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| Institution | Montana State Univ., Bozeman. |
|---|---|
| Titel | Impact of Consumer/Homemaking Programs II: Preparation for Dual Roles as Homemaker and Wage Earner. Final Report. |
| Quelle | (1990), (34 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Employed Women; Family Life; Followup Studies; High School Graduates; High Schools; Homemakers; Occupational Home Economics; Outcomes of Education; Program Effectiveness; State Surveys; Time Management; Values; Values Clarification; Work Attitudes; Montana |
| Abstract | A study was conducted during the 1989-90 academic year of a random sample of 1984 and 1989 Montana high school graduates to assess the impact of enrollment in home economics courses on their knowledge/attitudes related to combining the dual roles of wage earner and homemaker. A questionnaire assessing graduates' knowledge of concepts related to the dual role of wage earner and homemaker was developed and administered by telephone to 131 graduates who had taken home economics courses and to 81 graduates who had not, with an equal number from the 1984 and 1989 classes. No significant difference was found in the responses of the two classes, suggesting that neither recency of studying content nor application of concepts on a regular basis since graduation was more influential on the graduates' knowledge. Analysis of data revealed that males scored significantly higher than females on the use of time management techniques. Knowledge/attitudes on two concepts (potential conflicts related to combining work and family and achieving satisfaction from combining work and family) were seen as more effectively resolved by those who had taken home economics. The study concluded that increased emphasis in home economics classes should be placed on decisions regarding combining work after marriage and the effects of careers on children. (Appendixes include the concepts related to dual roles of career and family used for development of the study questionnaire, tables of knowledge scores on concepts, and chi-square analyses for various concepts.) (KC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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