more realistic
expectations concerning the importance of gainful employment
in their lives.
Public Law 90-576 (37), 1968 Amendment to Vocational

Education Act of 1963, identified the purposes of Consumer
and Homemaking Education as follows:
" the State plan approved under section
123 shall set forth a program under which
Federal funds paid to a State from its
allotment under subsection (a) will be
expanded solely for (l) educational pro-
grams which ( A ) encourage home economics
to give greater consideration to social
and cultural conditions and needs, espe-
cially in economically depressed areas,
( B ) encourage preparation for professional
leadership, (C) are designed to prepare
youths and adults for the role of home-
maker, or to contribute to the employ-
ability of such youths and adults in
the dual role of homemaker and wage
earner, (D) include consumer education
programs, and ( E ) are designed for persons
who have entered, or are preparing to
enter, the work of the home, and (2)
ancillary services, activities and other
means of assuring quality in all home-
making education programs, such as teacher
training and supervision, curriculum
development research, program evaluation,
special demonstration and experimental
programs, development of instructional
materials, provision of equipment, and
State administration and leadership."
(37:22)
Hurt (l7) has indicated that vocational home economics
can contribute to career education at all levels: middle
school and junior high school, the early years of secondary
school, upper levels of high school, the Future Homemakers
of America, postsecondary level, and adult programs. Table
1 shows the increase in home economics vocational education
19
I'ABLE 1
ENROLLMENT IN VOCATIONAL EDUCATION PROGRAMS
IN THE UNITED STATES, 1950 to 1973
Enrollment (1,000)
Year
Consumer Office Trades .
Total and Occupa- and ^gri-
Homemaking tions Industry culture
1950 3,365 1,430 - 805 765

1955 3,314 1,432 - 871 776
1960 3,768 1,588 - 938 796
1965 5,413 2,099 731 1,088 888
1970 8,794 2,570 2,111 1,906 853
1973 12,072 3,194 2,499 2,207 928
program enrollment between 1950 and 1973. Enrollment in

this program is higher than in any other vocational subject.
Huff (22) has pointed out that homemaking and home
economics related occupations cannot be separated. The
similarities are greater than the differences, and with a
slight shift in emphasis one can become the other.
The Arizona State Department of Education (2) classified
the persons who are most involved in the home economics re-
lated occupations program into four groups. One group in-
cludes the persons required to develop the learning situa-
tions and to coordinate the program between the school and
the community. This is obviously the role of the teacher.
Teachers responsible for instruction need to have some
20
essential characteristics snch as a belief in dignity of
work in the areas being taught, ability to work with both
school and community, and ability to be both a teacher and
a counselor for students.
The second group is composed of the students in the

program. The qualifications for the students should in-
clude a very genuine interest in pursuing an educational
goal related to one of the home economics related occupa-
tions , and also ability and attitudes to enable the students
to accept and perform with responsibility.
The third group is composed of the employers who coop-

erate in the program. The characteristics of the person
who will conduct the actual on-the-job training and will
supervise the student at work are critical to the quality
of the program. The training sponsor must possess technical
competence in the occupation in which students gain experi-
ence and must possess a genuine interest in helping young
people.
Finally, the fourth group includes all of the persons
who serve in advisory and administrative capacities. They
hold an invaluable position on the team and serve to help
broaden the scope of the program through able advice and
facilitation of the administrative process. In general,
they serve to make the program more relevant.
21
Structure of t1ie Educational SvstPm
in the Republic of Korea
Under the new modern democratic school system intro-
duced by the Educational Law enacted on Independence Day
of August 15, 1948, education was made available to the
general public regardless of social position or background.
As a result of the modernization of the educational system,
its quantitative development was rapidly achieved at each
level of education. A Ministry of Education statistic (27)
shows that the number of students enrolled in secondary
schools has increased almost three times during the past
decade.
Harris (ll) has pointed out, however, that qualitative

improvement in education should keep pace with its quanti-
tative expansion. Qualitative improvement means the im-
provement of the curricula, the improvement of methods to
increase the achievement of students, the improvement of
facilities and equipment, and the improvement of teacher
education. The need for qualitative improvement was espe-
cially evident in Korea. The steady expansion of the eco-
nomic scale and the advancement of the industrial structure
have required an increasing inventory of scientifically and
technically trained manpower as well as the improvement of
technological facilities.
School System
The educational administration in Korea is, in princi-
ple, an autonomous system with basic objectives of education
22
for independence and politiîl neutrality. The system is
divided into three categories: the Ministry of Education;
the Provincial Boards of Education, including the Special
Boards of the cities of Seoul and Pusan; and the City and
County Education Offices.
Harris (ll) identified the function of the Ministry of

Education as follows:
a) Establishment, maintenance and abolishment

of national schools
b) Drawing up of standard curricula for elemen-
tary and secondary schools
c) Publishing of national unified textbooks
at the elementary school level and autho-
rizing textbooks at the secondary school
level
d) General supervision of provincial educa-
tional administration
e) Certification of teachers
f) Supervision of private higher education
institutions. (11:65)
Founded in 1948, the modern educational system of
Korea has developed continuously, with minor changes, until
the present time. Its framework is shown in Figure 2.
Secondary Education
The six-year period of secondary education enrolls
students at the levels of grades 7 to 12. Secondary schools
are divided into three types: (a) middle schools and high
schools--the high school may be a general or academic high
school, or a vocational high school; (b) technical schools
and higher technical schools; and (c) higher civic schools.
23
(Age)
24
23
22
21
20 Junior
College7 Technical
19 and College
University Higher
18 Technical
School
17
High School-^ Higher'
16 (Academic) Civic
(Vocational) School
15
14
13 Middle School4 Tech-
nical
12 School
11
10
Civic
9 School
Elementary School 1
8
7
6
Figure 2. Structure of the School System in the Republic

of Korea
SOURCE: Harris, Sue Ann, "The Present Status of Voca-

tional Education in Selected High Schools at South Korea,"
Ed,D. Dissertation, University of California at Los Angeles,
1970
24
Elementary school is a compulsory six-year school,

teaching regular primary subjects, plus, in the last three
years, simple pre-vocational projects.
2
Civic school provides three years of full-time primary
education for children and youth who, for some reason, have
not been able to attend the regular six-year elementary
school.
3
Higher civic school provides three years of full-time
post-primary education for graduates from civic schools or
graduates from elementary schools who are not able to attend
a regular middle school.
\
4
Middle school is a three-year school in which greater
importance is attached to the development of children's
individualities and the cultivation of their qualities
required as members of a society.
High school is a three-year school and includes two

types: the academic high school and the vocational high
school. Its purpose is to give the students a higher
general and technical education according to tiie development
of their minds.
Junior technical college was established in 1963 to

train technicians. It is a five-year school attended after
graduation from middle school.
College and university education is of varied types.

It includes two-year junior colleges, two-year teachers*
training colleges for elementary school teachers, and four-
year colleges and universities.
o
Technical school is a special kind of trade school at
middle school level and offers courses of from one to three
years.
Higher technical school is also a special kind of

vocational school at high school level and offers various
courses of from three months to three years. It is entered
by graduates from middle school or technical school, but
its graduates are not eligible for entrance to junior tech-
nical college or any college or university.
25
All types of secondary schools are intended to provide a
terminal education, although the full six-year secondary
course is also of an intermediary nature inasmuch as it
leads to higher education. Secondary education is not co-
educational except in some rural districts and in experi-
mental schools associated with teachers colleges. There-
fore, there are two types of schools designated by sex:
girls' or boys' middle (or high) schools.
The purposes of the middle school established by the

Ministry of Education (26) are : to extend the objectives
of the primary school and to inculcate the knowledge and
habits desirable in a responsible member of the community,
to teach the basic knowledge and skills common to all occu-
pations and to improve the ability of the student to choose
a vocation suited to his or her individuality, to improve
the student's self-descipline both in and out of school and
to develop sound judgment, and to improve the student's
physical well-being. Building upon this foundation, the
high school seeks to improve the student's capacity to un-
derstand and form judgments about the nation and society,
and to improve his or her ability to plan and manage his or
her own life.
The standard curricula for academic middle and high
schools established by the Ministry of Education are shown
in Tables 2 and 3. The standard curriculum of the middle
school in Table 2 shows the number of class periods per week
for each subject. One school year consists of thirty-six
26
[ABLE 2
STANDARD CURRICULUM OF MIDDLE SCHOOL
Year
Subject
1
(number of class periods/week)
Regular Curricular Subjects
Korean Language 5-6 5-6 4-6
Mathematics 3-4 3-4 2-4
Social Studies 3-4 3-4 2-4
Sciences 3-4 3-4 2-4
Physical Education 3-4 3-4 2-4
Mus ic 2 2 1-2
Fine Arts 2 2 1-2
Vocational (boys) 4-5 5-6 5-12

Home Economics (girls)
Foreign Language 3-5 3-5 2-5
Anti-Communism and Ethics 2 2 2
Extra Curricular Activities 2.5- 2.5- 2.5-
Total 31-34 31-34 31-34
SOURCE: Ministry of Education, The Middle School

Curriculum. Document No. 325, 1973
27
1/vRLE 3
STANDARD CURRICULUM OF HIGH SCHOOL
Department Subject Unit

Korean language I 24
Korean language II 20
Korean language Grammar (4)
Chinese literature (8)
Literature (4)
Composition (4)
Civics 4
Politics and economics 4
Social Studies Morals and Ethics 6
Korean history 6
World history 6
Geography I and II 12
Common mathematics 8
Mathematics Mathematics I 12
Mathematics II 26
Physics I 6
Physics II 12
Chemistry I 6
Sciences Chemistry II 12
Biology I 6
Biology II 6
Geology 4
Physical education Physical training 30
Music Music I and II 48
Fine art Fine art I and II 48

General Business 4
Technical Education 4
Fundamental Technology 4
Vocational Education Agriculture 6
(for boys) Technology 6
Business 6
Fishery 6
Others 36
28
TABLE 3-Continued
Department Subject Unit"

General Business 4
Home Economics Technical Education 4
(for girls) Homemaking 10
Others 40
English I and II .,_,. 18
Second foreign languages"" 30
T? • 1 ^ German
Foreign language French
Chinese
Spanish
SOURCE:Ministry of Education, The Secondary School

Curriculum, Document No. 251, 1970
"One unit is a fifty-minute class per week for one

semester of eighteen weeks.
""One of the second foreign language course is required.
weeks and one class period is 45 minutes. The standard high

school curriculum shown in Table 3 cites the number of units
required for each subject. One unit equals a fifty-minute
class per week for one semester of eighteen weeks.
the Republic of Korea
There are agricultural, commercial, technical, fish-
eries and marine, and comprehensive vocational high schools
in Korea. These high schools provide three-year vocational
education following the foundations of liberal and general
education laid by elementary and middle schools. The cur-
ricula of the vocational high schools emphasize studies in
29
their specilized fields up n, inmost instances, at least
fifty percent of the curricula which is the minimum legal
requirements, with not more than fifty percent devoted to
general academic subjects.
Figures from the Ministry of Education (27) were used

in developing Table 4 of which shows the enrollments in the
various vocational schools in 1965 and in 1975 as well as
academic high school enrollments. The biggest increase
during the ten year period is in the comprehensive high
school which has both general education courses and special-
ized fields of study in its program and, thus, offers
academic, agricultural, commercial, and technical subjects
in its curricula. This is a newly developed high school
education system and there has been a growing trend in both
public and private schools toward this type of system. The
increase in the enrollments of technical and commercial
vocational high schools in contrast to the decrease in the
enrollments of agricultural vocational high school reflects
the shift of national economy and manpower needs from agri-
culture to industry.
Development of Home Economics

Programs in the United States
In a book published by the Pennsylvania State Univer-
sity (7) it was shown that a rapidly expanding worldwide
population with increasingly intimate technical and social
J relations has multiplied rather than diminished the problems
30
TABLE 4
NUMBER OF STUDENTS ENROLLED IN VARIOUS TYPES
OF HIGH SCHOOLS IN 1965 AND IN 1975
Schools 1965 1975
Academic 426,531 494,868

Vocational, Total 254,095 648,149
Agricultural 42,853 42,011
Technical 36,980 123,571
Commercial 67,614 190,208
Fisheries Sc Marine 3,162 7,849
Comprehensive 12,458 88,924
Total 426,531 1,123,017
SOURCE: Ministry of Education, Statistical Yearbook

of Education. 1965-1975
of families during the past century. The orchestrated ser-

vice of many fields of learning is essential if the basis
of all society, namely its home and family life, is to con-
tribute effectively to the growth of people who are physi-
cally and mentally healthy, creative, economically judicious,
and competent in constructive human relations. This need
for the orchestrated service is the vision that gave birth
to home economics and that has guided its development. No
other area of learning has the unique heritage or responsi-
bility of home economics. This discipline has the respon-
sibility of integrating the contributions from all the
31
sciences, art, and philosopliv into one functional whole for
service to family. The basic principles appropriate to any
field are identical wherever they are taught, but they gain
significance for many persons when approached through
objectives of their special interests. In home economics,
the approach to those principles is through concern for the
family. This approach and the integrating function are the
unique characteristics of home economics.
Home economics programs at the secondary level are
assuming increasingly important roles in the total education
program because of their relevance in meeting the needs of
today's youth. Statistics compiled from the U.S. Department
of Health, Education, and Welfare (45) are illustrated in
Figure 3 and show the increase in the number of students
enrolling in home economics during the past sixty years in
the United States.
Simpson (32) identified six major basis of challenges
in the home economics program for curriculum decisions.
They are: (a) conditions of society and related needs, in-
cluding a large number of women working outside the home;
(b) needs of students particularly among dropout-prone
youths, the alienated, and the disadvantaged; (c) needs re-
lated to the local situations, particularly for the employ-
ment aspect of the home economics of the local situation;
(d) content and organization of the subject field; (e)
general development in education; and (f) developments of
philosophical foundations to provide direction, rationale,
32
Thousands
3,000-
2,000-
1,000-
1910 1915 1922 1928 1934 1948 1960 1973
Figure 3. Number of Public School Pupils in Grades 9 to 12

Enrolled in Home Economics 1910 and 1973
SOURCE: U.S. Department of Health, Education, and

Welfare/Education Division, Summary of Offerings and
Enrollment in Public Secondary Schools. 1972-73
and justification for decision and action.

A multitude of historical forces interacting with one
another have shaped home economics as it exists today in
the United States. McGrath (23) has identified four of the
forces as: (a) the tradition of humanitarianism in American
life, (b) a prevailing faith in the utility of education in
solving individual and social problems, (c) the development
of the land-grant college as a means of higher education,
and (d) the philosophy of egalitarianism that led to the
emancipation of women and to their education.
A statistic from the U.S. Department of Health, Educa-
tion, and Welfare (41) shows that in 1972-73, home economics
33
classes were offered in 19, ,95 schools, comprising nearly
eighty-six percent of the secondary schools in the United
States. The enrollment in these courses totaled twenty-
eight percent of the total public secondary school popula-
tion.
In the proceedings of the Lake Placid Conference in

1902, Ellen H, Richards defined home economics in a broad
and comprehensive sense as follows:
Home economics in its most comprehensive
sense is the study of laws, conditions,
principles, and ideas which are concerned
on the one hand with man's immediate
physical environment and on the other
hand with his nature as a social being,
and is the study specially of the re-
lation between these two factors. (19:70-71)
Whereas the Lake Placid definition is comprehensive in
scope, some problems in implementation are created by this
all-encompassing feature. In 1959, in Home Economics: New
Directions (14) home economics was redefined and an attempt
was made to delineate its structure more clearly by enumer-
ating the functions of the various areas:
Home economics is the field of knowledge
and service primarily concerned with
strengthening family life through: edu-
cating the individuals for family living;
improving the services and goods used by
families; conducting research to discover
the changing needs of individuals and
families and the means of satisfying these
needs; and furthering community, nation,
and world conditions favorable to family
living. (14:4)
Byrd (5) has pointed out that this definition makes imple-
mentation easier but loses the wholeness of home economics
34
recorded in the Lake Placid Conference.
More recently in 1974, the American Home Economics
Association published Home Economics: New Direction II (15)
which resulted from the 11th Lake Placid Conference in 1973.
A Statement of Purpose for home economics is given as fol-
lows :
The focus of Home Economics is family in

its various forms. Family is defined as
a unit of intimate transacting and inter-
dependent persons who share some values
and goals. Responsibility for decisions
and resources and have commitment to one
another over time. Home Economics views
the family as a major source of nurturance,
protection and renewal for the individual.
As an educational force, the family sig-
nificantly contributes to the qualitative
development of its individual members and
has the potential to prepare them for
effective productivity for self and
society. From this prospective. Home
Economics works through family to affect
an optimum balance between people and
their environments. Home Economics ac-
cepts the challenge of helping people
to adjust to change and to shape the
future. The core of Home Economics is
the family ecosystem: the study of the
reciprocal relations of family to its
natural and man-made environments, the
effect of these singly or in union as they
shape the internal functioning of families,
and the interplays between the family and
other social institutions and the physical
environment. (15)
The 1974 Home Economics : New Direction II also identi-
fied five priorities of home economics in the changing
society to be adapted and expanded by home economists to
give more substantive meaning for particular situations,
interests, and needs as follows:
35
1. Futuristic Thinking and Planning--Envisions
alternative designs of everyday living and
critically evaluates and interprets the
costs/benefits of these.
2. Public Policy Formulation--Achieves greater

input into decisions made in the public
realm that impact on families.
3. Creative Adaptation to Uncertainty and
Change--Views the opportunities inherent
in change and is willing to assume risks
in directing change affecting families.
4. Redistribution of Resources--Recognizes
the interdependence of resource availability
and the development of human potentials ,
and initiates actions that lead to a more
equitable resource distribution.
5. Interrelatedness of the Professional and
the Paraprofessional--Distinguishes between
the competencies of the professional and
the paraprofessional and acknowledges the
contributions of each to families. (15)
The Association of Administrators of Home Economics
(30) established five mission-oriented and people-centered
goals of home economics in 1970 by delineating the scope
and contributions of research this way:
1. Improve the conditions contributing to
man's psychological and social development
2. Improve the conditions contributing to
man's physiological health and development
3. Improve the physical components of man's
near environment
4. Improve consumer competence and family
resource use
5. Improve the quality and availability of
community services which enrich family
life. (30:15)
36
Hunt (16) has written that home economists will be
able to justify their existence in the future to the extent
that home economics can help build a family as the "shock
absorber" of society. Home economics must have a flexible
and evolving approach which will touch directly on the lives
of individuals, including disadvantaged, handicapped, and
low-income families. The Vocational Education Amendment of
1968 (38) mandates that at least one-third of the monies
in Part F, Consumer and Homemaking Education, shall be used
for educational programs for persons in economically de-
pressed areas, or areas with a high rate of unemployment.
Public Law 94-482, Educational Amendment of 1976, iden-

tified educational programs in consumer and homemaking edu-
cation to have the following characteristics:
r A. encourage participation of both males and
females to prepare for combining the roles
of homemakers and wage earners
B. encourage elimination of sex stereotyping
in consumer and homemaking education
C. give greater consideration to economic,
social and cultural conditions and needs
especially in economically depressed
areas and such courses may include where
appropriate bilingual instruction
D. encourage outreach programs in communities
for youth and adults giving considerations
to special needs such as, but not limited
to, aged, young children, school-age
parents, single parents, handicapped per-
sons , and programs connected with health
care delivery systems, and programs pro-
viding services for courts and correctional
institutions
E. prepare males and females who have entered
or are preparing to enter the work of home
37
F. emphasize consumer ^^ducation, management
of resources, promotion of nutritional
knowledge and food use, and parenthood
education to meet the current societal
needs. (38:90 STAT.2196)
Also livelier participation of women in the world
outside the home leads to a new look at the feminine domes-
tic role. It demands a reappraisal of men's functions
within the home. Insofar as home economics continues to be
a family-centered discipline, it is apparent that it is
only doing half of its job if it fails to include men.
Egan (8) has shown that the enrollment of boys in home
economics increased steadily from 2.8 percent in 1960 to
13.3 percent in 1969, The number of boys enrolled in 1975-
76 fiscal year shown in Table 5 indicates that approxi-
mately one-fourth of the total students in secondary home
economics programs in the states included are male students.
In the State of Idaho forty-four percent of the students
enrolled in home economics programs are boys. In Rhode
Island nearly one-third of the students in secondary home
economics programs are boys.
38
7,\BLE 5
NUMBER OF FEMALE AND MALE STUDENTS ENROLLED IN
SECONDARY HOME ECONOMICS PROGRAMS IN SOME
STATES IN THE UNITED STATES, 1975-76'V
Female 7o
Male
State Enrollment Enrollment %
Alaska 2,748 93 207 1
Arizona 46,631 80 11,943 20
Colorado 20,042 75 6,551 25
Connecticut 71,296 72 27,992 28
Idaho 21,990 56 16,999 44
Kans as 40,150 82 8,772 18
Maine 11,673 86 1,979 14
Nebraska 19,629 85 3,508 15
North Dakota 14,483 79 3,914 21
Rhode Island 6,107 69 2,718 31
South Dakota 13,438 85 2.335 15
Vermont 5,649 81 1,322 19
West Virginia 11,283 85 2,045 15
Wyoming 8,800 79 2,340 21
Total 293,919 76 92,624 24
"The figures are from correspondence with state super•

visors of home economics education. The figures of the
states excluded from the table were not available.
CHAPTER III
SECONDARY HOME ECONOMICS PROGRAMS

IN THE UNITED STATES
In most of the states, secondary home economics pro-

grams are composed of consumer and homemaking programs, and
occupational programs, even though the names of the programs
are not the same. However, the organizational structure of
the programs, breadth of the programs, and prerequisites of
certain courses vary considerably among the states.
In this chapter, secondary home economics program stan-
dards of various states are analyzed and organizational
structures of the program are presented by states. Also,
based on the analysis, a model program of secondary home
economics in the United States is developed and described
at the end of this chapter. Forty-nine states, out of fifty
plus the District of Columbia, responded to the request for
information concerning their secondary home economics pro-
gram standards. Out of forty-nine states, thirty-six were
selected for the study based on the availability of the
information needed for the analysis. Most of the states
excluded from the study indicated that they did not have
program standards or established guidelines or the informa-
tion was not available for release at that time.
39
40
Organizational Sti'ucture of Secondary Home
Economics Programs by States
The organizational structure of the secondary home eco-

nomics program of each state is presented using a figure for
each state with footnotes providing additional information.
The presentation of the programs of the various states is in
alphabetical order. The following abbreviations were used
in Figures 4 to 39.
Compreh, : Comprehens ive
Dev. : Development
Ed. : Education
Equip. : Equipment
Fam. : Family
Fam. Eco. : Family Economics
Furn. : Furnishings
H. Ec. : Home Economics
Homemkg. : Homemaking
Hous , : Hous ing
Mgt, : Management
Nutr. : Nutrition
Occup. : Occupational
Prep, : Preparation
Prereq, : Prerequisite
Serv. : Services
Txtls. : Textiles
Voc, : Vocational
Yr, : Year
41
HOME ECONOMICS PROGRAMS

I
Exploratory Program 1
(Upper Elementary)
(Middle School)
(Junior High School)
T
Secondary Program 2
d
I
Guided Consumer H. Ec. for
Electives Homemakim Pupils with
in H, Ec, (Compreh,, Special Needs
Nutrition and Foods
Consumer Education and Management
Textiles and Clothing
Environmental Housing and Life Style
Human Development and Family
Figure 4. Organizational Structure of Home Economics

Program in Arizona
Emphasis at this level is exploratory and should in-

clude broad offerings to meet the needs of adolescents . Such
phases of home economics as personal development, decision-
making, consumer buying, and simple homemaking skills are
recommended.
Arizona has modified five major concepts identified as

basic concepts in home economics field by the Home Economics
Education Branch of the U.S. Office of Education. These five
major concepts become the basic source for developing the
curriculum in home economics.
42
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In addition to the sc^quential courses, Family Living,
and semester courses, the following additional courses may
be offered to meet the needs of students:
Independent Living - Comprehensive laboratory course
with emphasis on single living and responsibilities of adult-
hood for grades 10 to 12.
Comprehensive Home Economics for disadvantaged students
in grades 9 to 12.
Comprehensive Home Economics for accelerated students
in grade 12,
2Sequential courses include units each year in the five
major areas of instruction: Human Development and Family;
Home Management and Consumer Education; Food and Nutrition;
Housing, Home Furnishings and Equipment; Textiles and Cloth-
ing,
This is a one year (basically non-laboratory) course

designed to prepare girls and/or boys in junior and/or senior
years for the responsibilities of adulthood.
Occupational home economics courses may be 1 to 2 years

in length.
This course is designed to provide learning experiences

for introducing students to occupations requiring home eco-
nomics knowledge and skills.
/r
On-the-job training is required.
44
VOCATIONAL HOME ECONOMICS

I 1
Consumer Sc Home Economics
Homemaking Occupations
I 1
Pre-Vocational 1
Consumer Sc H. Ec." H. Ec.
Homemaking Occup./ Occup./
Skills Cooperative
Vocational' Care & Guidance of Children
Consumer &c
Homemaking
Clothing Management,
I 1 Production, and Services
Plan I Plan II4 Plan III
Food Management,
Production, and Services
Home Furnishings,
Equipment and Services
Institutional & Home Mgt.

& Supporting Services
Special Needs 1
Figure 6. Organizational Structure of Vocational Home

Economics in Colorado
Prevocational Consumer and Homemaking courses are

introduced in grades 7 and 8. The emphasis on career aware-
ness and exploration is included in the areas of child devel-
opment, community health services, consumer education, fabrics
and clothing, foods and nutrition, hospitality, housing and
environment, and interpersonal relationships.
Vocational Consumer and Homemaking is a program that

prepares individuals with competencies needed for the occu-
pation of homemaking. Course offerings are designed to
develop skills and occupational preparation in the areas of
Consumer Homemaking and should be determined by the local
school agency based on current student and community needs.
45
Program offerings will inclvlo consumer decisions, foods and
nutrition, housing, home fmnlshing and interior design,
human development, clothing and textiles, and family and
social relationships (ecology, safety, health, home manage-
ment and consumer education should be a major component of
each area). A program must include offerings in all skill
areas, and may be designed several ways,
3
Plan I provides a comprehensive I, II, and III approach.
Each comprehensive level provides for instruction in each
skill area of home economics.
4
Plan II provides one-year comprehensive offering, fol-
lowed by a semester offering, in each skill area.
In the Plan III, a level one or semester course must

be offered in each skill area. A level II course may be
offered in any or all skill areas. A level III course may
also be developed providing there is a level II offering in
all areas.
fl
Home Economics Occupations/Skills provides simulated
job experience and/or practicums in related job areas such
as care and guidance of children, clothing management produc-
tion and services, food management production and services,
home furnishings equipment and services, institutional and
home management and supporting services, and human services
occupations to assist students in developing job entry skills.
Upon completion of the skill class, it is recommended that
the student enroll in the Cooperative Home Economics Occupa-
tion class. The program is designed for juniors and seniors.
Home Economics Occupations/Cooperative combines class-

room instruction with a minimum of fifteen hours per week of
on-the-job training. In special circumstances, areas of
placement can be expanded with prior approval from the local
administrator. In schools where there can be only one Home
Economics Occupations course offering, it is recommended
that students be enrolled in the cooperative phase of the
program.
46
CONSUMER AND
H. EC. EDUCATION
Middle School1
Junior High School 2
Senior High or
Secondary Program
r
Basic or
Exploratory Electives in Home and
H. Ec. Specialized Areas Family Living
1
Special Occupational"
Emphasis Courses Education
Child Growth &c Dev, Orientation to Wage

Earning - Job Cluster
Clothing &: Textiles
Child CarO' Workers
Family Health & Mgt.
Clothing Services
Food 6c Nutrition
Food Services
Housing S>c Equipment
Housing, Home Furn.
&c Equipment Workers
Home Furnishings
&c Arranging
Management Services
Family Relationship
Family Economics
Figure 7. Organizational Structure of Consumer and Home

Economics Education in Connecticut
47
The homemaking curricilum in the middle school is

planned around the development of the individual. It con-
sists of a series of topics or units that do not repeat
content of other levels.
2
In the junior high school, the home economics curricu-
lum is planned to meet the needs, concerns, and developmental
characteristics of the early and the beginning of the middle
years of adolescence.
Grades 7 and 8 - One semester, 4 or 5 periods a week
or the equivalent,
Grade 9 - Exploratory Consumer and Homemaking. A class
meets daily throughout the school year, the equivalent of
140 to 150 hours.
3
Programs at the 9th and/or 10th year provides a single
period daily for an entire year or the equivalent of 140
hours in a basic type course to improve interpersonal rela-
tionships of the individual in home and community life. A
course of this type is helpful to students who will later
major in home economics occupational classes, elect special-
ized areas or for those who desire background for the role
of homemaker and wage earner.
Special emphasis courses may be offered for one or two
semesters, five periods per week or the equivalent, and co-
ordinated with consumer competencies.
Occupational education courses are directed toward the

preparation for gainful employment in special service areas
related to home economics require a minimum of seven periods
a week, or the equivalent, in one or two year sequence for
youth 16 years of age. When students are offered occupational
courses, it is recommended that a second year be combined with
ten hours of supervised on-the-job training with 2 or 3
related class periods weekly.
Home and Family Living is a special one or two semester

course designed for senior year students to prepare young
adult for marriage and family living; no pre-requisites.
48
Home Economics H, Ec. with Emphasis

in Career Education
Seventh Grade 1 (Middle School)
Eighth Grade 2 Human Dev. & Family"

(Levels I & II)
I
Basic Specialized Dev. of Individual
H. E c . Home Economics (Levels III & IV)
(One-year)
Home Mgt, &c
Fam, E c o ,
Clothing Sc
Textiles
Hous ing
Human
Development
Food and
Nutrition

Program in Delaware
The seventh grade instruction scope includes: Human

Development; Food and Nutrition; and Management and Family
Economics as it is related to Human Development and Food
and Nutrition,
^The eighth grade instruction includes: Clothing and
Textiles; Housing and Home Management; and Consumer Eco-
nomics .
A one year course to be taught in any grade, nine

through twelve. Experiences will be drawn from the five
subject-matter areas: Home Management and Family Economics;
Clothing and Textiles; Housing and Home Management; and
Food and Nutrition.
49
4
Half semester, semest<r or year courses may be devel-
oped to provide depth in one subject-matter area. The
number of such courses offered each year would be determined
by the number of teachers and size of the department. A
rotation system might be developed where some courses are
offered in alternate years.
This part of the program includes instructions in the

following home economics concepts:
Career Education--Awareness Phase
Meaning of "Self" Development and Socialization of the
Individual
Importance of the Family
Personal Development and the Use of Resources
Grooming, Clothing Selection and Care in Relation to
Personal Development
Food and Nutrition in Relation to Human Development
Sharing Responsibilities in the Home
Universality of Families
Family and Peer Relationships
This part of the program includes instruction in the

following home economics concepts:
Career Education--Exploratory Phase
Personal Hygiene, Health and Safety
Personal Resource Management
Buying Goods--Consumer Behavior
Family and Peer Relationships
Social and Psychological Aspects of Clothing
Housing, Home Furnishings and Related Art
Nutrition, Food Preparation, Table Service and Etiquette
Child Care and Development
50
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Homemaking I and II ai > prerequisites of the course.

The course stresses more responsibility associated with the
home, food and clothing geared to teenage needs, and an
orientation to the "world of work."
2
Recommended for students who have not previously en-
rolled in home economics in grades 7 and 8. Six units of
six weeks duration each will cover the following areas:
Nutritional and marketing principles as they apply to the
selection and preparation of quick, simple meals; Consumer
information for wordrobe selection and skills for simple
wordrobe maintenance; Establishment of personal worth and
physical and emotional habits, and the maintenance of a
living environment; Children their needs and care; the
"World of Work" and how it relates to finances,
3
The courses offered in senior high school do not have
prerequisite, except Advanced Clothing and Textiles.
There are Home Economics Courses in three Career
Centers: Burdick, Chamberlain, and M.M. Washington.
52
I I
Exploratory Introductory^ Consumer Wage Earning
Programs Programs 8c Homemaking Programs
(Two-year)
Level I Textiles 6c
Orientation Option I Clothing
Program
Option II Housing Si
Home Furn.
Level 11^ Option III
Exploratory Mgt. &
Program Fam. Eco.
Option IV
Human
Option V Development
Advanced" Individual-
Courses ized Occup.
Studies
Figure 10, Organizational Structure of Vocational Home

Economics Program in Florida
Ôrientation to Home Economics Occupation is designed

for students in seventh grade.
^Level II program is designed for students in eighth

grade. The suggested courses are:
Exploration of Home Economics Occupations
Exploration of the Occupation of Homemaking
Personal Development for Careers
~^The program is designed for students in grades 9 to 12.

The suggested courses are:
Fundamentals of Homemaking
Fundamentals of Human Care Services
Fundamentals of Food Management, .Production and Services
Fundamentals of Institutional and Home Management and
Supportive Services
Fundamentals of Interior Design
Fundamentals of Home Furnishings Production _
Fundamentals of Clothing Production and Services
53
4
The program for Consuier and Homemaking is comprehen-
sive and must include instruction in each of the five iden-
tified subject areas; manely. Human Development, Food and
Nutrition, Housing and Home Furnishings, Textiles and
Clothing, and Management and Family Economics. A minimum
of two years should be provided for an option to be classi-
fied as a completion. Suggested options for grades 10 to
12 for achieving a completion are as follows:
Option I: One semester each of:
Family Living
Family Economics or Consumer Education
Any two of the following semester courses:
Food and Nutrition
Human Development or Child Development
Housing and Home Furnishings
Option II: One semester each of the following:
Food and Nutrition
Human Development
Option III: Fundamentals of Homemaking (one year)
Any two of the following semester courses:
Food and Nutrition
Human Development
Option IV: One semester each of:
Human Development
Any two of other semester courses
Option V: For students classified as disadvantaged
Homemaking for special Needs (two years)
^The following courses may be offered for advanced

instruction but may not be substituted on any of the five
options:
Specialized Clothing
Specialized Foods
Specialized Housing and Home Furnishings
54
I
Consumer and Occupational
Homemaking Education Home Economics
1 Mini-Prevocational Courses 1
Two-Year Elective
Basic Course Courses
(Ninth Grade Prevocational Courses
or Above) Advanced
H. E c . Occupational
Classroom Cluster Courses
Experiences Specialized
Courses I I
Home Degree
Projects Laboratory Cooperative
Family Preparatory Part-time
Living Program Program
Future
Homemakers Pre-
Activities Vocational Care 6c Guidance of Children
Courses
Food Management,
Home Furnishings,
Equipment, and Services

Economics Program in Georgia
•În grades 7 and 8 students are given opportunities to

investigate and analyze a wide range of occupational roles
and work tasks related to home economics. Learning activi-
ties are designed to provide live and simulated exploration
activities in broad families of occupations.
55
2
In grades 8 and 9 stuiJents are encouraged to select
basic courses in consumer and homemaking education to aid
them in strengthening the other aspect of their dual role
as homemaker-wage earner.
3
At the 10th, 11th, and 12th grade levels, programs are
designed for students to select a single occupational area
related to home economics for further investigation and for
development of at least entry level skills. Where possible,
programs are designed to train students for a cluster of
jobs related to an occupational area rather than to limit
their possibilities by training a single skill job. Train-
ing for a single job is often desirable in programs serving
disadvantaged or handicapped students.
4
These programs are designed to provide one hour each
day of classroom instruction related to the occupation for
which the student is training and one or more hours each
day in related laboratory experiences. Recommended for
10th or 11th grade students.
These provide for one hour each day of technical in-

struction related to the occupation for which the student
is training and an average of 15 hours per week of on-the-
job training. The major portion of employment should be
during school hours. Recommended for 11th or 12th grade
students.
56
Home Economics Program
Sequential1 Special-Interest4 Family

Courses Courses Living
H, Ec, I' Child Care 6c Dev.
H. Ec. II Family Relations
H o u s i n g 6c
Home F u r n i s h i n g s
Home Management
6c F a m i l y Economics
Family Foods
Family Clothing
Personality 6c Dress
Home Nursing

Program in Hawaii
•^General Home Economics courses are offered in a

sequence on a year basis.
^Home Economics I is primarily an orientation program

required of all girls which includes all phases of family
living: Human Development and the Family; Management and
Family Economics; Housing; Food and Nutrition; and Clothing
and Textiles offered as the first general course in home
economics. The focus is on the adolescent m the family.
%ome Economics II is a sequentially developed general

home economics course offered as an elective to interested
students. Learning experiences have more depth m each
57
phase of family living and 1I10 focus is expanded to the
total family unit.
4
Special Interest Courses are offered on a semester
basis for interested pupils. It is recommended that stu-
dents have at least of one year of General Home Economics
before enrolling in these courses. Where boys who had no
home economics course choose to enroll in these courses, it
is advisable to group them separately from the girls.
Family Living is a general home economics course with

no prerequisites for a semester. It is a comprehensive
co-educational course concerned with the family in this
changing society, designed for senior boys and girls. The
primary emphasis is on preparation for home living after
graduation--further education, employment and marriage.
Focus is on personal adjustment, preparation for marriage
and preparation for parenthood. Particular importance is
placed on the development of wholesome attitudes toward
marriage and a successful family life.
Students enrolling in Family Clothing or Personality

and Dress courses should not elect another clothing course
for credit.
58
SECONDARY HOMF ECONOMICS PROGRAM
Home Living Home Living

(Seventh Grade) (Eighth Grade)
(Nine Weeks) (Eighteen Weeks)
Cons umer-Homemak ing1

(Ninth Grade)
(Two Semesters)
Special Interest No-Prerequis ite Occupational

Courses Courses Home Economics
(Senior) (Junior 6c Senior)
Clothing/Fabrics/
Fashion Consumer Education Simulated
Occupations
HERO
Children and Mgt. of Personal
Parenting 6c Fam, Resources
Cooperative
Occupations
Nutrition/ Relationships HERO
Contemporaty with Families
Meal Management
Life Management
Environment
for Living Adult Living
Figure 13, Organizational Structure of Secondary Home

Economics Program in Idaho
^Consumer and Homemaking course is a basic for semester

length courses or Home Economics Related Occupations,
59
1
Consumer and 1 Home Economics
Homemaking Occupations
(Useful) (Gainful)
Human Development
Sequence Special
Courses Interest Clothing 6c Textiles
Courses
Food 6c Nutrition
Home 6c Institutional
Management
Home Furnishings
6c Equipment

Economics Program in Iowa
Instruction includes food and nutrition, child develop-

ment, clothing, housing, family relations, and management
of resources with emphasis on selection, use and care of
foods and services, budgeting and other consumer responsi-
bilities. Each such offering shall include consumer educa-
tion as an integral part. It is recommended that two
school years of homemaking, one of which is comprehensive,
be offered in elementary-secondary school. In addition to
sequential comprehensive courses, schools may offer subject
matter courses of one semester. Curriculum offerings shall
be determined by analyzing and interpreting community charac
teristics.
60
Consumer and 1 Occupational

Homemaking Home Economics
(Junior 6c Senior)
Comprehens ive' Special" H. Ec. H. Ec.

(One-year) Courses Related Cooperative
Occupations Education

Economics Program in Kansas
Consumer and Homemaking programs shall include all

areas of home economics at all levels: Consumer Education
and Home Management; Housing, Home Furnishings and Equip-
ment; Human Development (Child Development, Personal and
Family Relations); Clothing and Textiles; and Food and
Nutrition. Consumer Education shall be included as an
integral part of the total program. Twenty percent of
instruction in all areas and at all levels shall be consumer
education relevant to the area.
One-year comprehensive program shall include five

weeks per area totaling twenty-five weeks with priority of
the eleven optional weeks being given to Human Development,
Management, and Nutrition.
^Specialized courses shall be provided in equal offer-

ings in all areas with priority given to Human Development,
Child Development, Personal and Family Relations, Consumer-
Education and Home Management, Nutrition, and Family Housing
when equal offerings are not possible.
61
Consumer and Home Economics 4

Homemaking (Gainful)
(Useful) Program
X Cooperative
Supervised' Program
Extended
Learnings
I 1
Compreh. 1 Special Non-
Program Interest Prerequisite
Courses Courses
Comprehens ive Food 6c Family

H. Ec. I Nutrition Living
Comprehens ive Child H, Ec. for

H, Ec, II Development Career or
College
Bound Senior
Clothing 6c Students
Textiles
Adult Living
Hous ing
Consumer
Personal 6c Education
Family
Development
Management
of Resources

Economics Program in Kentucky
62
Minimum offerings are two-year comprehensive program.

Comprehensive Home Economics I and II are based on needs of
students and include instruction in the areas of food and
nutrition, child development, clothing and textiles, housing,
personal and family development, and management of resources
with emphasis on selection, use and care of goods and ser-
vices, budgeting and other consumer responsibilities. Com-
prehensive Home Economics I is prerequisite to Comprehensive
Home Economics II.
2
Comprehensive Home Economics I and II are prerequi-
sites for special interest courses in the six areas of
instruction. Comprehensive II may be waived when a student
is capable of doing advanced work.
3
Supervised extended learnings which make use of home-
making instruction are part of the program. Home Economics
teachers supervise these experiences through home visits,
student conferences, etc.
4
Curriculum of the gainful program shall be based on a
job analysis of the occupation developed through consulta-
tion with persons connected with the occupation. Supervised,
practical experience shall be a part of the preparatory
training program. The program should be enriched by in-
cluding the youth organization FHA or FHA-HERO. The evalu-
ation of courses will be based on the number of trainees
placed in jobs for which they are trained and their ability
to hold jobs.
The basic skill prerequisites shall be one year of

home economics and completion of at least one semester in
the gainful home economics occupation in which they will be
placed for paid work experience. Supervised occupational
experience shall be for 2 to 3 hours per day or the equiva-
lent number of hours per week in an approved training sta-
tion for a semester or a year under the supervision of the
cooperating employer and the teacher. A related class of
at least one hour per day shall be concurrent with the
supervised occupational experience.
63
Homemaking and Occupational

Consumer Training
1 1
1
Advanced Preparatory Cooperative
Sequential Semester Occupational Occupational
Courses Courses Courses Training
H. Ec. I Preparatory
Occupational
Training I
H, Ec, II
Preparatory
H, Ec. III Occupational
Training II
H. Ec. IV

Economics Program in Louisiana
64
VOCATIONAL CONSUMER AND

HOMEMAKING EDUCATION PROGRAMS
I 1
Minimum Program 1 Additional
Courses
I 1
Option A' Option B One-year
. Option C Consumer and
Homemaking
Two-year Three-year One-year Elective
Sequential Sequential Compreh.
Program Courses Courses Short-term
(Mini)
Two Four Courses
Semester Semester
Courses Courses Courses for
Special Ed.
Students
Figure 18. Proposed Organizational Structure of Vocational

Consumer and Homemaking Education Programs in
Maine
1'A vocational consumer and homemaking program shall be
offered for not less than three years in grades 9 to 12.
One of the following three options for organizing the pro-
gram shall be selected. The curriculum shall include but
not be limited to instruction in consumer education, food
and nutrition, family living and parenthood education,
child development and guidance, housing and home manage-
ment (including resource management) and clothing and
textiles .
Â two year sequential program shall be offered. A

minimum of two different semester courses shall be made
available to juniors and/or seniors in addition to the two
year sequential program. No prerequisites required for
enrollment in semester courses.
Â one year consumer and homemaking elective for

college bound or advanced business senior students may be
offered. Enrollment should be limited to students with
no previous consumer and homemaking instruction.
65
Short-term (mini) cou 'ses may be approved (except

crafts) for girls and boys for which credit toward a high
school diploma is given.
Courses for special education students designed to

meet the essential needs of these students may be offered
for one year's duration or more, depending upon students
needs and abilities.
SECONDARY HOME ECONOMICS PROGRAMS
I 1
Consumer 6c Home Economics 2
Homemaking Wage Earning
(Three-year Plan) Programs
One-year Care 6c Guidance of

Comprehens ive Children Services
Homemaking
Two-year Production 6c Services
Specialized
Offerings Food Management,
Production 6c Services
Institution 6c Home
Mgt, Supporting Serv
Figure 19. Organizational Structure of Secondary Home

Economics Programs in Michigan
"'"Program offerings may be selected from specialized

semester courses and/or one-year courses.
Provide class and laboratory time which shall be of

sufficient depth to develop the competencies necessary to
prepare the trainee for employment. Two class periods per
day and/or one class related period with Cooperative expe-
riences are the usual time sequences. However, other
sequential training program time plans may be approved
when training programs are to be more than one semester.
— 1
66
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A foundation course for students at the 8th, 9th, or

lOth grade. Includes concepts related to food, nutrition,
clothing, child and family development, and the home environ-
ment. Consumer education and management are integral parts.
Implications for careers and the dual role of homemaker and
wage earner must be evident.
2
Units of home economics to include food, nutrition,
clothing, child and family development, home environment,
consumer education, management and family health are
designed in depth. Each unit includes related career ex-
plorations ,
3
An extension of units identified in Consumer Home-
mak ing II with adequate activities to assure transfer of
learnings to immediate and projected life situations,
4
A non-prerequisite course for persons who have had
little or no home economics. Assists in personal develop-
ment, preparation for family living and parenthood, build-
ing and maintaining satisfactory human relationships,
assessing and utilizing resources in personal, family and
community living.
A non-prerequisite course of one semester or full

year in length designed to assist young men in personal
development, family, and community living. Often referred
as Bachelor Living.
A non-prerequisite basic course for juniors and

seniors who have had little or no home economics and who
desire to prepare for marriage, college, or a career.
A one, two, three, or four-year course including the

various subject matter areas of home economics and designed
to assist learners with academic limitations.
Ôrientation to the World of Work--a one or two semes-

ter course that may be offered as prerequisite or supple-
ment to occupational home economics
^Persons prepared in this technology are a part of the

team which includes the skilled worker, technician, and the
professional. Courses lead to the associate of arts or
associate of applied science degrees.
68

]
I 1
Consumer 6c Homemaking Wage Earning'
(Minimum Three Years) Programs
I 1 Food Services
Plan I Plan II Plan III
Child Care
Services
Two-year One-year Three-year
Sequential Compreh. Sequential
Compreh, Program Compreh, Clothing
Program Program Services
Four
Two Semester Home and
Semester Courses Institutional
Courses Services

Economics Program in Montana
A vocational consumer and homemaking program shall be

offered for not less than three years in grades 9 through
12, One of the following options for organizing the pro-
gram may be selected. Consumer education shall be an inte-
gral part of the program,
^Wage earning classes shall be offered for the length

of time necessary to provide trainees with the necessary
skills and knowledge required at the job entry level. A
specific wage earning course, such as food services, may
be offered, or a home economics related occupations (HERO)
course may be offered. Work experience, simulated or real,
shall be an integral part of the program. No specific
courses will be prerequisites, although it is recommended
that the students have one or more credit in home economics
69
CONSUMER /.ND HOMEMAKING

EDUCATION PROGRAM
(Minimum Three Years)
Alternatives
Three-year One-year One-year

Comprehens ive Comprehens ive Comprehens ive
Program Program
Four or Six
Foods 6c Nutr, , Semester
Hous ing, Courses
Txtls, 6c Cloth,
(One Year)
Adult Living
Consumer Ed.
(One Year)
Figure 22. Organizational Structure of Consumer and

Homemaking Education Program in Nebraska
70
I
Consumer and Homemaking HERO Program Allied
Supporting
Courses
Career Exploration Exploring
(Seventh 6c Eighth Grades) Careers in
r \
1
H. Ec. Cooperative4
Education
Sequential Special
Courses Interest HERO 1
Courses Distributive
Education
H. Ec. I Child Care 2
Independent Aide
H. Ec, II Living
Work
Experience
Child Dev, Food Services
H, Ec, III Careers
Human Dev. Public'
H. Ec, IV 6c Family Speaking
Family Living
Consumer Ed.
Nutrition
6c Foods
Hous ing
Interior
Design
Textiles 6c
Clothing

Economics Program in Nevada
^Students are selected or admitted on the basis of

interest and aptitudes for Home Economics Related Occupa-
tions. The program is designed for students in grades 10
through 12.
71
2
Prerequisite of the rcurse is Exploring Careers in
Home Economics, Home Economics Related Occupations, Child
Development, or Advanced Child Development. This course
may be taken in conjunction with Cooperative Education,
Distributive Education, or Diversified Occupations,
3
Prerequisite for the course is Exploring Careers in
Home Economics, Home Economics Related Occupations, Nutri-
tion and Foods, or Advanced Nutrition and Foods. This
course may be taken in conjunction with Cooperative Educa-
tion, Distributive Education, or Diversified Occupations.
4
The Cooperative Education program has sequence of I,
II, III, and IV. The program provides student on-the-job
training and also related classroom instructions for suc-
cessful completion of the student's career objectives.
Student should enroll concurrently in Work Experience pro-
gram. Recommended for grades 11 and 12.
5
The Distributive Education program has sequence of I,
II, and III. The program is offered for students who,
because of age, academic load, inexperience, or community
placement opportunities are not employable on a regular
scheduled basis. At the beginning level, students will have
classroom instructions for distributive occupations. At
the advanced level, students will spend one-half of each
day at school and the remainder of time at work. Student
has to be in grades 10 through 12 and a minimum age of 14
years to enter the program.
The Work Experience program is open to students who
have trained for employment in home economics related occu-
pations . Vocational work experience provides specific
occupational preparation for entry into selected careers.
The employment of a student is to be within the occupational
area for which the vocational program is preparing them.
The student receives pay and school credit for successful
participation.
"^Verbal communitation is the most essential to all

areas of daily living skills, and too much emphasis cannot
be placed on the art of communication. The course is geared
toward improving speech and developing poise and confidence.
It includes practice in the preparation and delivery of
various types of speeches, sales talks, and introduction of
speakers. Students taking this course should be better
prepared to face a job interview. The course is open to
students in grades 10 to 12, and has no prerequisite.
72
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73
Units of study should lake consideration the predomi-

nant developmental characteristics, needs and concerns of
the early adolescent. Emphasis should be placed on Home
Economics and Consumer Education programs for both youth
and parents. Suggested units include: Improving personal
appearance; Exploring future careers and occupations;
Getting along with family and friends; helping with family
meals; Enjoying caring for young children; Planning and
caring for clothes; Caring for and making a room attrac-
tive; and Using money wisely.
2
Each semester of the two year program shall emphasize
instruction in two or more of the following areas of home-
making listed so that a minimum of four areas is taught per
year and all areas are included in the two years. The areas
are: Home management; Consumer education; Food and nutrition;
Clothing and textiles; Child growth and development; Per-
sonal and family relations; Personal and family economics;
Housing, home furnishing and equipment; Family health and
safety; and Career exploration.
3
These semester courses focus on special interest,
concerns and contemporary problems of students. Students
of any grade level can participate provided that development
and abilities are compatible.
Courses in home and family life education are designed
to prepare boys and girls for adapting and assuming family
roles in today's society. No prerequisites are required.
A variety of areas are included.
Occupational courses are directed toward preparation

for gainful employment and must be based on the evidence
that sufficient job opportunities will be available. Re-
commended for grades 11 and 12.
When juniors are offered an occupational course, it

is recommended that the second year in an occupational
sequence be a Home Economics Cooperative Education program.
This involves one period a day for a related class, and
half day on thejob in selected work stations.
74
Grades K to Six 1
I
Seventh Grade
(Foods 6c Relationships)
Eighth Grade^
(Clothing 6c Child Dev.)
1
I 1
Employment P r e p a r a t i o n "
Basic Special Sequences
Sequence Interest
Courses I
HE-1:Personal Sequence I Sequence II
6c Child Dev. HE-4:Child for H, Ec. for Potential
Development 4-Yr. Majors Dropouts
HE-2:Personal
:6c Family Mgt. HE-5:Family Basic HE-14:Becom-
6c Community Sequence ing Employ-
HE-3:Personal Health (Grades Nine able (Ninth
6c Family to Eleven) Grade)
Relationship HE-6:Housing
Furn,6cEquip. HE-13:Prep, HE-15:Train-
for Employ- ing for Wage
HE-9: Money ment (Senior) Earning
Management (Tenth Grade)
HE-10:Nutr.
6c Meal Mgt,
HE-ll:Txtls.
6c Clothing
HE-12:Family
Values for
Democratic
Living
(Sr, only)

Program in New York
75
Home economics experi-nces in grades kindergarden

through six are developed to enrich the learnings and
broaden some of the understandings of the existing elemen-
tary curriculum. Six home economics concepts which are
supportive of the objectives of the elementary program and
which may be developed at this level are: Family Living and
World Understanding; Health and Grooming; Nutrition and
Foods; Home Management and Safety; Entertainment and Manner;
and Textiles and Clothing. Regularly scheduled home eco-
nomics classes are not recommended.
2
The program in grades 7 and 8 includes foundation
courses which provide opportunities to study four different
phase of home economics of vital importance to youth at this
maturity level: Foods; Relationships; Clothing; and Child
Development. Development of concepts in sufficient depth
requires classes scheduled for a single period daily for a
full semester of study at each grade level.
3
The basic sequence program for grades 9 through 12
includes three courses in sequence for pupils who major in
home economics or series of special interest courses for
pupils who elect a limited number of home economics courses,
and employment preparation sequences for youth who desire
to prepare for employment following high school study. The
first course of the three basic sequence courses has as a
content emphasis, human growth and development, the second
course emphasizes management, and the third course focuses
on relationships. These courses are designed to follow in
sequence, but each is also independent and can be elected
by pupils in the appropriate grade levels.
Each of six special interest courses focuses on a
different phase of home economics. The initial concept in
each course is concerned with developing a broad view of
the particular phase as it is related to and influenced by
society as a whole. Content then focuses on the relation-
ship of the phase of study to the family and its members.
The final concept in each course aids the pupil in identi-
fying potential employment opportunities in the field of
study. A seventh special interest course. Family Values
for Democratic Living, designed especially for the more
able pupils aims at helping to identify and analyze per-
sonal and family living concerns of contemporary society.
^The employment preparation sequences are designed to

help prepare youth for the dual role of homemaker and wage
earner. The study of home economics contributes to the
development of skills, attitudes, and understandings which
are closely related to success in certain areas of employ-
ment.
cd 76
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77
Learning experiences n these courses should be con-

ducted in home economics laboratory and are designed to help
students identify potential interests and aptitudes which
can be developed through home economics programs in grades
9 through 12,
2
Introductory Home Economics or Family Life Education
course serves as a prerequisite to all advanced courses and
occupational courses.
3
This course emphasizes the knowledge, skills and
understanding needed for performing dual role of homemaker
and wage earner. Especially designed to assist any student
who plans to go directly into the labor market and maintain
independent living arrangements.
4
This course is especially designed to assist any stu-
dent who plans to pursue professional education and maintain
independent living arrangements.
This is a cooperative in-school and on-the-job train-

ing program. Each student receives related classroom in-
struction in a home economics laboratory for one hour daily
as a supplement to skill development occurring during the
two or more hours of daily on-the-job training. The student
is supervised by a teacher-coordinator and the employer who
evaluate individual programs monthly.
78
1
Consumer and Job Training in H. Ec. 5
Homemaking (Junior 6c Senior)
Introduction to
Living 6c Working Cooperative
(Grades One to Six) Work Experience
Pre-Vocational Child Care Services

Exploratory Courses
(Grades Seven 6c Eight) Clothing Services
Home Economics I Food Services

One-Yr. Comprehens ive \
(Ninth Grade) Occupational Cluster
\
\
Consumer 6c Homemaking" \
w Work Experiences 4
for Living and
Earning

Economics Program in North Dakota
•''The minimum curriculum of Consumer and Homemaking

Education shall consist of courses totaling two credits
yearly in grades 9 through 12,
^The purpose of this comprehensive course is to help

students gain experiences in all concepts of homemaking:
Food and Nutrition; Home Management and Family Economics;
Housing and Home Furnishings; Human Development and the
Family; Textiles and Clothing; Career Education (include
leadership development and personal growth).
79
3
Consumer and Homemakii', program includes full-year
comprehensive course or specîlized semester course for
grades 10 to 12, Specialized courses are: Child Develop-
ment; Clothing and Textiles; Consumer Education; Family
Health; Family Living; Food and Nutrition; Home Management;
Housing and Home Furnishing; and Independent Living, These
semester courses must reflect the over-all purpose of
consumer and homemaking, i.e., emphasis on consumer educa-
tion as an integral part of the instructional experiences.
Work (Growth) Experiences for Living and Earning are

a required part of the Consumer and Homemaking program.
Each student completes one work experience each semester
when enrolled in a home economics class. Work experiences
may be classified as: Self-Development; Homemaking Compe-
tencies; Work Skills, Leadership and Citizenship Responsi-
bilities .
The minimum curriculum for a vocational Job Training

in Home Economics program consists of one course (one
credit) which prepares students for gainful employment
involving knowledge and skills in home economics. Students
enrolled should be in 11th or 12th grade. Those who enroll
as 11th graders would then be eligible as 12th graders for
Cooperative Work Experience in Home Economics if the school
can secure adequate work stations.
The Cooperative Work Experience in Home Economics is

a credit course designed for 12th grade students who have
completed either the Child Care Services or Food Services
courses. This is an instructional plan combining two types
of learning experiences: regularly scheduled supervised
employment in the community; and vocationally related in-
class instruction. Students are normally paid minimum wage
by the employer and may be granted released time from
school for the supervised employment. Credit may be given
if a minimum of 360 hours of actual on-the-job training is
completed.
80
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81
2
This basic two-year p; ngram must be offered to qualify
a school for dual role consumer and homemaking education.
These levels are suggested for the ninth and tenth grades.
Both levels must include units of study in each of the six
curriculum areas: Consumer Education and Management; Per-
sonal, Family and Community Relations; Child Development;
Food and Nutrition; Clothing, Textiles, and Related Arts;
and Housing, Home Furnishings and Equipment.
3
Levels III and IV dual role consumer and homemaking
specialized semester classes are developed for juniors and
seniors. Each class is eighteen weeks in length. These
classes may be added to the basic two-year program only in
11th and 12th grades. Students must select two or more
18-week classes in these two years. Classes may include
the following content areas: Child Development; Clothing and
Textiles; Consumer Education; Family Health; Family Rela-
tions; Foods and Nutrition; Home Management; Housing and
Home Furnishings; Male Role.
4
This one-year course may be offered to junior and
senior students who have had no previous dual role consumer
and homemaking classes and who wish to include all six areas
of curriculum in their training for the vocational occupa-
tion of homemaker.
This course includes a year of instruction related

directly to the family. It is an option for all students
at the 11th and 12th grade.
This one-year course is an option especially designed

for young men and is open to all students at the 11th and
12th grades. The curriculum covers all six content areas.
Vocational home economics job training is an educa-

tional program to prepare students sixteen years of age or
above for home economics related occupations. The program
includes orientation to the world of work, related instruc-
tion to expand knowledge in an occupation, and laboratory
and work experiences to develop skills. Curriculum is
based on an analysis of jobs within occupational areas
which require home economics knowledge and skills. The
programs may be offered for regular, disadvantaged, and
handicapped students.
Supervised cooperative work experience and related

instruction with one teacher for one year. Or, in-school
laboratory and related instruction with one teacher for
one year.
82
9
First year of sequence: supervised in-school labora-
tory experience and related Instruction with one teacher.
Second year of sequence: supervised in-school laboratory
experience and related instruction with one teacher. Early
placement is strongly recommended. Or, supervised coopera-
tive work experience and instruction with one teacher.
Impact home economics programs assist selected youth

in grades 7 through 9 in economically depressed areas to
improve self-images and develop basic managerial and con-
sumer knowledge and skills with emphasis on orientation
for the dual role of homemaking and wage earning. Parent
involvement is an integral part of the program,
A variety of programs, each directed toward improving

and strengthening families, make up the regular family life
education program. Emphasis is given to parent education
and child development,
12
This program is intended for young adult homemaker of
economically depressed areas. Major emphasis is given to
the improvement of self-concept; the development of skills
in management of time, money and resources; and the develop-
ment of an understanding of child development and basic
nutrition. An important facet of the program is the parent/
child interaction component (infant stimulation).
83
1
Consumer and Homemaking Occupational Program'
I 1
Sequential1 Special' Occupational Special
Courses Courses Programs Occupational
Programs
H, Ec. I Family Food and
Living Nutrition Cooperative
Voc. H. Ec.
H. Ec. II
Cooperative Child
H. Ec. Development Coordinated
H. Ec. Voc. Ed. 6c
Ill and IV Training:
(In-Depth) Work Clothing Home and
Orientation & Textiles Community
Services
Hospitality
Courses Occup. Serv.
Equipment, Work
Family Hous. Orientation
&c Home Furn.

Economics Program in Oklahoma
^Home economics education is designed for persons oyer

fourteen years of age or those enrolled in the ninth grade
or above. Three or more years of consumer and homemaking
education shall be offered. Each level deals with areas
of homemaking in a sequence which will meet the needs and
interests at varying maturity levels.
Â course in family living for boys and/or girls who

have or have not had previous homemaking courses - ^^n be
offered. Other course which may be offered include coopera-
tive home economics education and work orientation.
^Students at the 11th and 12th grade levels who desire

training in a specific occupation may enroll ^"^hese
courses. The needs of students and the °=="P"^°"f °PP°^.
tunities within the community or the area, shall be cons id
ered in planning these courses.
84
HOME ECONOMICS EDUCATION

X
Middle School 1
Junior High School'

I
Senior High School"
I
Consumer and Home Economics for"
Homemaking Programs Gainful Employment
Human Development
Compreh. Special
ized Institutional Sc Home
Program Courses Management Services
Human Dev. Sc Family Food Management,

Production Sc Services
Home Management and
Family Resources Clothing Management,
Production Sc Services
Food and Nutrition
Home Furnishings,
Equipment Sc Services
Hous ing

Education Program in Pennsylvania
%ome economics may be offered in any or all of the

grades of the middle school. It provides the opportunity
to develop innovative programs which are exploratory m
nature. Learning activities developed from home economics
concepts may be used to assist the student in becoming a
contributing member of his or her social group.
85
2
The program emphasizes personal growth and helps the
early adolescent to build attitudes and values as a basis
for his or her decision making. The program at this level
should include exploring the world of work by identifying
professional and occupational opportunities related to home
economics. Occupationally oriented programs may be offered
to meet the special needs of disadvantaged and handicapped
youth enrolled in junior high school,
3
This program builds on the learnings initiated in the
middle school or junior high school. Programs should be
varied and flexible enough to meet the individual needs of
the following groups: Pupils pursuing an academic program;
Pupils who plan to marry upon leaving school; Pupils plan-
ning to enter the world of work; and Pupils with special
needs. Consumer and Homemaking Education is the basic core
of the program. In addition, specialized courses in speci-
fic subject matter areas and courses for employment based
on the knowledge and skills of home economics in the five
subject matter areas may be offered.
The program must be offered for a minimum of two years.

The program may begin in the ninth grade or any year there-
after which will provide a two year sequence. Program
offerings should be broad based and include learnings from
each of five subject matter areas with an emphasis on con-
sumer education. The subject matter areas may be offered
in a comprehensive program or in specialized depth courses,
but should be designed to meet the needs of the students.
The time requirement for the course should be that

which is adequate to develop the skill needed. This may
vary with individual students. The course should be planned
to include on-the-job training.
86
Consumer and Homemaking 1

(Grades Seven Sc Eight)
I
I 2
Consumer and Homemaking Occupational
H. Ec. (One-year)
I 1 (Junior Sc Senior)
Comprehens ive Semester Courses
Courses (No-prereq.) Child Care Serv.
Basic Child Dev, Clothing Services

Comprehens ive
(One-year) Clothing I Food Services
Advanced Clothing II Housing and Home

Comprehens ive Furn, Services
(One-year)
Consumer Ed
Institutional Sc
Home Mgt. Services
Food Sc Nutrition
Home Economics
Housing and Cooperative I
Home Furnishings (Junior)
Family Sexuality Home Economics

Cooperative II
Family Life Ed. (Senior)

Education Program in South Carolina
Consumer and Homemaking Education in middle school

and junior high school may be offered for one semester in
the 7th grade and one semester in the 8th grade or two
semesters in either the 7th or 8th grades. The two semes-
ters will each include 18 weeks of mini-units m the areas
of Personal Relationships, Personal Environment, Personal
Development, and Personal Health, The program will be
coordinated with senior high school to avoid repitition.
87
The program is planned for juniors and seniors, and
sixteen years of age. Programs are established when employ-
ment opportunities exist. In addition to class and labora-
tory sessions each student needs opportunities for observa-
tion, participation, and on-the-job work experiences,
i^ If teen to twenty hours of observation and participation is
necessary for each student. Work experience means a paid
job outside the school, specially related to the occupation
being studied m the school. This experience is conducted
under the supervision of both the employer and the teacher.
The amount of work experience feasible for students depends
upon the competencies to be developed. This work experi-
ence may be carried out during school hours, after school
hours, on weekends or in summer if the course is two years
in length.
HOME ECONOMICS
1
Grades K-Six
l
Comprehens ive
(Beginning)
Grades Seven to Nine
Comprehens ive
(Intermediate)
Grades Nine to Ten
I I
Advanced Semester" Occupational4 General
Comprehens ive Courses Training Survey
Textiles and Family

Clothing Living
Food SL Nutr.
Individual
and Home

Education Program in South Dakota
88
Introduction to home <conomics concepts. Units are

integrated with regular elementary curriculum,
2
Three basic subject matter areas are included in the
comprehensive program. They are: The Individual and the
Home; Food and Nutrition; and Textiles and Clothing. Each
of these areas contains following concepts in common:
Related Art; Self-Expression and Interaction; Consumer
Education; Resource and Decision Making; Health; Safety;
and Trends and Influences.
3
South Dakota State Plan requires two years of compre-
hensive home economics before specialization in a specific
subject matter area. Suggested semester courses based on
the comprehensive programs are: Textiles and Clothing; Food
and Nutrition; and the Individual and the Home. Areas of
commonalities for semester courses are; Consumer Education;
Decision-making; Health; Leisure Time Activities; Under-
standing Foreign Cultures; Related Art; Safety in the Home;
Self-expression and Interaction.
4
Occupational training for entry level jobs are: baby
sitter; baker's assistant; cake decorator; caterer's assis-
tant; child day care center aide; clothing alteration ass is
tant; food service assistant; hotel and motel housekeeping
aide; sewing machine demonstrator; tailoring assistant;
upholsterer's assistant; waiter-waitress.
89
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90
2
Specialized semester olferings include: Child Develop-
ment; Clothing and Textiles; Consumer Education; Family
Health; Family Relations; Food and Nutrition; Home Manage-
ment; Housing and Home Furnishings; and Other Homemaking.
3
These courses are for junior and/or senior students.
Enrollment in such classes should be limited to students who
have no previous home economics at the ninth grade level or
above.
Occupational education in home economics shall be

designed to meet the needs of students preparing to enter
the labor market in an occupational field using knowledge
and skills of home economics. Programs are usually offered
in the following areas: Care and Guidance of Children;
Clothing Management, Production and Services; Food Manage-
ment, Production and Services; Home Furnishings, Equipment
and Services; Institutional and Home Management and Sup-
porting Services; and Occupational Preparation, Other.
Pre-occupational education in home economics is an

exploratory program and is planned to develop the student's
concept of the world of work and various occupations in home
economics before making a specific vocational choice.
Observation and participation are a part of each pro-

gram planned to help students develop an understanding of
the world of work and requirements of the job for which
they are receiving training. Thirty hours of observation
and participation should be provided for each student in
addition to classroom instruction.
Work experience means a job outside the school, spe-

cifically related to the occupation being studied in the
school. This work experience under the supervision of both
the employer and the teacher of the course. The amount of
work experience feasible for students depends upon the
competencies to be developed. Through experiences provided
in the class, laboratory, observation, and participation,
students develop some proficiencies before assignment for
work experiences. This work experience may be carried out
during school hours, after school hours, on weekends or in
the summer if the course is two years in length.
91
I 1
Homemaking Education1 Occup. Education
(Useful) (Gainful)
J Home Economics
Sequence Semester Cooperative Ed.
Courses Courses
Home Economics
Homemaking I Pre-Employment
Home and Laboratory Education
Family Living
Homemaking II Home Economics
Child Coordinated
Homemaking -[II Development Vorational-Academic
Education
Homemaking IV Consumer Ed.
Home Economics
Vocational Education
Home Mgt. for Handicapped
Home Nursing
Home
Furnishings

Economics Program in Texas
"^The program in homemaking education (useful) provides

instruction in the home economics subjects of child develop-
ment, clothing and textiles, consumer education, family
living, food and nutrition, home management, and housing.
A minimum program consists of either of the following combi'
nations of courses:
a. Two semesters (three quarters in a school operating on

the quarter unit plan) of Homemaking I
Two semesters of Homemaking II
Two semesters of Home and Family Living
92
b. Two semesters of Homemaling I
Two semesters of Homema]< ing II
Two semesters composed of two one-half courses of Home
and Family Living, Child Development, Consumer
Education, Home Management, Home Furnishings, or
Home Nursing.
Each student enrolled in homemaking education must conduct
an approved supervised home experience program for a minimum
of four weeks during each semester or quarters. Schools
employing teachers for 11 or 12 months must offer the Summer
Phase of Homemaking Education or Summer School Homemaking
Education.
Home economics cooperative education is designed to

provide related classroom instruction and on-the-job train-
ing for high school students preparing to enter employment
in the occupations requiring knowledge and skills in one or
more home economics subject areas including child develop-
ment, clothing and textiles, consumer education, family
living, food and nutrition, home management, and housing.
High school students 16 years of age or older who are of
junior and senior classification are eligible to enter the
program provided they have an interest in and a vocational
need for such program,
3
Pre-Employment Laboratory Education programs are
designed to provide technical instruction and practical
experience for high school students preparing to enter em-
ployment in occupations requiring knowledge and skills in
home economics subject areas. Instruction takes place in
the school classroom and laboratories in or near the school
as required for preparing high school students for specific
employment in home economics occupations.
Coordinated Vocational-Academic Education is designed
for students with special learning needs. The program is
for in-school youth possessing academic, socio-economic,
or other handicaps which prevent them from succeeding in
traditional educational endeavors. The program includes
vocational instruction that provides opportunities for
achieving a saleable vocational skill and modified academic
instruction that provides basic knowledge in the fields of
mathematics, science, English, and social studies. The dual
phase approach enables students enrolled to reach maximum
personal development including employment potential, within
their limited ability in the shortest possible time. The
program must be supported by a specialized guidance and
counseling program.
93
^ Home economics vocational education for the handicapped

IS designed for students wiih exceptional handicaps who
cannot succeed m regular vocational programs. The program
must operate for three consecutive quarters or semesters in
the school year. The instruction must be consecutive daily
without interruption, and students must remain in the pro-
gram a minimum of one year before being placed on the jobs.
Students who meet the following specific requirements are
eligible for entrance into this program: Eligible for
approved special education programs; Fourteen years of age
at the time of entry to the program to twenty-one years of
age; Able to profit from being in the program; and Selected
for the program by members of the local Admission, Review,
and Dismissal Committee.
I
Consumer and Occupational
Homemaking Programs Programs
I 1 Child Care
Consumer Family4 Specialized Services I & II
Sc Homemaking Living Areas
Clothing
HomemkR. I 1 Consumer Ed. Services I &c II
- Home Mgt.
Homemkg,II Food Services
Child Dev, I & II
Homemkg,III
Home Furn. Home Furnishing
Sc Housing Services I Sc II
Marriage Sc Home Sc Institu-

Family tional Services
I & II
Food Mgt.
Clothing
Management

Education Program in Virginia
94
In the Homemaking I, the following units are taught

based on students needs: The Young Consumer and the Home;
Cultural Influences on the Individual; Growth of Individ-
uals in the Home; and Management of Personal Resources.
2
Students electing the second year must have had Con-
sumer and Homemaking I. Each individual student will
select a project for major emphasis. The units included
are: Family Living and Money; Cultural Enrichment; Family
Influences and Responsibilities; and Management and Family
Resources.
3
Students electing this third year must have had Con-
sumer and Homemaking I and II, and should be in grades 10
to 12. The units included are: Family Consumer Responsi-
bility, Cultural Influences on Family Living; Readiness for
Marriage and Parenthood; and Management for the Young
Family.
Family Living course is designed to give one year of

Consumer and Homemaking to students at the 12th grade level
who have had no previous high school courses in the prepa-
ration for the vocation of homemaking. The units to be
taught are: Family Money Management; Cultural Enrichment;
Marriage and Family; and Management in Homemaking.
Students electing the specialized areas must have had

Consumer and Homemaking I and II as prerequisites, and
should be in grades 10 to 12. In the third year after
completing Consumer and Homemaking I and II, students select
two specialized areas for the year, the two areas being
taught consecutively taught during the year with total
150 clock hours of instruction earning one credit.
Consumer and Homemaking I and II are recommended

prerequisites for each program. Students in the program
should have on-the-job or simulated experience, and cooper-
ative work experience is essential.
95
HOME AND FAMILY LIFE EDUCATION
General Course 1
(Grades Six to Eight)
1
Advanced Semester' Entry
General Home- Courses Employment
mak ing Courses Program
Child
Development
Cooperative4
Education
Relationships Program
Management
Clothing
Hous ing
Foods
Figure 36. Organizational Structure of Home and Family

Life Education Program in Washington
The program provides opportunities to explore all

areas of home and family living in a general course which
is prerequisite to advanced study. Such a course is bal-
anced in terms of intensity of study in each of the tasks
related to the occupation of homemaking--child rearing,
decision making, managing personal and family resources and
family relationships, purchasing goods and services provid-
ing adequate housing, food and clothing for the family.
The total hours of the general course will be dependent
upon the scope and objectives of the grades 6 to 8 program,
but will be no less than 90 to 120 hours. If there is no
planned course work in grades 6 to 8, the general course
will be one year.
Advanced study will include up to but no more than

the equivalent of one semester in each area of home econom-
ics with the exception of child development. A year long
96
course m the child develop] ent may be organized if a con-
tinuous practicum is provided for the student with young
children. Study in any of the several areas of home eco-
nomics beyond one semester could be planned with an entry
emplo3mient objectives
3
^ The program provides preparation for entry into occu-
pations using the knowledge and skills of home economics
when the need for such a program in the community has been
identified,
4
A cooperative student is legally employed. The on-
the-job training portion of cooperative vocational education
programs will be conducted in accordance with a written
training agreement between local educational agencies and
employers. The total number of hours of student emplo5ênt
IS determined by the level of competency required in the
chosen field.

I
1
Consumer and 1 Occupational 5
Homemaking Home Economics
Extended 4 Child Care Service

Learnings
Clothing Mgt.,
Production Sc Serv.
Plan I Plan II
Food Management,
Production Sc Serv.
Two-year One-year
Sequential Comprehens ive
Plus Special Home Sc Community
Interest Services
Courses

Economics Program in West Virginia
97
A minimum of two years of consumer and homemaking

education instruction shall be offered. Possible program
patterns are two-year sequential; or one-year comprehensive
plus special interest courses.
2
This shall be a two-year program designed to include
the various areas of home economics: Child Care and Develop-
ment; Clothing and Textiles; Consumer Education and Manage-
ment; Food and Nutrition; Personal, Family and Community
Relationships; and Housing, Home Furnishings and Equipment.
All areas will not necessarily be included each year, but
will be covered within the two-year period.
3
This program shall offer one year of comprehensive
home economics which includes the various areas of home
economics and special interest courses in specific home
economics areas. These special interest courses may be
offered to persons who have had little or no previous home
economics courses. These courses may run for three, six,
or nine weeks , a semester or a year according to the needs ,
interests, anci abilities of the students enrolled.
Extended learnings shall be an integral part of each
year of consumer and homemaking program. Extended learnings
are learning experiences related to home, family and commu-
nity situations.
A minimum of two consecutive class periods shall be

scheduled for each occupational class. Work experience
shall be an integral part of the home economics occupational
program where applicable.
98
A MIN'ÛM QUALITY
HOME ECOIîOMICS PROGRAM
I
Comprehens ive Semester Courses Second and/or
Home Economics Third Semester
(Minimum One Yr.) Courses
Family Relations
Child Development
Consumer Education
Nutrition and
Meal Management
Clothing and
Textiles
Housing and
Interiors
Figure 38, Organizational Structure of Home Economics

Program in Wisconsin
•Ât least 36 weeks of a comprehensive home economics

program offered generally during the 6th, 7th, or 9th grades.
This comprehensive program should include a balanced offer-
ing of each of six substantive areas: Family Relations;
Child Development; Consumer Education; Nutrition and Meal
Management; Clothing and Textiles; and Housing and Inte-
riors, It should emphasize the family and should offer a
career awareness in home economics related occupations.
Generally most schools offer more than 36 weeks of a com-
prehensive program.
2Following the comprehensive offerings ^t least the

eauivalent of one semester course m each of the substan
Xl alTs included in comprehensive program should be
offered The emphasis in this course should be meeting the
needs of the flm?ly. Consumer education concepts valuing
decision-making, and management should be important concepts
of all offerings.
99
No more than the equiâlent of two semester courses

should be offered in any substantive area unless all sub-
stantive areas have at least two semester offerings. The
second level offering should place more emphasis on career
exploration and career decision-making. Generally the
second level offering but surely the third semester offer-
ins should become either an introduction to occupational
education or a capstone occupational course.
CONSUMER AND HOMEMAKING EDUCATION

LEADING TO
HOME ECONOMICS RELATED OCCUPATIONS
i
One-Year Junior High School
Comprehensive Home Economics
(Include Career Exploration)
One-Year Ninth Grade

Comprehensive Home Economics
(Include Career Orientation)
I I I 1
Cloth, Food Consu- Human Human Home
Sc Sc mer (Child) Rela- Environ-
Txtls, Nutr. Ed, Dev, tionship ment
Clothing Food Mgt., Institutional Care Sc Home Furn,

Mgt,,Pro- Produc- Sc Home Mgt, Guidance Equipment
duct' '\ (>n f. tion Sc Supporting of Services
Services Services Services Children

Economics Program in Wyoming
100
A Model Program of Secondary
Home Economics in the United States
The organizational structures of secondary home econom-
ics programs of thirty-six states were analyzed in terms of
types of programs offered, requirements in the programs,
content of certain programs, offerings in special interest
courses, prerequisites, and target students. Figure 40
illustrates the overall view of a model program of secondary
home economics programs in the United States developed on
the basis of the analysis.
The analysis was made by tabulating the number of
states which had the particular aspect of the program being
analyzed in their program standards. The programs were
primarily divided into three major characteristics including
exploratory home economics, consumer and homemaking program,
and occupational home economics program. Then the consumer
and homemaking program and occupational home economics pro-
gram were divided into sub-categories according to the
target students and the content of the courses. The simi-
larities and differences among the states for each sub-
categories of the model program are discussed in the follow-
ing section.
Exploratory Home Economics Program

More than half of the states have exploratory home eco-
nomics programs in grades ranging from 6 to 8. Most of the
states in the northeastern and western regions have the
exploratory program, while most of the states in the
101
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102
southern region do not have the program. The time period
for the program ranges from nine weeks to two years. The
courses in the program are electives in most of the states
with a few exceptions. In the District of Columbia, a one
year course in Homemaking I and a one semester course in
Homemaking II are required in grades seven and eight. In
the State of Washington, a General Course in grades 6 to 8
is a prerequisite for the advanced home economics courses.
The exploratory courses are mostly comprehensive in
nature. In the State of New York, however, the program
covers four phases of home economics during the two-year
period of grades 7 and 8. The phases of home economics are
foods and relationships in the seventh grade, and clothing
and child development in the eighth grade.
The contents of the programs vary considerably among
the states even though they are comprehensive. The most
popular phases of home economics included in the programs
are food and nutrition and clothing and textiles, followed
by consumer education and career awareness and exploration.
Personal development, interpersonal and family relation-
ships, housing and living environment, and child development
are less popular than those mentioned previously. Other
concepts of home economics included as parts of the program
are decision-making, management of resources and family eco-
nomics, simple homemaking skills, and personal health in
order of descending popularity.
103
Consumer and Homemaking
Education Programs
Consumer and homemaking education is a program that

prepares individuals with competencies needed for the occu-
pations of homemaking and for employment in home economics
related occupations. According to the target students and
the content of the courses, consumer and homemaking courses
can be divided into four different categories. These cate-
gories are comprehensive sequential courses, special inter-
est courses, courses for non-major juniors and seniors, and
courses for students with special needs. Not all states
have all four categories.
In most of the states, the program is 2 to 3 years in
length starting with comprehensive sequential courses fol-
lowed by special interest courses. Many states provide 3
to 5 different plans as alternatives allowing more flexibil-
ity in offering courses to meet the needs of the students
in the community.
Comprehensive Sequential Courses

With very few exceptions, the sequential courses are
comprehensive in nature with varying depth in content for
different levels of maturity. The basic two-year sequence
course in the State of New Jersey requires two or more
areas of homemaking for each semester in a minimum of four
areas per year. The state has identified eight areas to
be included in the two years. Also, in the State of New
York, the three basic sequential program have different
104
emphases at each level. Tht; first course in the sequence
has a content emphasis on human growth and development, the
second course emphasizes management, and the third course
focuses on relationships. These courses are designed to
follow in sequence, but each is also independent and can be
elected by pupils at appropriate grade levels.
Other than these exceptions, the sequential programs

are comprehensive at each level. The contents are very
similar among the states with emphasis on the five major
concepts identified by the Home Economics Education Branch
of the U.S. Office of Education. These concepts are: Human
Development and the Family; Home Management and Family Eco-
nomics; Food and Nutrition; Housing; and Textiles and Cloth-
ing. There are some states, however, which include addi-
tional home economics concepts. These are social and family
relationships, family health and safety, and cultural influ-
ences in individuals.
The Home Economics I comprehensive course is required
of all girls in the State of Hawaii. The State of Tennessee
has a comprehensive course for boys.
Special Interest Courses

The special interest offerings are usually one semester
courses and based on the five major concepts identified by
the Home Economics Branch of the U.S. Office of Education.
The titles of the offerings, however, vary among the states,
and some states have more specified courses than others.
105
For example, some states ha -^^ child development, human de-
velopment, and interpersonal or family relations as separate
courses, while others have them under one all-encompassing
courses.
Most of the states offer five to eight different

courses, and the courses they offer in addition to the five
major concepts are diversified. They are: Family Health
and Safety, Family Living, Home Nursing, Adult Living, Vege-
tarian Nutrition, Independent Living, Family Values for
Democratic Living, Marriage and Family, Family Sexuality,
and Male Role.
Prerequisites for the special interest courses also
vary among the states. Approximately one-third of the
states have no prerequisites for the special interest
courses, while another one-third of the states have rigid
prerequisites ranging from one semester to two sequential
comprehensive courses. This difference in prerequisites
indicate a difference in levels of instruction among the
states.
Programs for Non-Major

Juniors and/or Seniors
About half of the states have a program for non-major
juniors and/or seniors. Most of the states with the pro-
gram offer Family Living which is a comprehensive consumer
and homemaking course specially designed for juniors and/
or seniors who may have little or no background in home
economics.
106
About twenty percent oJ the states offer more than one
course for non-major students. The State of Idaho offers
five no-prerequisite courses for seniors and has the high-
est percentage of male enrollment in home economics pro-
grams (refer to Table 5 ) , The courses that the State of
Idaho offers are: Consumer Education, Management of Personal
and Family Resources, Relationship with Families, Life Man-
agement, and Adult Living. The State of Kentucky offers
Family Living, Home Economics for Career or College Bound
Senior Students, Adult Living, and Consumer Education. The
State of Ohio offers Nonsequential Comprehensive Course;
Personal, Family and Community Relations; and Male Role.
Consumer and Homemaking Program

for Students with Special Needs
Only six states have consumer and homemaking programs
for students with special needs. The target groups of the
program are mostly academically or economically disadvan-
taged, with one program for accelerated students. The
courses are comprehensive and designed to meet the special
needs of the students. The programs range from 1 to 4
years in duration.

All but a few of the states have occupational home eco-
nomics programs as a major part of secondary home economics
curriculum. The programs are also called Home Economics
Related Occupations Program, Job Training Program, Wage
107
Earning Program, or Employmc it: Preparation Program. Most
of the states require 1 to 2 years in sequence in the
junior and senior years in these occupational courses.
There are four different types of offerings. They are ex-
ploratory or orientation to home economics related occupa-
tions, simulated laboratory programs, cooperative programs,
and programs for students with special needs.
Orientation to Home Economics

Related Occupations
Home economics related occupations are usually intro-

duced in the exploratory home economics program or in the
comprehensive sequential courses. Eight states, however,
offer 1 to 2 semesters of pre-vocational work orientation
courses as a basis for the occupational home economics pro-
gram.
Simulated Laboratory Programs

in Home Economics
Ten states have a program including in-school simulated
laboratory instruction as a part of the occupational train-
ing. The simulated laboratory program is designed to pro-
vide technical instruction and practical experiences for
students preparing for emplo]/ment in specific home economics
related occupations.
Cooperative Home Economics

Education Programs
More than seventy percent of the states with occupa-
tional programs require that a cooperative education course
108
be included in the home ecoiomics curriculum. The coopera-
tive education program is recommended for seniors, and the
students have to be older than the minimum legally employ-
able age established by the state. The students are super-
vised by the teacher and also by the employer. Daily
classroom instruction related to the on-the-job training is
required in most of the states. The required hours of on-
the-job training vary slightly among the states, but most
of them are fifteen hours per week or a half day.

for Students with Special Needs
Only a few states have occupational home economics
programs for students with special needs. The target groups
are disadvantaged students, handicapped students, and poten-
tial dropout students. The State of New York has a sequen-
tial program designed for potential dropouts. It offers a
basic occupational course in the ninth grade and training
for wage earning in the tenth grade. The State of Ohio has
1 to 2 year job training programs which may be offered for
disadvantaged and handicapped students. The State of Texas
has two different types of occupational programs for stu-
dents with special needs: Home Economics Coordinated Voca-
tional Academic Education and Home Economics Vocational
Education for Handicapped. The Home Economics Coordinated
Vocational Academic Education program is designed for stu-
dents possessing academic, socioeconomic, or other handi-
capping conditions which prevent them from succeeding in
109
traditional educational end'âvors. The program includes
vocational instruction and also modified academic instruc-
tion that provides basic knowledge in the fields of mathe-
matics, science, English, and social studies. Home Econom-
ics Vocational Education for Handicapped is designed for
students with exceptional handicaps who cannot succeed in
regular vocational programs,
CH/ PTER IV
COMPARISON OF SECONDARY HOME ECONOMICS PROGRAMS

IN THE UNITED STATES AND IN THE REPUBLIC OF KOREA
This chapter is divided into three major parts. The

secondary home economics program established by the Ministry
of Education in the Republic of Korea is described in the
first part of the chapter. In the second part, the secon-
dary home economics program in Korea is compared with the
model program developed in the previous chapter for the
secondary home economics programs in the United States.
A correlational study of selected social and economic fac-
tors and home economics enrollment was made by states using
multiple regression analysis technique and is presented at
the end of this chapter.
Secondary Home Economics

Program in the Republic of Korea
The secondary education program in Korea is divided
into two systems, middle school and high school. The middle
school consists of three years following the six-years of
elementary school, and the high school consists of three
years following the middle school. The organizational struc
ture of the secondary home economics program in Korea is
shown in Figure 41.
110
Ill
r
Korean Mi Idle School
1
First Grade
T
LHE econd GradeD-^ Third Grade
Technical Technical
Education Education
Technical (3 hours/week (3 hours/week
Education for one year) for one year)
(4-5 hours/ I I z
week for Comprehens ive Comprehens ive
one year) Home Economics Home Economics
(2-3 hours/week (2-9 hours/week
for one year) for one year)
Korean High School

-J- "
Technical Education
(4 units^)
J.
Humanities Science Vocational Art
Program Program Program Program
i — I
10 units of 10 units of 10 or 40 10 units of
Comprehen- Comprehen- units of Comprehen-
sive Home sive Home Comprehen- sive Home
Economics Economics sive H. Ec. Economics

Economics Program in the Republic of Korea
First grade in mlddlr' scliool in tho RopLibl Ic of Korcâ

is equivalent to the seventh grade in the United States.
2
Technical Education includes, a home economics program
with emphasis on homemaking skills.
One unit is a fifty-minute class per week for one

semester of eighteen weeks.
112
in the Middle School
The standard curriculum in the middle school established

by the Ministry of Education covers nine subjects including
Korean Language, Mathematics, Social Studies, Sciences, Music,
Physical Education, Fine Arts, Vocational Education or Home
Economics, and Foreign Language. As shown,in Table 2 of the
Standard Middle School Curriculum, vocational education for
male students and home economics for female students afford
more contact hours of instruction with students each week
than other subjects. Home economics is required for all fe-
male students during each of the three-years of middle school.
Male students elect one vocational education subject-- agri-
culture, industry, business, or fisheries.
The vocational education for male students and home eco-

nomics for female students have Technical Education as a com-
mon part. Four to five hours of vocational and home economics
instruction per week in the first grade of middle school, and
three hours of instruction per week in the second and the
third grades are devoted to Technical Education. However, the
content and the objectives of Technical Education for female
students are different from the content and the objectives of
Technical Education for male students.
The objectives of Technical Education for female students
are: to explore career aptitudes of the individual; to acquire
basic knowledge and adaptability needed to live in an indus-
trialized society; to develop techniques and creativity
113
through learning experiences^ related to designing and assem-

bling; and to develop a positive attitude, a sense of respon-
sibility, and a spirit of cooperation with others through
learning experiences involving making things themselves.
Concepts of Technical Education for female students are pri-
marily homemaking skills and are part of the home economics
curriculum. The major units of instruction in Technical
Education in each grade level are as follows:
First Grade
1, Industrialization and Career
2, Textiles, Clothing Construction and Knitting
3, Nutrition and Food Preparation
4, Housing and Drafting
5, Machinery
6, Home Gardening
Second Grade
1, Textiles, Clothing Construction and Embroidery
2, Meal Planning
3, Home Gardening
4, Use of Household Equipment
Third Grade
To Textiles, Clothing Construction and Crafts
2. Special Diet Preparation
3. ' Child Care
4. Household Electricity
In addition to Technical Education, the second and third
grade female students are required to have home economics.
114
The number of hours of instruction in home economics are 2 to

3 hours per week in the second grade (totaling 5 to 6 hours
per week with three hours of Technical Education) and 2 to 9
hours per week in the third grade (totaling 5 to 12 hours per
week with three hours of Technical Education). The major
units of home economics education in each grade level are as
follows:
Second Grade
1. Clothing and Clothing Construction

2. Knitting and Crocheting
3. Meal Planning and Food Preparation
4. Family Health
Third Grade
1. Clothing, Clothing Construction, and Dyeing
2. Knitting and Embroidery
3. Food for Special Occasions
4. Hous ing
5. Home Management

in the High School
The high school curriculum is based on a unit system.
One unit is fifty-minutes of instruction per week for one
semester of eighteen weeks. The curriculum is divided into
four different programs according to the future plans of
students and includes programs in humanities, science, voca-
tional education, and art. A minimum curriculum for high
school graduation is ninety units of required subjects and
115
ninety units of electives. The required subjects for all
students are: 24 units of Korean Language I, 4 units of Social
Studies, 6 units of World History, 6 units of Korean History,
6 units of Anti-communism and Ethics, 6 units of Geography I,
8 units of Mathematics, 6 units of Biology, 18 units of Physi-
cal Education, 12 units of Military Training, 6 units of
Music, 6 units of Fine Arts, 4 units of Industrial Arts, and
4 units of Technical Education.
The female students in humanities, in art, and in science

programs are required to take ten units of home economics
during the three-year period of high school. Also, female
students in vocational education program are required to take
either 40 units of home economics or 10 units of home econom-
ics and 30 units of vocational education. Thus, the minimum
number of home economics units required of all female stu-
dents in high school is ten, which is equivalent to 180 class
periods.
Home economics in high school includes instruction in
the following eight areas:
1. Clothing and Textiles
2. Food and Nutrition
3. Hous ing
4. Child Development
5. Family Health
6. Family Relations and Customs
7. Family Industry
8. Home Management
116
Comparison of Secondary Home Economics Programs

in the United States and in the Republic of Korea
The major differences between secondary home economics

programs in the United States and in the Republic of Korea
can be categorized into three topics. These topics are the
objectives and philosophy of the programs, the target students
of the programs , and the curricula of the programs. Each
topic is described in the following section.
Objectives and Philosophy of the Programs

The differences between the secondary home economics
programs in the two countries originate from the differences
in their objectives and philosophies. The secondary home
economics program in the United States is a part of the voca-
tional education program which is divided into occupational
programs related to home economics and comprehensive home-
making programs referred to as Consumer and Homemaking edu-
cation, while the secondary home economics program in Korea
is limited to the comprehensive homemaking program.
The Ministry of Education in Korea identified the objec-
tives of home economics education in the middle school as
follows:
1. To develop competencies and atti ruc^ - m
improve home environments through L'aj-niiir,
experiences in clothing and textiles, food
and nutrition, housing, family health, and
home management
2, To develop competencies and attitudes to_
contribute to the society and to the nation
through productive family life and coopera-
tive with others, (29:219)
117
The objectives of the h')me economics program in high
school identified by the Ministry of Education are:
1, To develop skills and knowledge to improve
family life
2, To encourage gainful employment

3, To develop democratic and independent per-
sonal characteristics to have an economi-
cally and emotionally stable family life
4, To develop competencies and attitudes to be
a cooperative member of the community and
understand the interrelationships of family,
community, and the nation
5, To develop personal characteristics of
being effective, responsible, and safe in
achieving their expected roles. (29:475)
The objectives of secondary home economics programs in Korea
emphasize the development of homemaking skills and desirable
personal characteristics.
On the other hand, the philosophy of secondary home eco-
nomics in the United States is to prepare the students for the
dual role of homemaker and wage earner. The program has two
major parts reflecting this philosophy. They are the Consumer
and Homemaking Education program and the Occupational Education
program.
The 94th Congress of the United States identified Consumer
and Homemaking Education by specifying grants under Consumer
and Homemaking Education be used for:
" educational programs in consumer and
homemaking education consisting of instructional
programs, services, and activities at all educa-
tional levels for the occupations of homemaking
including but not limited to, consumer education,
food and nutrition, family living and parenthood
education, child development and guidance, housing
118
and home management (ii^cluding resource manage-
ment) , and clothing and textiles "
(38:90 STAT, 2196)
The Occupational Education program is designed to prepare
students for home economics related occupations. The program
includes instruction to expand knowledge in home economics
related occupations plus laboratory and work experience to
develop skills.
Target Students of the Programs

The target students of the programs in the two countries
differ in three ways; sex, grade level, and range in ability
levels of students. In Korea, home economics is required
for all female students in the secondary schools, while various
vocational programs are offered as an elective to male students
in lieu of home economics. In contrast, in the United States,
the program encourages participation of both males and females
and elimination of sex stereotyping in consumer and homemaking
education. The Public Law 94-482 encourages consumer and
homemaking education to:
"promote the development of curriculum materials '
which deal with (i) increased number of women
working outside the home, and increased number
of men assuming homemaking responsibilities and
the changing career patterns for women and men,
and (ii) with appropriate Federal and State
laws relating to equal opportunity in education
and employment." (38:90 STAT.2196)
The enrollment of male students in Consumer and Homemaking
program in the United States in 1975 was over 900 thousand,
and this figure represents twenty-eight percent of the total
student enrollment in the Consumer and Homemaking program (44).
119
The grade levels of students who take home economics are
also different in the two countries. In Korea, home economics
instruction starts in the first grade of the middle school
which is equivalent to the seventh grade in the United States.
In the United States, however, the vocational home economics
program does not start until the ninth grade. The home eco-
nomics program before the ninth grade is comprehensive and
exploratory.
The other difference between the programs of the two

countries is the range in ability levels of target students
that the programs accommodate. Even though less than one-
third of the states in the United States have vocational home
economics programs for students with special needs, a trend
in home economics education, as well as in general education,
is to develop curricula to meet the needs of special groups
of learners such as culturally, economically, and/or educa-
tionally disadvantaged and mentally or physically handicapped
students. These special programs are gaining support. For
example, the 1968 Amendments of Vocational Education Act
mandates that at least one-third of the Federal funds made
available under Part F, Consumer and Homemaking Education, be
used in economically depressed areas or areas with high rates
of unemployment.
Curricula of the Programs

The differences in objectives and philosophy and in target
students lead to differences in the curricula of the secondary
120
home economics programs in i.lie two countries. In Korea, the
courses are comprehensive in all grade levels with varying
depths and subjects appropriate to the maturity levels of
students at each grade with emphasis on homemaking skills.
In the United States, however, the consumer and homemaking
education program offers special interest courses as well as
the comprehensive sequential courses. With very few excep-
tions, the students can elect courses of their choice, and
the grade levels of the students who can take the courses are
flexible.
As described in the previous chapter, the secondary home

economics programs in the United States have a greater variety
of offerings in the curricula than the programs in Korea. In
addition to the comprehensive and special interest courses
in the Consumer and Homemaking Program, secondary schools in
the United States have homemaking programs for non-major
senior students, and for students with special needs. There
are occupational education programs including orientation to
home economics related occupations, simulated laboratory pro-
grams, cooperative education programs, and occupational pro-
grams for students with special needs. However, all states
do not have all these programs. The in-depth comparison of
the secondary home economics curricula in the Republic of
Korea and in the State of Texas is made and presented in the
following chapter.
121
Relationships Betwe^p Home Economics Enrollment
and Selected Social and Economic Factors
A correlational study of home economics enrollments
and selected social and economic factors in the United
States was made using multiple regression analysis tech-
nique with the sample size of fifty-one including fifty
states and the District of Columbia. The procedure, find-
ings and conclusions of the correlational study are pre-
sented in the following section.
Procedure
The students enrolled in vocational home economics
programs in the United States were calculated as percentages
of the total secondary students enrolled in grades 9 to 12
by states and used as a dependent variable (41,43). The
percentages by states were then correlated with selected
social and economic factors to determine if relationships
existed.
The social and economic factors selected as independent
variables for the study were: personal income per capita
(41), estimated public school current expenditures per
pupil in average daily attendance (42), current expenditure
for public school education as a percent of personal income
(41), median family income (42), percent of families below
poverty level (42), percent of persons below poverty level
(42), median age (39), median school years completed by
females 14 years old and over (39), percent of married head
of household and their marital partner not having finished
122
high school (39), percent of married head of household who
are employed and whose marital partner is not employed (39),
percent of married head of household who are employed and
whose marital partner is employed (39), mean age at first
marriage of female ever married and 30 to 40 years old (39),
and percent of females 16 years old and over in labor force
(39).
Findings and Conclusions
The correlational coefficients between the student

enrollment in vocational home economics programs as percent-
ages of the total secondary students in grades 9 to 12 and
selected social and economic factors are shown in Table 6.
As can be seen in Table 6, none of the thirteen variables
selected for the correlational study was significantly re-
lated to home economics enrollment in the United States.
Multiple R of the thirteen independent variables was 0.51
explaining twenty-five percent of the variance.
TABLE 6
CORRELATIONAL COEFFICIENTS BETWEEN VOCATIONAL HOME ECONOMICS
ENROLLMENTS AND SELECTED SOCIAL AND ECONOMIC FACTORS
IN THE UNITED STATES BY STATES
T , J ^ Tr • uT Correlational Level of
Independent Variables ^ ^^r- • ^ / ^ o • --r-
^ Coefficients vr; Significance
Personal income per capita -0.184 NS
Estimated public school current -0.020 NS

expenditures averaged for pupil
in average daily attendance
123
TABLE '')-Continued
Independent Variables Correlational Level of

Coefficients (r) Significance
Current expenditure for public 0.058 NS

school as percent of personal
income
Median family income 0.052 NS

Percent families below 0.116 NS
poverty level
Percent persons below 0.117 NS
poverty level
Median age 0.028 NS
Median school years completed by 0.033 NS
females 14 years old and over
Percent of married head of 0.126 NS
household and their marital
partner not having finished
high school
Percent of married head of -0.174 NS
household who are employed and
whose marital partner is not
employed
Percent of married head of 0,221 NS
household who are employed and
whose marital partner is
employed
Mean age at first marriage of 0.095 NS
female ever married 30 to 40
years old
Percent of females 16 years 0.041 NS
old and over in labor force
NOTE: Multiple R of the independent variables was 0.51

explaining twenty-five percent of the variance.
CHAPTER V
IN-DEPTH COMPARISON OF SECONDARY HOME ECONOMICS

CURRICULA IN THE STATE OF TEXAS AND
As stated in the previous chapter, the secondary home

economics programs in the United States and in the Republic
of Korea differ in many aspects. In this chapter, an in-
depth comparison of the secondary home economics curricula
in the State of Texas and Korea is made. The program in
Texas was selected as the U.S. model for comparison with
the program in Korea on the basis of the high enrollment
figures, the breadth of the program offerings, the avail-
ability of official resource materials, and the geographi-
cal convenience to the researcher. The overall view of
the secondary home economics program in Texas is shown in
Figure 34. The in-depth comparison of the two curricula
includes organizational structure, objectives, scope and
sequence of the offerings, conceptual frameworks, and
learning experiences.
Since the secondary home economics program in Korea
has only comprehensive sequential homemaking courses, the
comparison of the curricula focuses on consumer and home-
making education. The other aspects of the secondary home
economics program in Texas are described at the end of
this chapter.
124
125
Comparison of Overall Homemaking Programs in the
State of Texas and in the Republic of Korea
In the Texas State Plan for Vocational Education 1977,
the objectives of Consumer and Homemaking Education was
described as follows:
The homemaking education program shall be
designed for the following purposes: to
help individuals and families improve
home environment and the quality of per-
sonal and family life, to give greater
consideration to social and cultural con-
ditions and needs of families, to encour-
age preparation for professional leader-
ship in home economics and consumer edu-
cation, to prepare youth and adults for
the role of homemaker, to contribute to
the employability of youth and adults as
they assume the dual role of homemaker and
wage earner, and to include consumer edu-
cation as an integral part of the program.
(34:71)
The homemaking program in Texas has comprehensive sequen-
tial courses and specialized courses. The comprehensive
courses are four years in a sequence starting from the ninth
grade and include units of instruction in food and nutri-
tion, home management and consumer education, clothing and
textiles, housing and home furnishings, home and family
living, and child development. The specialized semester
courses are offered to juniors and seniors without pre-
requisites and cover six subject matter areas including
Child Development, Consumer Education, Home and Family
Living, Home Furnishings, Home Management, and Home Nursing.
The secondary home economics program in Korea is four
years in sequence including three years in the middle
school and one year in high school. The program is
126
comprehensive in nature thrcughout the four years, even
though the units of instruction vary slightly in each grade.
For the purpose of comparing the homemaking curricula
in Texas with that in Korea, the first year home economics
(Homemaking I ) , the second-year home economics (Homemaking
II), the third-year home economics (Homemaking III), and
the fourth-year home economics (Homemaking IV) comprehensive
sequential homemaking education courses in Texas was paral-
leled with the home economics courses in the first grade,
in the second grade, in the third grade of the middle
school, and in the high school in Korea, respectively.
Since the first grade of the middle school in Korea is
equivalent to the seventh grade in the United States, two
years of age difference exist at the first exposure of stu-
dents to vocational home economics. Home economics classes
before the ninth grade in Texas are non-vocational. Non-
vocational home economics programs can also be offered at
higher level. However, they do not receive Federal funds,
and may not follow the program standards established by the
state.
The curricula of the two programs are compared in
terms of major concepts covered in four years, and then the
conceptual frameworks are compared by the subject matter
areas. The overall view of the curricula and the major
concepts covered in each year are shown in Table 7 (6, 25).
As can be seen in Table 7, the homemaking program in
the academic schools in Korea has varying units of
127
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131
instruction in each grade, vhile the program in Texas has
six areas of major concepts throughout the four-year se-
quence. Food and clothing are the only subjects which are
covered in all grades in Korea, and clothing and textiles
receives the most emphasis in the program. Machinery and
electricity, which is not included in Texas curriculum, is
also given emphasis during the first two years in Korea.
Other concepts which are included in the curriculum in Korea
and not included in Texas are family health, home gardening,
and crafts. In Texas, family health is included in a spe-
cialized semester course of Home Nursing, but not included
in the comprehensive sequential courses.
On the other hand, in Korea, home and family living is

not included in the middle school, consequently, those stu-
dents who do not go to high school do not receive any in-
struction in this area. Housing and home furnishings are
not included in the first and the third years of instruc-
tion, and home management and consumer education is neg-
lected during the first two years. The students in voca-
tional schools in Korea receive instruction only in food
and nutrition, clothing and textiles, and hand crafts, in
spite of the fact that they are planning to have careers in
the future. The conceptual frameworks for each area of the
curricula are described in the following section.
132
Comparison of Conceptua1 Frameworks for Homemaking
Courses in the State of Texas and
The comparisons of conceptual frameworks are made by
subject areas included in the homemaking education programs
in Texas and in Korea. The conceptual frameworks for each
subject area are shown in Tables 8 to 13 (6, 25).
Food and Nutrition

The conceptual frameworks for food and nutrition in
the comprehensive homemaking courses in Texas and in Korea
are shown in Table 8 (6, 25). In both programs, food and
nutrition takes a large proportion of the program. Twenty
to twenty-five percent of the total class periods in four
comprehensive sequential courses in Texas, and twenty per-
cent of the specified class periods in Korea are devoted to
instruction related to food and nutrition. The emphasis on
food and nutrition, however, decreases as the grade level
advances. Even though both programs devote comparable por-
tions of instruction to food and nutrition, the conceptual
frameworks and the learning experiences differ in several
aspects.
In Texas, food and nutrition is related to career and
job opportunities at the end of every grade level. The
conceptual framework for this aspect of the curriculum in-
cludes entry job opportunities and qualities contributing
to employability in first-year homemaking, semiprofessional
or skilled job opportunities and skills and competencies
133
TABLE 8
CONCEPTUAL FRAMEWORKS FOR FOOD AND NUTRITION
IN COMPREHENSIVE HOMEMAKING EDUCATION
IN THE STATE OF TEXAS AND IN
THE REPUBLIC OF KOREA
Conceptual Framework
Level
State of Texas Republic of Korea
Home- Significance of Food Nutritional Needs for

mak ing I Youth
in Texas Nutrition
1-1. '^ Food and Sanitation
First Management and Con-
Grade in sumer Aspects of Food Meal Preparation
Middle and Nutrition
School Snack Preparation
in Korea Meal Planning, Serving
and Etiquette
Food Preparation
Relating Food and Nu-
trition to Career and
Job Opportunities
Home- Factors Affecting Family Meal Planning

mak ing II Family Food and Health
in Texas Cooking and Nutrition
Kitchen Planning and
Second Management Simple Meal Prepara-
Grade in tion
Middle Consumer Competence
School Food and Sanitation
in Korea Family Meal Planning
and Management
Job Opportunities
Homemak- Significance of Food Meal Planning for

ing III Elderly, Children,
in Texas Factors Affecting and Patient
Consumer Food Buying
Food Storage and
Kitchen Planning and Preservation
Management
134
TABLE 8-Continued
Level
Third Nutrition Family Meal Planning

Grade in and Management in the
Middle Meal Planning and Modern Society
School Management
in Korea Food Preparation
Job Opportunities
Homemak- Significance of Food Family Health and

ing IV Special Diets
in Texas Nutrition Throughout
Family Life Cycle Family Meal Planning
High and Nutrition
School Consiimer Aspects of
in Korea Food Consumer Aspects of
Food
Food Management
Food Management
Food Preparation and
Service Food in the Modern
Society
Job Opportunities
''First grade in middle school in Korea is equivalent

to the seventh grade in the United States.
needed in second-year homemaking, opportunities for employ

ment and educational preparation in third-year homemaking,
and dual roles of homemaker and wage earner and interre-
lationship of imployment and homelife in fourth-year home-
making. The conceptual frameworks are planned in such a
way that the job and career-related instruction have con-
tinuity in four sequential years and also are appropriate
135
to the maturity levels of t\n students at each grade level.
This concept of relating food and nutrition to career and
job opportunities is not included in any grade level of the
secondary home economics program in Korea.
The amount of emphasis on management and consumer edu-
cation in food and nutrition are different in the two pro-
grams. In Korea, the concepts of management and consumer
education are almost entirely neglected during the first
three years of homemaking, while instruction in management
and consumer education related food and nutrition are in-
cluded in every grade level and receive the most emphasis
in Texas.
Another difference between the two programs is the

learning experiences in food preparation. In Korea, the
majority of class periods are devoted to the development of
food preparation skills except in fourth-year high school
homemaking. Food preparation skills receive less emphasis
in Texas.
Also, the program in Korea has units of instruction on
food and sanitation in the first two years of homemaking.
Texas does not include food and sanitation as a major con-
cept. On the other hand, Texas has units of instruction on
kitchen planning and management in the second and third-
year of the program, which is not included in Korea. The
instruction in nutrition is comparable in the two programs.
136
Home Management and Consumer Education
The conceptual frameworks for home management and con-

sumer education in comprehensive homemaking programs in
Texas and in Korea are shown in Table 9 (6, 25). The con-
ceptual frameworks included in this category differ signifi-
cantly between the two programs, even though the two pro-
grams allocate comparable number of class periods for the
instruction. Fifteen to twenty percent of the total class
periods in Texas and twelve percent of the specified class
periods in Korea are devoted to home management and consumer
education.
One of the major differences between the two programs
is the consumer education aspect of the curricula. In Korea,
consumer education is entirely neglected throughout the four
years of homemaking education, and home management is empha-
sized. Home management in Korea focuses on the interrela-
tionship of family economics with other economic systems in
the society, and also on the development of family value
system. On the other hand, in Texas, emphasis is placed on
the interrelationship of values, goals, and standards in
making individual and family decisions as a manager and a
consumer.
Instruction in the relationships between home manage-
ment and consumer education and career and job opportunities
is also included at the end of each course in Texas. The
developmental process of the concept is very similar to the
conceptual frameworks identified in the food and nutrition
137
'•ABLE 9
CONCEPTUAL FRAMEWORKS FOR HOME MANAGEMENT AND CONSUMER
EDUCATION IN COMPREHENSIVE HOMEMAKING EDUCATION IN
THE STATE OF TEXAS AND IN THE REPUBLIC OF KOREA
Conceptual "ramework
T .civoT
Homemak- Meaning of Management Democratic Family

i.ng I Living
in Texas Elements of Management
Career and Family
First Management Procedures Living
Grade in
Middle Management in Every- Family Economics
School day Living
in Korea
Management as a Con-
sumer
Relating Home Manage-
ment and Consumer Edu-
cation to Career and
Job Opportunities
Homemak- Decision-making in
ing II Management
in Texas
Relationships of
Second Decision-making to
Grade in Family Living
Middle
School Managing Household
in Korea Tasks
Managing Money
Consumer Decisions
Relating Home Manage-
cation to Career and
Job Opportunities
138
TABLE •)-Continued
Level
Homemak- Management in the Home Improvement of Family

ing III Living
in Texas Expanding the Role of
Consumership Improvement of Family
Third Economics
Grade in Relating Home Manage-
Middle ment and Consumer Edu- Management of Energy
School cation to Career and and T ime
in Korea Job Opportunities
Management of Special
Occasions
Family and Socializa-
tion
Woman and Career
Homemak- Becoming Independent Manap;ement

ing IV and Mature Managers
in Texas Significance of
Becoming Independent Family and Management
High and Mature Consumers
School Elements of Resource
in Korea Relating Home Manage- Management
cation to Career and Planning for Home
Job Opportunities Management
Modernization of Home
Management
Family Economics
Significance of Family
Economics and National
Economy
Factors Influencing
Family Economy
Management of Family
Resources and Book-
keeping
139
section with the subject of home management and consumer
education. This aspect of the program is not included in
the curriculum in Korea.
Clothing and Textiles
The conceptual frameworks for clothing and textiles in

the comprehensive homemaking programs in Texas and in Korea
are shown in Table 10 (6, 25). The subject of clothing and
Textiles receives major emphasis in both programs. In Texas
20 to 25 percent of the total class periods is devoted to
the subject to which more time is allocated than any other
area except food and nutrition. The emphasis decreases as
the grade level advances. In Korea, thirty-five percent of
the specified class periods is devoted to clothing and tex-
tiles , and this is more than any other subjects.
Both programs include development of skills in clothing
construction at every grade level, even though the learning
experiences are different. In Texas, the learning experi-
ences for skill development start with basic construction
techniques in first-year homemaking; skills in clothing con-
struction and accessories in second-year homemaking includ-
ing lining techniques; advanced clothing construction in
third-year including design, underlining, and alteration;
and tailoring in fourth-year homemaking.
In Korea, the learning experiences in clothing construc-
tion take more than fifty percent of the total number of
class periods specified for the subject, and embroidering
140
T/'iJ.E 10
CONCEPTUAL FRAMEWORKS FOR CLOTHING AND TEXTILES IN
COMPREHENSIVE HOMEMAKING EDUCATION IN THE STATE
OF TEXAS AND IN THE REPUBLIC OF KOREA
Level
Homemak- Significance of Management of Clothing
ing I Clothing
in Texas Clothing Care
Design in Clothing
First" Construction of Apron
Grade in Management and Consum- including French
Middle er Aspects of Clothing Embroidery
School
in Korea Construction of Simple
Garment
Relating Clothing and
Textiles to Career and
Job Opportunities
Homemak- Management and Consum- Laundry and Washing

ing II er Aspects of Clothing
in Texas Mending and Renovation
Skills in Clothing of Clothing
Second Construction and
Grade in Accessories Construction of Skirt
Middle
School Clothing for Children
in Korea
Relating Clothing and
Job Opportunities
Homemak- Factors Influencing Clothing Selection for

ing III Family Clothing Different Occasions
in Texas Decisions
Textiles
Third Management and Consum-
Grade in er Aspects of Family Consumer Aspects of
Middle Clothing Clothing and Fabric
School Selection
in Korea Clothing and Textiles
in the Economy
141
TABLE lO-Continued
Level
Textiles Construction of Blouse

Advanced Clothing Embroidery and Crochet
Construction
Management of Family
Relating Clothing and Clothing
Job Opportunities
Homemak- Significance of Significance of

ing IV Clothing Clothing
in Texas
Consumer Aspects Clothing and Fabric
High Selection
School Clothing Management
in Korea Clothing Management
Tailoring Principles
Design and Clothing
Relating Clothing and Construction Including
Textiles to Career and Korean Traditional
Job Opportunities Costume and Western
Clothing
"First grade in middle school in Korea is equivalent

to the seventh grade in Texas.
and crocheting take another twenty percent, totaling more

than seventy percent of the instruction in clothing and
textiles. Learning experiences in skill development in
Korea start with the construction of an apron in first-
year homemaking including French embroidery; construction
of a skirt in second-year homemaking including pattern
drafting; construction of a blouse in third-year homemak-
ing including mending and renovation of clothing and also
142
embroidering on a pillow ca.-e and crocheting; and in fourth-
year homemaking, construction of slacks, construction of
Korean traditional costumes, and alterations.
The learning experiences for skill development in Korea
do not include techniques for lining, underlining, or tailor-
ing which are included in Texas. However, pattern drafting,
embroidering and crocheting which are not included in Texas
are part of the learning experiences in Korea. Relation-
ships of clothing and textiles to career and job opportuni-
ties and social and psychological aspects of clothing are
included only in Texas. Other aspects of the subject such
as textiles, clothing management, consumer aspects of cloth-
ing, grooming, and family clothing are comparable in the two
programs.

The conceptual frameworks for housing and home furnish-
ings in comprehensive homemaking programs in Texas and in
Korea are shown in Table 11 (6, 25). In Texas, the subject
of housing and home furnishings takes 15 to 20 percent of
the total class periods, while instruction on the subject
is given only in the second and fourth-year in Korea. The
conceptual frameworks and learning experiences for the sub-
ject also differ significantly in the two programs.
One of the biggest differences is the neglect of human
factors related to housing in the curriculum of Korea, such
as psychological, social, and emotional aspects of housing
143
T/BLE 11
CONCEPTUAL FRAMEWORKS FOR HOUSING AND HOME FURNISHINGS
IN COMPREHENSIVE HOMEMAKING EDUCATION IN THE STATE
Level
Homemak- Influence of Housing

ing I on the Family
in Texas
Human Factors Influ-
First" encing Housing
Grade in
Middle Space for Family
School Living
in Korea
Design
Arranging Space for
Entertaining and Lei-
sure Time Activities
Sharing in Home Manage
ment and Maintenance
Relating Housing to
Career and Job Oppor-
tunities
Homemak- Functions of Housing Housing and Space

ing II Arrangement
in Texas Factors Influencing
Housing Needs Introduction to Draft-
Second ing
Grade in Housing the Family
Middle Furniture Drafting
School Interior Decoration
in Korea
Managing Storage and
Work Areas
Home Renovation and
Remodeling
Relating Housing to
tunities
144
TABLE M.-Continued
Level
Homemak- Factors Influencing

ing III Hous ing
in Texas
Housing the Family
Third
Grade in Consumer Education for
Middle Selecting and Purchas-
School ing Home Furnishings
in Korea and Equipment
Home Maintenance
Relating Housing to
tunities
Homemak- Factors Influencing Housing the Family

ing IV Changes in Housing
in Texas Requirements Health and Safety
Factors in Housing
High Factors Influencing
School Housing Foirm and Use Designing and Drafting
in Korea a House
Managing Family Hous-
ing Managing Family Hous-
ing
Consumer Education in
Housing and Home Gardening
Furnishings
Housing in the Future
Relating Housing to
tunities
"First grade in the middle school in Korea is equiva

lent to the seventh grade in Texas.
145
as well as privacy, self-expression, and needs and values of
family members which influence housing. Most of the con-
ceptual frameworks and learning experiences in Korea focus
on skill development and housing as a physical dwelling.
For example, the conceptual frameworks in the first-year
housing (second-year homemaking) include functions of hous-
ing, space arrangement, drafting, freehand drafting, use of
drafting equipment, ruling, and actual drafting of a divider
and a book shelf. Thus, most of the class periods are spent
developing skills related to housing and home fiirnishings.
Other aspects of housing and home furnishings neglected

in Korea are consumer education, aesthetics, and relating
housing and home furnishings to career and job opportuni-
ties. On the other hand, home gardening which is a part of
the curriculum in Korea is not included in Texas.
Home and Family Living

The conceptual frameworks for home and family living
in comprehensive homemaking programs in Texas and in Korea
are shown in Table 12 (6, 25). The instruction on family
living takes 18 to 22 percent of the total class periods in
the four-year comprehensive sequential courses in Texas,
while it does not start until the last year of the homemak-
ing sequence in Korea. Even in the last year, family living
covers very limited areas of concepts, such as types of
families, relationships among family members and relatives,
living after retirement, women's roles and positions in the
146
T/V3LE 12
CONCEPTUAL FRAMEWORKS FOR HOME AND FAMILY LIVING IN
COMPREHENSIVE HOMEMAKING EDUCATION IN THE STATE
LPVPI
Homemak- Appreciation of Self

ing I
in Texas Appreciation of Others
First" Relating Family Living
Grade in to Career and Job
Middle Opportunities
School
in Korea

ing II
in Texas Self in Groups
Second Self in the Future
Grade in
Middle Relating Family Living
School to Career and Job
in Korea Opportunities

ing III
in Texas Self in Groups
Third Self in the Future
Grade in
Middle Relating Family Living
School to Career and Job
Self in the Future Significance of Family

Homemak-
ing IV Family Relations
in Texas Self in the Community
Relating Family Living Legislations Concern-
High
School to Career and Job ing Family
147
First grade in middle^ .school in Korea is equivalent

society, and legislation concerning the family.

On the other hand, Texas has a home and family living
unit designed to develop the concepts of self, others, and
self in groups such as the family and community, and pro-
jecting self in the future. The conceptual frameworks in
Texas are developed in such a way that they meet the needs
of the students at the particular maturity level that they
are in to have successful interpersonal relationships with
family, friends, dates, and others and to be successful in
coping with changes.
Child Development
The conceptual frameworks for child development in com-
prehensive homemaking programs in Texas and in Korea are
shown in Table 13 (6, 25). Instruction in child development
in Korea does not start until the third-year of homemaking.
The conceptual frameworks of the two programs are similar
in terms of prenatal and postnatal care and of the infant
and young child.
However, there are some aspects of the subject which
are not included in Korea. They are adolescent development,
such as physical, emotional, and social development, commu-
nity child care services, and relating child development to
career and job opportunities. Physical and emotional
changes during early adolescence are covered in family
148
TABLE 13
CONCEPTUAL FRAMEWORKS FOR CHILD DEVELOPMENT
IN COMPREHENSIVE HOMEMAKING EDUCATION
IN THE STATE OF TEXAS AND IN
THE REPUBLIC OF KOREA
Level
Homemak- Adolescent Development (included in Family

ing I Health Unit)
in Texas Care and Guidance of
v'> Children
First"
Grade in Relating Child Devel-
Middle opment to Career and
School Job Opportunities
in Korea
Homemak- Development of Young

ing II Child
in Texas
Care and Guidance of
Second Young Child
Grade in
Middle Community Child Care
School
in Korea Services
Relating Child Devel-
opment to Career and
Job Opportunities
Homemak- Infant Development Pregnancy and Delivery

ing III
in Texas Prenatal and Postnatal Care of the Infant
Care
Third Care and Guidance of
Grade in Care of the Infant Young Child
Middle
School Community Child Care Health Care of Mother
in Korea Service and Child
Relating Child Devel- Family Planning
Job Opportunities
149
TABLE '3-Continued
Level
Homemak- Quest Activities in Children in Family

ing IV Human Development
in Texas Pregnancy and Delivery
Care and Guidance of
High Children Development and Health
School Care of Children
in Korea Role of the Community
Education and Guidance
Relating Child Devel- of Children
Job Opportunities Community Child Care
First grade in middle school in Korea is equivalent

health in Korea.
Subjects Included Only in

the Republic of Korea
The conceptual frameworks for the subjects included in
the comprehensive homemaking program in Korea and not in-
cluded in Texas are shown in Table 14 (25). Machinery and
electricity takes a relatively large portion of the curric-
ulum during the first two years of homemaking. Instruction
in the first-year focuses on machinery including such con-
cepts as elements of household machinery and their func-
tions, use of household tools, assembling and disassembling
household machines including sewing machines and irons,
idendifying and changing broken parts, and maintenance of
and buying household machines. In second-year, instruction
150
TABLE 14
CONCEPTUAL FRAMEWORKS FOR SUBJECTS INCLUDED IN
COMPREHENSIVE HOMEMAKING EDUCATION IN THE
REPUBLIC OF KOREA AND NOT INCLUDED
IN THE STATE OF TEXAS
Subject Level Conceptual Framework
Machinery First Elements of Household Machinery

and Grade in
Electricity Middle Maintenance of Household
School Machinery
Relating Household Machinery to
Family Living and Consumer
Activities
Second Electrical Wiring in House

Grade in
Middle Use of Household Electric Equip
School ment
Safety of Household Electricity
Home First Kinds of Household Plants and

Gardening Grade in Vegetables
Middle
School Growing Household Plants and
Vegetables
Family First Female Hygiene

Health Grade in
Middle Mental Health and Family
School
Maintenance of Family Health
Hand Second Materials for Wood working

Crafts Grade in
Middle Carpentry Equipment
School
Construction of a Divider
151
focuses on electricity. Coîcnpts such as electrical wiring
in the house, use of household electric equipment, and
safety of household electricity are included.
Home gardening in first-year homemaking is a small por-
tion of the total program, and yet it is developed as a
separate subject. The instruction mainly focuses on the
growing of household plants and vegetables.
Instruction in the subject of family health including
some child development areas is given in first-year home-
making. It starts with physical and emotional changes
during early adolescence, and includes maintenance of fami-
ly health, both physical and mental, and home nursing and
first aid techniques.
Hand crafts in second grade in middle school is another
unique feature in the Korean curriculum. It mainly focuses
on carpentry, including instruction in materials for wood-
working, use and maintenance of carpentry equipment, and
actual construction of a divider.
Specialized Semester Courses

In addition to the comprehensive sequential homemaking
courses, Texas has specialized semester courses in the areas
of Child Development, Consumer Education, Home and Family
Living, Home Furnishings, Home Management, and Home Nurs-
ing. Students of junior and senior classification are
eligible for the courses without specific prerequisites.
The number of class periods on the quarter unit plan
152
(55-minute periods) is sixt}- for each subject with the
exception of Home and Family Living which has 120 to 180
class periods (refer to Table 7). The conceptual frame-
works for the specialized semester courses are shown in
Table 15 (6).
Home Experiences in the State of Texas

A home experience is an extended learning experience
conducted individually during the student's time away from
school. An approved supervised home experience program is
required of all students enrolled in homemaking education
for a minimum of four weeks during each semester under
the semester unit plan (80-minute periods) or during each
quarter under the quarter unit plan (55-minute periods).
The time length for the home experiences of each stu-
dent is determined by the intensity and depth of the pro-
ject. The experience continues for a period that will
allow for the development of skills and for growth and
maturation. Evaluation of the home experiences is made
according to the achievement of goals and plans established
prior to the beginning of the experience, rather than time
spent.
Youth Leadership Organization

in the State of Texas
Each secondary school develops, conducts, and provides
opportunities for students to participate in the Future
Homemakers of America (FHA) youth leadership organization
153
T.vBLE 15
CONCEPTUAL FRAMEWORKS FOR THE SPECIALIZED
SEMESTER COURSES IN THE STATE OF TEXAS
Subject Conceptual Framework Class Periods"
Child Preparation for Parenthood 8-10

Develop-
ment Development of the Infant and 17-20
Young Child
Care and Guidance of Infants 20-22
and Young Children
Role of the Community 3- 5
Relating Child Development to 2- 3
Career and Job Opportunities
Q 60
Periods to Total S 60
Consumer Allocation of Resources IQ or S 20-24

Education 2Q 40-48
Consumer Buying IQ or S 17-20
2Q 34-40
Consumer Citizenship IQ or S 4-5
2Q 8-10
The Consumer and the Economy IQ or S 7-8
2Q 14-16
Relating Child Development to IQ or S 2-3
Career and Job Opportunities 2Q 4- 6
Periods to Total Q 60""or 120

S 60
154
TABLE 15-Continued
Subject Conceptual Framework Class Periods
Home and Appreciation of Self 2Q or S 8-10

Family 3Q 16-20
Living
Self in Groups 2Q or S 12-14
3Q 21-24
Self in the Future 2Q or S 17-19
3Q 27-30
Self in the Community 2Q or S 17-19
3Q 27-30
Family as Managers and 2Q or S 17-19
Consumers 3Q 27-30
Children in the Family 2Q or S 17-19
3Q 27-30
Housing the Family 2Q or S 3- 5
3Q 4- 6
Food for the Family 2Q or S 3- 5
3Q 4- 6
Clothing the Family 2Q or S 3- 5
3Q 4- 6
Relating Family Living to 2Q or S 3- 5
Career and Job Opportunities 3Q 4- 6
Periods to Total Q 120 or 180

S 60 or 120
Home Significance of Housing and 7- 9

Firrnish- Home Furnishings
ings
Housing the Family 8-11
Management and Consumer As - 32-35

pects of Housing and Home
Furnishings
Relating Home Furnishings to 3- 5
Periods to Total Q and S 60
155
TABLE 15-Continued
Subject Conceptual Framework Class Periods"

Home Home Management 13-15
Manage-
ment Managing Daily Living 3- 5
Managing in the Home 11-12
Managing as Consumers 14-15
Relating Consumer Education 7- 9
to Daily Living
Relating Home Management to 2- 4
Home Personal Health 3- 4

Nurs ing
Family Health Protection 4- 5
Public Health 9-10
Health of Mother and Infant 8- 9
Health Needs in Later Years 4- 5
Home Care of the Sick 13-15
Emergencies 7- 8
Relating Home Nursing to 2- 4
"The number of class periods allocated for the quarter

unit plan is proceeded by the letter "Q"; those allocated
for the semester unit plan are proceeded by the letter "S."
""Consumer Education may be offered for one quarter

only when proceeded by two quarters of Home and Family
Living.
156
which is an integral part o^' the homemaking education pro-
gram. It provides additional experiences in planning and
carrying out activities related to home, school, and com-
munity and also an opportunity to develop leadership,
scholarship, and citizenship responsibilities. Membership
is open to any student who is enrolled or has been enrolled
in homemaking education.
Occupational Home Economics Education

Program in the State of Texas
In addition to the Consumer and Homemaking Education
courses described in the previous section, the secondary
home economics program in Texas includes occupational
courses. The occupational education program has four dif-
ferent types of programs with different target students and
objectives. They are Home Economics Cooperative Education,
Home Economics Coordinated Vocational Academic Education,
Home Economics Pre-Employment Laboratory Education, and
Home Economics Education for the Handicapped. The occupa-
tional education program also has a youth leadership orga-
nization as an integral part of the program. Each compo-
nent of the occupational education program is described in
the following section.
Home Economics Cooperative

Education Program
Vocational Homemaking Education Program Standards (35)
identified the objectives of the Home Economics Cooperative
Education as to provide related classroom instruction and
157
on-the-job training for higl school students preparing to
enter employment in the occupations requiring knowledge and
skills in one or more of home economics subject areas in-
cluding child development, clothing and textiles, consumer
education, family living, food and nutrition, home manage-
ment and housing. High school students who are sixteen
years of age or older and of junior and senior classifica-
tion are eligible to enter the program. There are no pre-
requisites for enrollment in the program.
Supervised individualized study of content related to
the occupational objectives of the students takes a major
portion of class time. This content is directed toward
job requirements deteirmined cooperatively by the teacher-
coordinator and employers. Individualized study is coordi-
nated with the practical work experiences the students
receive on the job. Students also receive group instruc-
tion to orient and adjust to employment conditions and to
develop proper attitudes toward school, employment and
social and civic responsibilities.
An occupation must meet the following criteria to be
approved for home economics cooperative education: (a)
classified as a home economics education requiring knowl-
edge and skills in one or more of the home economics sub-
ject areas; (b) provide a minimum of 240 clock hours of
classroom instruction for schools operating under the
semester unit plan or 160 clock hours under the quarter
unit plan; (c) provide 525 hours of supervised on-the-job
158
training and work experienc in an approved home economics
occupation. Examples of approved occupations include the
following: Art and Craft Aide, Bridal Consultant, Child
Care Aide, Clothing Assistant, Companion to Elderly, Con-
sumer Aide, Dietetic Aide, Fabric Coordinator, Fashion
Service Employee, Home Furnishings Aide, Housekeeping
Management Assistant, Physical Fitness Assistant, and Tester
of Foods, Equipment, or Textiles.
Home Economics Pre-Employment

Laboratory Education Program
Vocational Homemaking Education Program Standard (35)
described the objective of the Home Economics Pre-Employment
Laboratory Education program as to provide technical in-
struction and practical experience for high school students
preparing to enter employment in occupations requiring
knowledge and skills in home economics subject areas. In-
struction takes place in the school classroom and in labora-
tories in or near the school as required for preparing high
school students for specific employment in home economics
occupations. The program is open to students who are of
sophomore, junior, or senior classification. A student may
be enrolled in the program for a maximum of two years.
The students in the program receive classroom instruc-
tion and laboratory experiences. The laboratory facilities
are simulated work situations comparable to successful
business establishments in the occupation for which training
it to be provided. Field trips are used extensively to
159
observe acceptable procedur- s of home economics related
occupations in business establishments. The demonstration
technique is used extensively by the teacher, and students
conduct specific project assignments paralleling accepted
procedures and operations in the occupations being taught.
Group instruction is also given to students to help them
adjust to employment conditions and to develop proper
attitudes toward school, employment, social and civic re-
sponsibilities. Approvable programs in Home Economics Pre-
Employment Laboratory Education include the following:
Child Care, Clothing, Food Services, Home Furnishings, and
Housekeeping Management.
Home Economics Coordinated

Vocational Academic Education
Vocational Homemaking Education Program Standards (35)
pointed out the objectives of the Home Economics Coordi-
nated Vocational Academic Education as to provide occupa-
tional education instruction in one or more of home eco-
nomics related areas to students with special learning
needs. The target students are those who possess academic,
socio-economic, or other handicaps which prevent them from
succeeding in traditional educational endeavors. Vocation-
al instruction that provides opportunities for achieving
a saleable vocational skill and modified academic instruc-
tion that provides basic knowledge in the fields science,
mathematics, English, and social studies are included in
the program. The dual phase approach enables students
160
enrolled to reach maximum p. rsonal development, including
employment potential, within their ability in the shortest
possible time. A specialized guidance and counseling pro-
gram supports the program.
The program is open to students enrolled in grades 7

through 12 who meet the following requirements: (a) the
results of counseling indicate students can profit from
participation in the program; (b) students must be one or
more years behind grade level academically; and (c) stu-
dents must be at least fourteen years of age at the time of
entry to the program.
Individual and group instruction directly related to
the occupation or related area of occupations for which
they are being trained is provided. An academic program
especially designed to meet the needs of the students en-
rolled accompanies the vocational training. Field trips,
demonstrations, laboratory experiences, and specific pro-
ject assignments are used to help students gain knowledge
and skills in accepted procedures and operations in the
occupations being taught. The program is approved in one
of the following home economics areas:
Commercial Clothing which includes instruc-
tion in constructing, altering, repairing,
cleaning, laundering, packing, and storing
clothing
Commercial Foods which includes instruction
in preparing, serving, storing food, and the
sanitation, use and care of food service
equipment and facilities
161
Commercial Home Furn things which includes
instruction in constructing, repairing,
altering, cleaning, packing, and storing
furnitures. (35:35)
Home Economics Vocational Education

for the Handicapped
The Texas Education Agency (33) has established the
objective of Home Economics Vocational Education for the
Handicapped as to provide vocational instruction for stu-
dents with exceptional handicaps who cannot succeed in
regular vocational programs to become gainfully employable.
Students may be placed in home economics related entry
level jobs after one year in the program if the teacher
recommends placement. If students are unable to perform
successfully, they may be returned for additional training.
The specific requirements that the students should
meet to be eligible for entry into this program are: (a)
eligible for approved special education programs; (b) four-
teen, at the time of entry to the program, to twenty-one
years of age; (c) able to profit from being in the program;
and (d) selected for the program by members of the local
Admission, Review, and Dismissal Committee whose members
include the local vocational director, the teacher for Home
Economics Vocational Education for the Handicapped, and
representatives from the special education program.
The programs for Home Economics Vocational Education
for the Handicapped are the following:
162
The Home and Communi' v Service Program, in-
cluding instruction in the home economics
areas of Food Service, Clothing Service,
Laundry Service, and Housekeeping Manage-
ment Service
Food Service, including instruction in

related food service occupations
Clothing Service, including instruction in
related clothing service occupations. (33:3)
Youth Leadership Organization

Students enrolled in Home Economics Occupational Edu-
cation program are eligible for membership in the Future
Homemakers of America (FHA) youth leadership organization,
the purposes of which are to develop leadership, scholar-
ship, and citizenship responsibilities and to have addition-
al experiences in planning and carrying out activities
related to home, school, and community. Students enrolled
in occupational programs can become members in FHA chapters
with students in other homemaking programs or in Home Eco-
nomics Related Occupations (HERO) chapters especially
designed for gainful employment students. Joint FHA/HERO
activities are encouraged. The class unit method of chap-
ter organization is recommended so that FHA/HERO meetings,
projects, and activities can be planned and scheduled at
appropriate times for the students.
CHAPTER VI
SUMMARY AND RECOMMENDATIONS
This chapter is divided into two major parts. The

first part of the chapter summarizes the study including
the purposes and procedures, and findings and conclusions.
The second part of the chapter shows recommendations for
the future development of the secondary home economics pro-
grams in the United States and in the Republic of Korea.
Recommendations for further study are described at the end
of this chapter.
Summary of the Study

Purposes and Procedures of the Study
The study had five major purposes. They were (l) to
determine the organizational structure of secondary home
economics programs in the United States and in Korea; (2)
to compare the organizational structure of the secondary
home economics programs in the United States and in Korea;
(3) to determine the relationships between student enroll-
ments in vocational home economics programs and selected
social and economic factors in the United States; (4) to
compare the secondary home economics curricula in the State
of Texas and in Korea in terms of the organizational struc-
ture, objectives, scope and sequence of the offerings,
conceptual frameworks, and learning experiences; and (5)
to make recommendations for the future development of
163
164
secondary home economics pn />rams in the United States and
in Korea based on the findings of the study.
To determine the organizational structure of secondary
home economics programs in the United States, the program
standards of thirty-six states were analyzed. The selection
of the thirty-six states was made on the basis of the avail-
ability of information needed for the analysis. The program
standards were analyzed by three major characteristics in-
cluding exploratory home economics, consumer and homemaking,
and occupational education programs. Each characteristic
was divided into smaller programs, and the number of states
which had the characteristic in their program standards were
tabulated. On the basis of the results from the analysis,
a model organizational structure of the secondary home eco-
nomics programs in the United States was developed.
The secondary home economics program in Korea was then

compared with the model organizational structure developed
in the United States. The organizational structure of the
secondary home economics program in Korea used for the com-
parison was established by the Ministry of Education.
The correlational study of secondary home economics
enrollment and selected social and economic factors in the
United States was made using multiple regression analysis
technique by states. The percentage of students enrolled
in vocational home economics classes in the total secondary
students was used as a dependent variable. Independent
variables were personal income per capita, estimated public
165
school current expenditures iveraged per pupil in average
daily nt-tendance, current expenditure for public school as
percentage of personal income, median family income, percent
families below poverty level, percent persons below poverty
level, median age, median school years completed by females
fourteen years old and over, percent of married head of
household and their marital partner not having finished high
school, percent of married head of household who are em-
ployed and whose marital partner is not employed, percent
of married head of household who are employed and whose
marital partner is employed, mean age at first marriage of
female ever married 30 to 40 years old, and percent of fe-
males sixteen years old and over in labor force.
For the comparison of the curricula in the United

States and in Korea, Texas was selected as a model curricu-
lum on the basis of the high enrollment figures, the breadth
of the program offerings, the availability of the official
materials, and convenience of the geographical location
for the study. The secondary home economics curriculum
established by the Ministry of Education in Korea was used
for the comparison. The comparison between the two pro-
grams was limited to the comprehensive sequential courses
in Consumer and Homemaking Education because the program in
Korea is limited to the comprehensive sequential home eco-
nomics courses.
166
Findings and Conclusions of the Study
The model organizational structure of the secondary home

economics programs in the United States developed in the
study included exploratory home economics programs in grades
6 to 8 and consumer and homemaking programs and occupational
home economics programs in grades 9 to 12. The consumer and
homemaking programs were divided into comprehensive sequen-
tial courses, special interest courses, programs for non-
major seniors, and programs for students with special needs
according to the target students and content of the courses.
In the category of the occupational home economics programs,
orientation to home economics related occupations, coopera-
tive education programs, simulated laboratory education pro-
grams, and programs for students with special needs were in-
cluded. Not all states, however, had all the aspects of the
model program in their program standards.
More than half of the states, most of which were in
north-eastern and western regional areas, had exploratory
home economics ranging from nine weeks to two years. Compre-
hensive sequential courses and special interest courses were
offered in most of the states with a few exceptions. However,
organization of the offerings, the course contents, and pre-
requisites vary among the states. About half of the states
offer a Family Living course which is a comprehensive consumer
and homemaking course especially designed for juniors and/or
seniors who have little or no background in home economics.
Only six states offer consumer and homemaking programs for
167
students with special needs.
Occupational home economics programs are offered in most

of the states, seventy percent of which require a cooperative
education program as an essential part. Orientation to home
economics related occupations are usually introduced in the
exploratory home economics or comprehensive sequential courses
with the exception of eight states which provide the orienta-
tion as a separate program. Ten states have simulated labo-
ratory programs, and only a few states offer occupational home
economics programs for students with special needs.
The model program was compared with the organizational
structure of the secondary home economics program in Korea,
The secondary home economics program in Korea is a four-year
sequential comprehensive program starting in the first grade
in middle school which is equivalent to the seventh grade in
the United States. In Korea, home economics is required of
all female students in the secondary schools, while various
vocational education programs are offered as electives for
male students.
The major differences between the programs in the United
States and in Korea are the objectives and the philosophy of
the program, target students in the programs, and the cur-
ricula. The objectives of the secondary home economics pro-
gram in Korea are mainly focused on the development of home-
making skills and personal characteristics, while the objec-
tives in the United States are primarily concerned with
preparing students for the dual role of homemaker and wage
168
earner. The differences in the objectives cause the differ-

ences in organizational structures, types of offerings, target
students, and the curricula in the two countries.
Target students in the two countries differ in terms of
sex, grade levels, and ability levels. The target students
in the Korean program are limited to female students with
normal or higher ability, while the target students in the
United States includes males as well as females, and students
with disadvantages or handicaps, and normal students.
The results of the correlational study between home eco-
nomics enrollment and selected social and economic factors
in the United States showed that none of the thirteen social
and economic factors selected for the study was significantly
related to home economics enrollment. The home economics en-
rollment in the analysis was expressed by the enrollment in
vocational home economics programs as a percentage of the
total secondary students in grades 9 to 12.
The in-depth comparison of the comprehensive sequential
home economics courses in Texas and in Korea revealed differ-
ences in objectives, conceptual frameworks, and learning ex-
periences. The Korean program has different units of instruc-
tion in each grade level, while the Texas program has the
same six subject areas throughout the four-year sequence.
The major differences in the two programs were found in con-
sumer education and career exploration aspects of the curric-
ula. Neither of the concepts were included in the Korean
program. Home and family living was also neglected in the
169
first three years of home e-)nomics in Korea.
On the other hand, the Korean program has units of in-

struction on machinery and electricity, home gardening, family
health, and hand crafts which are not part of the curriculum
m Texas. Learning experiences in food and nutrition and
clothing and textiles are also different. The Texas program
has less emphasis on the development of skills compared to
the Korean program.
In addition to the comprehensive sequential courses, the

program in Texas has special interest courses and occupational
education programs which include Home Economics Cooperative
Education, Home Economics Pre-Employment Laboratory Education,
Home Economics Coordinated Vocational Academic Education, Home
Economics Vocational Education for Handicapped. The youth
leadership organization of Future Homemakers of America and
Home Economics Related Occupations (FHA/HERO) is an integral
part of the secondary home economics program in the State of
Texas.
Recommendations for Future Development of

the Secondary Home Economics Program
in the United States
The following recommendations are made for future devel-

opment of the secondary home economics program in the United
States as a result of the study:
1. It is recommended that the terminologies used in
the secondary home economics programs in the United States be

170
unified so that communicati^.u among the states can be facili-

tated.
2. It is recommended that national guidelines for imple-

menting the legislative purposes of secondary home economics
education in the United States be established at the Federal
level.
3. It is recommended that a model for program standards

for the secondary home economics program in the United States
be established at the Federal level including programs for
students with special needs.
4. It is recommended that more programs be developed

to encourage participation of male students.
Recommendations for Future Development of

the Secondary Home Economics Program
The recommendations for the future development of the

secondary home economics programs in the Republic of Korea
based on the findings of this study are twofold. One is the
recommendation for expansion of the program, and the second
is the recommendation for improvement of the curriculum to.
meet the needs of the students.
Recommendations for the

Program Expansion
1. Development of Vocational Education Program in the
Areas of Home Economics. The Korean Educational Statistics
Yearbook (27) showed that among the graduates from middle
171
school in 1975, seventy-fivr percent went to high school,
five percent were employed, and more than eleven percent re-
mained unemployed . Even among the graduates from the voca-
tional high schools, only half were employed and more than
twenty percent were unemployed. The unemployment rate of
twenty-five percent among the female graduates was higher
than male graduates.
According to statistics (24), the highest rates of un-

employment in Korea were among the group of people who had
9 to 12 years of education. Harris (ll) also pointed out a
critical need to improve the curricula of vocational educa-
tion to meet the needs of those individuals who receive sec-
ondary education as their terminal education.
On the other hand, fast industrialization and change of
living patterns in most of the communities in Korea indicates
the possibility of job opportunities in many home economics-
related areas. Some of the home economics-related occupations
which have potential for job opportunities are:
a. child care aides as more women work outside the home
b. workers in institutions for elderly people as the
expanded family system changes to a nuclear family system
c. workers in the food service area as the welfare
system brings more school lunch programs
d. increasing exports of textile products creates job
opportunities in the area of textile and clothing production
e. workers in the home furnishings area as a westernized
living pattern increases the demand for home furnishings.
172
In light of the high ui .employment rates among students
who receive secondary education as terminal education and
growing job opportunities in home economics related areas,
development of vocational education programs in the areas
of home economics in the secondary program in Korea is
strongly recommended. It is also suggested that vocational
education in home economics begin in middle school for
those individuals for whom middle school education is ter-
minal .
2. Expansion of Target Students. Hilton (12) pointed

out that home economics has major mission of enhancing
quality life for individuals and for families, providing an
opportunity for each person to develop and use his or her
own potential for self-realization and for the well-being
of the family group, and using available resources for op-
timum well-being of the family group. In this sense, home
economics education must have an evolving approach which
will include every individual regardless of sex or ability
level. Since home economics is a family-centered disci-
pline, it is educating only half of the population if it
fails to include male students. Public Law 94-482 (38),
Educational Amendment of 1976, also identified educational
programs in Consumer and Homemaking Education to encourage
participation of both males and females to prepare for
combining the roles of homemaker and wage earners and to
encourage elimination of sex streotyping in consumer and
homemaking education.
173
Baker (3) emphasized t1 3 need for home economics edu-
cation for male students at the secondary level. It is
because no significant change in either public image or
male interest about home economics is likely to occur until
more boys are introduced early to the notion that marriage
and the family are as much the responsibility of men as of
women,
Lee (21) conducted a survey which revealed a need for

expansion of the home economics program to male students in
Korea, The survey showed that fifty-eight percent of male
high school students and sixty percent of their parents
agreed that they need home economics instruction in their
curriculum.
Also, more active participation of women in activities

outside the home demands reappraisal of men's functions
within the home. In light of the needs of students and
society, it is strongly recommended that the home economics
program be offered to male students as well as female stu-
dents in Korea. It is also suggested to develop vocational
home economics programs for students with limited abilities
or with socio-economic disadvantages, although the imple-
mentation of the programs may be difficult for the time
being due to the lack of economic resources.
3. Development of Curriculum Relevant to the Objec-
tives of the Program. The conceptual frameworks of the
secondary home economics program established by the Ministry
of Education in Korea do not reflect the objectives of the
174
program also established by the Ministry of Education. The
lack of correlation between the objectives and the curricu-
lum can be detected in both middle and hi^h school programs.
Exploration of career aptitudes of the individuals is
one of the objectives of Technical Education in middle
school. However, the curriculum of Technical Education
failed to reflect this objective. Technical Education also
failed to emphasize the development of personal character-
istics needed to be a desirable member of the community.
In high school, one of the objectives of home econom-
ics education is to encourage gainful employment. However,
the curriculum does not include any instruction related to
career exploration or job preparation. Also, the home eco-
nomics curriculum in high school failed to emphasize per-
sonal development, although the objectives have strong
emphasis on that aspect.
4. Development of Objectives Relevant to the Needs of
Students. Not only the development of curriculum designed
to achieve the objectives of the program, but also develop-
ment of the objectives relevant to the needs of the students
is recommended. Most of the objectives identified by the
Ministry of Education are abstract and difficult to measure
in degrees of achievement.
It is difficult to have a curriculum relevant to the
needs of students without establishing objectives reflect-
ing the needs. Therefore, development of the objectives
for secondary home economics education reflecting the needs
175
of the students in measurable terms is recommended as the
first step to improve the curriculum.
Recommendations for Improvement of the

Secondary Home Economics Curriculum
^* Food and Nutrition. As a society changes, the
pattern of meal consumption also changes. People living in
an industrialized society are less self-productive than
before and use more commercially made food. This leads to
the need for instruction on decision-making skills and food
management rather than food preparation skills. It is rec-
ommended that such a need be reflected in the curriculum
in the area of food and nutrition to reduce the learning
experiences in food preparation skill development and to
increase instruction in consumer education and management
related to food.
2. Consumer Education. The industrialization of the
society has changed the family from a producing unit to a
consuming unit. The family in these days depends more on
commercially produced goods for their necessities than
before. The household is an economic unit comparable to
the enterprises in an industrialized society. Managers of
the family and its members need competencies in organizing,
planning, and decision-making. Also, the bulk of the na-
tional economy flows through private homes, and the economic
decisions made in the household control the national eco-
nomy.
176
Harris (10) pointed ou' that home economists are in a
unique position to help bridge the communication gap between
consumers and industry. This is because of their special
knowledge, training, and commitment.
In spite of such importance placed on consumer educa-

tion in home economics, consumer education is almost entire-
ly neglected in the secondary home economics curriculum in
Korea. It is recommended, therefore, that consumer educa-
tion be included in every subject area of secondary home
economics as an integral part of the program.
3. Clothing and Textiles. The needs of students con-
cerning clothing and textiles in the home economics curricu-
lum changes as their expected roles in the society change.
More ready-to-wear garments, less home sewing than before,
and modernization of textile products demand a curriculum
appropriate for the change. It is recommended that the
learning experiences for the development of construction
skills and crafts be reduced and more emphasis be placed on
consumer education, management of clothing, and socio-
psychological aspects of clothing.
4. Hous ing. Housing is more than just a physical
dwelling. The family members who are living in a house make
the house meaningful, and this human factor related to
housing should be included in the secondary home economics
program. Therefore, it is recommended that the social,
emotional, and psychological aspects of housing be included
in the secondary home economics curriculum and the learning
177
experiences for skill develroment be reduced.
5. Family Livinp^. The importance of instruction in

family living increases as a society changes rapidly. The
twentieth century has been characterized by unprecedented
change in various aspects of human life. Korea has been
going through fast industrialization and steady economic
progress which have influenced the living pattern of its
people significantly. The students are living in a society
which is different from the one in which their parents
lived, and as they get into adult life they will face
another world. They need education which can help them to
establish self-identification, and to cope with the change.
Home economists are in a position to provide the instruction.
However, instruction in family living is not provided
during the first three years of home economics education in
Korea. Therefore, twenty-five percent of the middle school
graduates who receive the middle school education as ter-
minal education never get a chance to receive any instruc-
tion in the family living area.
It is recommended that the units of instruction in
family living be included in the home economics curriculum
in the middle school. The suggested units of instruction
are self-awareness and self-respect, interpersonal relation-
ships in the family and in the community leading to the
awareness of citizenship responsibilities to contribute to
the community and to the nation, which is a part of the
objectives of the secondary home economics education.
178
^' Career Exploration. As more women work outside '
the home, women's roles in the home and in the society are
changing. The home economics program in secondary education
IS m the position not only to provide the instruction for
attainment of knowledge and skills necessary to secure and
keep a job related to home economics, but also to prepare
students for the dual role of homemaker and wage earner.
It is recommended, therefore, that the potential of career
exploration in each subject area of home economics and the
dual role of homemaker and wage earner be included in the
curriculum and gainful employment be encouraged.
Recommendations for Further Study

The needs for further study in the following areas
have been revealed:
1. A study to determine the present status of voca-
tional home economics programs in adult education and post-
secondary education in the United States
2. A correlational study of home economics teacher
education curriculum in higher education institutions and
secondary home economics curricula
3. A comparative study of secondary home economics
curricula among the states including conceptual frameworks
and learning experiences
4. A comparative study of evaluation criteria of
secondary home economics programs among the states
179
5. A comparative study of learning experiences in the

secondary home economics curricula in rural and in urban
areas in Korea to determine the relevancy of the learning
experiences to life styles
6, A comparative study of home economics teacher edu-
cation programs in the United States and in Korea.
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183
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A MODEL ORGANIZATIONAL STRUCTURE FOR SECONDARY
HOME ECONOMICS PROGRAMS IN THE UNITED STATES
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184
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î2£,^State Department of Education, Connecticut,
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185
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186
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A COMPARATIVE STUDY ( F SECONDARY HOME ECONOMICS

PROGRAMS IN THE UNITED STATES AND

Submitted to the Graduate Faculty

I am very grateful to the Chairman of my doctoral com-

Living patterns are changing throughout the world.

Statement of the Problem

Purposes of the Study

Scope and Limitations of the Study

Procedures in the Study

Organization of the Study

The in-depth comparative study of secondary home eco-

The review of literature is divided into three sections.

Structure of the Educational System

Above the secondary level there are colleges and uni-

Figure 1, Structure of the School System in the United

UNESCO (36) has reported that specialized high schools

Bent and Kronenberg (4) have defined vocational educa-

Vocational education is advocated for the potential

2. The program should not be employed as

Vocational Home Economics

Public Law 90-576 (37), 1968 Amendment to Vocational

1950 3,365 1,430 - 805 765

program enrollment between 1950 and 1973. Enrollment in

The second group is composed of the students in the

The third group is composed of the employers who coop-

Harris (ll) has pointed out, however, that qualitative

Harris (ll) identified the function of the Ministry of

a) Establishment, maintenance and abolishment

Figure 2. Structure of the School System in the Republic

SOURCE: Harris, Sue Ann, "The Present Status of Voca-

Elementary school is a compulsory six-year school,

High school is a three-year school and includes two

Junior technical college was established in 1963 to

College and university education is of varied types.

Higher technical school is also a special kind of

The purposes of the middle school established by the

Sciences 3-4 3-4 2-4

Physical Education 3-4 3-4 2-4

Fine Arts 2 2 1-2

Vocational (boys) 4-5 5-6 5-12

Anti-Communism and Ethics 2 2 2

Extra Curricular Activities 2.5- 2.5- 2.5-

Total 31-34 31-34 31-34

SOURCE: Ministry of Education, The Middle School

Department Subject Unit

Physical education Physical training 30

Music Music I and II 48

Fine art Fine art I and II 48

Department Subject Unit"

SOURCE:Ministry of Education, The Secondary School

"One unit is a fifty-minute class per week for one

""One of the second foreign language course is required.

weeks and one class period is 45 minutes. The standard high

Figures from the Ministry of Education (27) were used

Development of Home Economics

Schools 1965 1975

Academic 426,531 494,868

Total 426,531 1,123,017

SOURCE: Ministry of Education, Statistical Yearbook

of families during the past century. The orchestrated ser-

1910 1915 1922 1928 1934 1948 1960 1973

Figure 3. Number of Public School Pupils in Grades 9 to 12

SOURCE: U.S. Department of Health, Education, and