EXPLORATION OF FACTORS AFFECTING CONSUMER EDUCATION PROGRAM IMPLEMENTAHON lN SECONDARY SCHOOLS OF MICHIGAN . '7‘— —- w __ .— 0 . t . Thesis for the Degree Of M. A. MICHIGAN STATE UNWERSITY IRENE SCHIELE HATHAWAY 1974 n gum; mzlmgmml Llll 111 1121 11le mm ”11 m II ABSTRACT EXPLORATION OF FACTORS AFFECTING CONSUMER EDUCATION PROGRAM IMPLEMENTATION IN SECONDARY SCHOOLS OF MICHIGAN BY Irene Schiele Hathaway The role of consumer education in Michigan's secon- dary Schools is of increasing interest as effort on the legislative level is currently focused on the mandating of consumer education for all students. The awareness on the part of educators of the importance of consumer education for all and the expansion of the content areas_ in a well-developed program indicates the need for an interdisciplinary approach with particular emphasis from’ the core areas of home economics, business education, and social studies. This study as an exploratory step in developing an interdisciplinary approach (1) surveyed content areas currently being taught by teachers attending the Michigan Consumer Education Center's first workshop and an assess- ment of their needs in teaching consumer education, (2) analyzed content areas of selected current consumer education curriculum guides as located through ERIC and Irene Schiele Hathaway school district funding application for the Michigan State Department of Education's consortium on consumer education, (3) surveyed the attitudes toward the teaching of consumer education held by secondary school teachers and their principals regarding goals of consumer education and strategies for implementing consumer education into their courses, and (4) identified methods of implementation by which the interdisciplinary approach to consumer educa- tion can be incorporated into the existing school curriculum. While differences were found between the responses from teachers and content analysis of the funding applica- tions and curriculum guides regarding the 23 selected content areas, the topics most frequently included were credit, decision making, family income management, con— sumers in the market, savings and investment, and consumer information. Topics which received the least attention were consumers in the environment, consumer services, leisure, education, and health. A trend away from the tOpics under the consumption of goods and services is evidentixlthe curriculum guides and consortium applica— tions toward the more conceptual areas of consumer econ— omics, decision making, and management. Overall, teachers and principals hold positive attitudes toward the teaching of consumer education. The main areas of concern revolved around the difference between the unit method approach and the interdisciplinary Irene Schiele Hathaway approach, with both teachers and principals confused or undecided. Another area of controversy was the question of mandating consumer education, with principals in less agreement than teachers. Methods of implementation for introducing consumer education into the existing school curriculum focused on the concept that the interdisciplinary approach is multi- faceted and can include (1) a single teacher course with interdisciplinary planning and coordination, (2) team teaching among the core disciplines, (3) concurrent schedul- ing of classes from the core disciplines, (4) integration into all existing courses, (5) a special course together with school—wide integration resulting in a total system approach, or (6) use of mini—courses and/or assembly programs. The total system approach appears to offer the most effective method and makes use of both school and community input and resources. Consumer education in Michigan is growing, but demands a coordinated effort by all interested groups to become a strong, viable body of information to achieve the final goal of producing informed and aware consumers. EXPLORATION OF FACTORS AFFECTING CONSUMER EDUCATION PROGRAM IMPLEMENTATION IN SECONDARY SCHOOLS OF MICHIGAN BY Irene Schiele Hathaway A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Family Ecology 1974 f OO ACKNOWLEDGMENTS Special acknowledgments must be given to the many individuals who helped in the realization and finaliza— tion of this thesis. To Rosella Bannister, Director of the Michigan Consumer Education Center, for the opportunity to participate in the center's workshop and share concepts and ideas. To Eleanor McCrimmon, Home Economics Specialist in the Michigan State Department of Education, Department of Vocational Education and Career Development, for her help in surveying the department's school district fund- ing applications. To my research committee, in particular Dr. Nancy Harries for her thoughtful input into the develOpment of the overall plan and Dr. Norma Bobbitt for her evaluation of the results. Dr. Carol Shaffer not only provided expert advice throughout the entire project but also gave me guidance during the entire development of my masters program. A special thank you must be extended to my committee chairman, Dr. Beatrice Paolucci. Throughout my program, and in particular her guidance and inspiration during the planning and execution of the thesis, makes me acknowl— edge her as my most important source of direction and encouragement. This thesis would not be possible without ii the help of all these individuals concerned with and committed to consumer education in Michigan. A personal thank you must be extended to my family for their help, encouragement, and understanding during my entire masters program. iii TABLE OF CONTENTS LIST OF TABLES O O O O O O C O O O O O O O O O O 0 Chapter I. PROBLEM AND RATIONALE . . . . . . . . . . Purpose of the Study . . . . . . . . . . Objectives of the Study . . . . . . . . II. REVIEW OF LITERATURE . . . . . . . . . . . Importance of Consumer Education . . . . Definitions of Consumer Education . . . Consumer Education in the Secondary SChOOl O O O O O O O I O O O O O O O 0 Present Approaches to Consumer Education Future Approaches to Consumer Education Summary . . . . . . . . . . . . . . . . III . METHODOLOGY 0 O O O O O O O O O I O O O 0 Data Collection . . . . . . . . . . . . Instrumentation . . . . . . . . . . . . Development of Content Analysis . . . . Limitations 0 O O O O O O O O O O O O I IV. FINDINGS AND ANALYSIS . . . . . . . . . . Background Information on Groups Studied Consumer Education Content . . . . . . . Teaching Consumer Education . . . . . . Goals of Consumer Education . . . . . Implementation Strategies . . . . . . Methods of Implementing an Inter- disciplinary Approach . . . . . . . . iv Page vi 12 ‘23 26 31 34 35 36 38 4O 43 43 55 60 6O 69 75 Chapter Page V. SUMMARY AND DISCUSSION . . . . . . . . . . . '83 Implications . . . . . . . . . . . . . . . 90 Economic Realities . . . . . . . . . . . 96 ‘ Historical Realities . . . . . . . . . . , 97 Political Realities . . . . . . . . . . 97 The Fabrication of Educational Conditions . . . . . . . . . . . . . . 98 The Reality of the Human Situation . . . 99 Recommendations . . . . . . . . . . . . . 99 Implications for Further Research . . . . lOl Reflections . . . . . . . . . . . . . . . 103 APPENDICES . . . . . . . . . . . . . . . . . . . .'. 105 A. Participating School Districts in Michigan State Department of Education Consumer Education Consortium . . . . . . . 106 B. Curriculum Guides . . . . . . . . . . . . . 108 C. Consumer Education Attitude Survey . . . . 113 Teacher Information Sheet . . . . . . . . . 115 Principal Information Sheet . . . . . . . . ll7 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . 118 Table 1. 10. ll. 12. LIST OF TABLES Prevalence of Consumer Education in U.S. Secondary School Curriculum Areas, 1968-69 0 O O O O O O O O O I O O O O I 0 Prevalence of Consumer Education in U.S. Secondary Schools, by Curriculum Areas and Regions, 1968-69 0 o o o o o o o o 0 Secondary School Offerings of Special Courses in Consumer Education, by curriculum Areas, 1968-69 0 o o o o o o 0 Prevalence of Consumer Education in Secondary Schools, by Curriculum Areas and District Enrollment, 1968-69 . . . . Subject Matter Content of Secondary School Courses Treating Consumer Topics, by Curriculum Areas, 1968-69 . . . . . . . .' Michigan Consumer Council's Survey of Secondary School Consumer Education Topics, May, 1973 . . . . . . . . . . . . Principal's Survey Response . . . . . . . . Background Information on Attitude Survey Respondents . . . . . . . . . . . . . . . Teacher and Principal Preference for the Teaching of Consumer Education . . . Teacher Needs in Consumer Education as Assessed by Teachers . . . . . . . . . . Teacher Needs in Consumer Education as Assessed by Principals . . . . . . . . . Number, Length, and Department Offering of Special Consumer Education Courses . . Vi Page 15 16 17 18 20 22 38 45 46 47 48 50 Table 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. Teachers Attending Workshop Currently Teaching Consumer Education . . . . . . . Background Information on Consortium Applications . . . . . . . . . . . . . . Background Information Presented on Analyzed Curriculum Guides . . . . . . . Consumer Education Content Identified by Teachers, Consortium Applications, and Curriculum Guides . . . . . . . . . . Economic and Management Goals of Consumer Education . . . . . . . . . . . Citizenship and Social Goals of Consumer Education . . . . . . . . . . . Delayed and Immediate Gratification and Changing Sex Roles as Related to Teaching Consumer Education . . . . . . . Recognition of Varying Socio-Economic Groups and Student Diversity as Related to Teaching Consumer Education . . . . . Strategies for Involving Students in Consumer Education . . . . . . . . . . . Parental and Market Involvement as Related to Teaching Consumer Education . . . . . Implementation Strategies Proposed by Consortium Applications . . . . . . . . . Interdisciplinary Groups of Teachers Who Should Be Involved in Consumer Education Approaches to Implementation of Consumer Education . . . . . . . . . . . The Role of Consumer Education in the Secondary School . . . . . . . . . . . . Methods of Implementation Used by Schools in Michigan State Department of Education Consortium Program . . . . . . . . . . . vii Page 51 53 54 62 64 66 68 ’71 73 74 76 .78 80 82 CHAPTER I PROBLEM AND RATIONALE Purpose of the Study The need for consumer education that is both information and process centered has become a major con- cern for educators, consumer advocates, and government leaders. The complexity of the marketplace, the importance of the development of personal and public economic compe- tence, and the visible continuation of consumer issues has led governors and legislators to endorse legislation requir- ing consumer education programs in secondary schools. Every person in the United States is a consumer and must make allocation choices according to a personal set of values and goals. Thus consumer education must, by definition, be very inclusive and flexible to meet many needs based on: (1) situational variables, such as the physical and social objects in the environment with the potential for satisfying or constraining needs and wants; (2) affective variables, such as preferences, beliefs, values, and psychic needs, which are used to structure goals and evaluate the elements in decision making; (3) decision-making variables concerned with social, econ- omic, and technical decisions; and (4) welfare variables, which describe the level of living at a given point (Nichols, 1971, p. 133). A comprehensive look at the content of a well- developed consumer education program leads to the reali- zation that this is not a course that can be covered by only one discipline. The range of material indicates a strong need for an interdisciplinary approach by which schools can introduce students to a comprehensive View of consumers in the U.S. economy. Michigan is placing particular emphasis on consumer education. Interest in and awareness of the need for con— sumer education is evidenced by the consortium programs currently being funded by Title I, Part F funds through the Michigan State Department of Education in 25 Michigan school districts and the development of the Michigan Con— sumer Education Center at Eastern Michigan University in 1973. Illinois and Hawaii have passed legislation requir- ing consumer education in their states' secondary schools. New York and New Jersey are also active in formulating consumer education programs. States throughout the nation are developing guides and programs for teachers in many disciplines for introducing consumer education into the secondary school curriculum. The purpose of this exploratory study is to survey attitudes held by teachers and principals regarding the approaches to and strategies for consumer education, as well as to reveal the content areas currently being used. In addition, content areas and strategies devised by the pilot programs for consumer education under the Michigan State Department of Education and current curriculum materials will be analyzed. As consumer education receives more attention in the curriculum of the state's secondary schools, it is important to answer questions of (1) implementation, (2) content, and (3) scope and sequence that will serve the needs of students through varied structures. This study will offer some suggestions for answering these questions. Objectives of the Study The objectives of this exploratory study are: 1. To identify the areas of content emphasis in selected current consumer education programs. 2. To identify the preferred content emphasis as indicated by secondary school teachers attending the Michigan Consumer Education Center's workshop. 3. To identify attitudes held by secondary school teachers and principals in Michigan toward the teaching of consumer education. 4. To identify methods of implementation by which the interdisciplinary approach to consumer education can be incorporated into the existing school curriculum. CHAPTER II REVIEW OF LITERATURE Importance of Consumer Education Many factors contribute to the increasing attention placed on consumer education today. A partial review would necessarily include: (1) the affirmations of three national Presidents on consumer rights, which have focused national attention on the consumer. In October of 1969, President Richard Nixon gave the following consumer's bill of rights: I believe that the buyer in America today has the right to make an intelligent choice among products and services. The buyer has the right to accurate information on which to make his free choice. The buyer has the right to expect that his health and safety is taken into account by those who seek his patronage. The buyer has the right to register his dissatis— faction, and have his complaint heard and weighted, when his interests are badly served (1969, p. 1). (2) the establishment of the Office of Consumer Affairs and the President's Committee on Consumer Interests; (3) the establishment of the Consumer Product Safety Com- mission; (4) the emergence of Ralph Nader, a national spokesman for consumers as well as group action on the local level; (5) the 1968 amendments to the Vocational Education Act of 1963, which makes federal funds available to states for the purpose of upgrading consumer and homemaking education and the Education Amendments of 1972 for a Director of Consumers' Education within the Office of Education; (6) the inflationary spiral which started in the late 1960's and continues at greater speed today; and (7) the realization of the interrelationships of the consumer, business, industry, government, agriculture, and other social institutions and the natural environment. In a definitive book in 1942, Margaret Reid spoke of aims of consumer education that are still relevant today: 1. Study of the present system of production and marketing, basic drives, conflicts of interest, automatic and deliberate controls. 2. Ways in which the market might be improved and analysis of proposed changes which would lessen its efficiency. 3. Possibilities of consumer cooperatives. 4. Advantages of more informative labeling. 5. Deception and fraud in advertising, labeling, and personal salesmanship. 6. Why present regulatory agencies are not more effective (1942, p. 101). In 1970, the Report of the National Research Con- ference on Consumers and Homemaking Education listed the following items in their final revision on priorities: Identification of competencies, determination of conceptual structure, and development of teaching— 1earning strategies and evaluative techniques for consumer and homemaking education programs at various educational and socio-economic levels. What are th effective ways in consumer and home- making education of reaching out-of—school groups and poverty groups in relation to (1) methods of teaching, (2) course patterns (sequencing), and (3) facilities, etc. DevelOping and implementing consumer education courses for adults. Determine if a consumer's value system is of more or of less importance than specific commodity information in making a purchase decision. Alternative delivery systems for making available point-of-purchase consumer information on big-ticket items: (a) includes determining pre-programmed ques- tions of most value of consumers, (b) customer's willingness to use and pay, (c) location of service, and (d) cost (Gorman, 1970). These lists indicate the range of interests that are now focused on consumers and consumer education. Robert Worthington added more points to the list of growing consumer concerns: 1. The growing involuntary sub-economy of con- sumers not getting what they paid for. 2. Secondary consumer expenditures which result from the effects of one purchase forcing the consumer to incur new costs. 3. The role of advertising as a major psychologi- cal force in consumption decisions. 4. Deceptive packaging. 5. The vertical integration by large industry of the chain of supply from raw materials to manu— facturing to wholesaler to retailer (1972). Business education, as well as home economics, has been rethinking consumer education and its relationship to the business curriculum. Consumer allocation of time and leisure affects the labor market and the resulting national product. Knowledge of the business world is of value to both producers and consumers. Because of this interrela- tionship, business educators see their curriculum as a core area for teaching consumer education (Daughtrey, 1967). Social studies teachers are also interested in developing consumer education, and are working on models and definitions that will explain the relationships between their traditional curriculum and consumer education. Peter Senn and Joanne Binkely, in answering questions about con- sumer education for social studies teachers, advise: For the social studies teacher, consumer education_ must include far more than simply the buying of things. It must include the recognition, develop— ment and clarification of what is satisfying. It must recognize and teach ways to handle problems of conflict and choice. It must also include the social aspects of satisfaction—-those that come from parks, fresh air, reading, concerts, or living in an orderly society. It must include an understanding of process-- how we can change our institutions to get what we want (1971, p. 1). Consumer issues have been of a recurring nature in the United States starting in the early 1900's and again as an outgrowth of the depression years. Consumer concerns reached a peak in the later 30's and early 40's, only to again become submerged by other national priorities in the late 40's and 50's. The present consumer movement,not being born of the severe economic depression of the 30's, is more a movement born of affluence. While poverty con- tinues to be a persistent problem, the national income adjusted for price changes has doubled every 20 years since 1890. Even when allowance is made for population growth, income per capita is today four times what is was in 1890 (Miller, 1971, p. 40). William Lazer predicted that: In the seventeen year period from 1968 to 1985 median real income will increase as much as it has over the previous fifty years. By 1985 one-half of the U.S. population is expected to enjoy a level of living that characterized only the tOp 3 percent of the pop- ulation in 1947, or the top 15 percent of the pOpula— tion in 1968 (1972, p. 8). As concern over energy consumption and conservation becomes a fact of life in the United States, an additional dimension has been added to consumer education. Educating consumers for the future indicates that while per capita income is predicted to increase the thrust of consumption will change. In addition to the ability to pay, values, and individual choice a component of the consumption decision will necessitate decisions that are in harmony with environ- mental constraints. Beatrice Paolucci and Janice Hogan cited the need for new decision—making patterns in the reali- zation "that these decisions will depend on the extent to which each family member understands our complex, special- ized, and dynamic energy-driven system, and to the extent that each understands that all processes require the expen- diture of energy" (1973, p. 14). Consumer education is a natural vehicle for transmitting this information as well as helping consumers evaluate and process the information necessary to make responsible decisions. Not only is the education of actual energy consump- tion of vital importance but in addition the environmental 10 problems of a high energy using, easy disposal society must be eXplored in consumer education. Consumption patterns must be related to the ability of the earth and its bios- phere to assimilate our continued expansion of disposed products. Values related to our beliefs of the nature of the interrelationships between man and the natural environ- ment are an important part of consumer education. The web of decision making thus becomes ever increasingly complex. Another important consideration is the difference among socio-economic groups and their needs for programs with differing focus and emphasis. The pioneering work by David Capolitz pointed to the different constraints, approaches to, and values affecting the consumption pat- terns of the low—income consumer. The Institute in Consumer Education for Disadvantaged Adults reflected the growing concern with the need for awareness of the differing prob- 1ems facing the disadvantaged consumer. The Institute's conclusions include the finding that consumer problems of disadvantaged adults are difficult to separate from the broader spectrum of their social-psychological and economic problems, and emphasized the importance of working with the disadvantaged through mutual attack (Paolucci, 1970). These conclusions can be directly applied to con— sumer education for disadvantaged youth in the secondary school. Teachers must take into consideration the multi— plicity of values and situations faced by their pupils. 11 Consumer education literature emphasizes the need for (1) evaluation of needs of students by teachers, (2) flexi- bility in methods and content, (3) regard for differing value systems, and (4) understanding of the differing con- straints faced by various ethnic and socio-economic groups. Definitions of Consumer Education The President's Committee on Consumer Interests (1968) defined consumer education as "the development of the individual in the skills, concepts, and understandings required for every day living to achieve, within the frame- work of his own values, maximum utilization of and satis- faction from his resources." James Mendenhall listed the following four goals of consumer education: To help the consumer become: 1. A prudent manager of his personal and family finances, 2. A wise buyer of goods and services in the marketplace, 3. A careful user of personal and public pos- sessions, and 4. An informed and intelligent acting consumer citizen (1967, p. 18). A more comprehensive definition has evolved from the national survey of consumer education at Purdue Univer- sity as "the educational and informational investments in the human agent's capabilities for performing those roles associated with directing economic activity, satisfying public and private wants, and improving economic performance 12 in the marketplace" (Armstrong and Uhl, 1971, p. 529). This definition takes into account the repercussions of individual decisions and the importance of public goods decisions as well as ecological considerations. The Purdue study also generated the following comprehensive classification of content areas: Consumer Economics Consumers in the economy Consumption, production, income Taxes, community consumption Household and income management Family income management Savings and investment Credit Risk, uncertainty, insurance Market opportunities and problems Consumers in the market Consumer aid and protection Consumption of goods and services Food Clothing and soft goods Durables Housing Transportation Consumer services Leisure Investments in human capital Education Health Organized consumer activity Consumer organizations Consumer information (Uhl, 1970, p. 83) Consumer Education in the Secondary School Once consumer education has been adequately defined and content identified, the next important considerations are "To whom will this education be directed?" and "How will these concepts be integrated into the existing educa- tional structure?" 13 Once thought of as information needed only by the poor or buymanship for the future homemaker, consumer education concepts are increasingly recognized as vital for all socio-economic and age groups. The consumer education guidelines developed by the President's Committee on Con— sumer Interests (1970) recommend a program geared to all levels, from kindergarten to twelfth grade and beyond. The Proceedings of the First Regional Conference on Consumer Education (1968) affirmed this stand of consumer education for all ages as well as the Newburyport, Massachusetts, pilot project for integration of consumer education into the total school system over a three—year period. James Mendenhall cited a particular need for teen- agers, since they are acknowledged to be active consumers, they are subjected to intensive psychological appeals in advertising, and they are relatively uninformed about product information, prices, and credit (1967, p. 14). Teenagers, in addition to spending from $21-25 billion dollars per year, play an important role in determining family consumption. One estimate of their individual expen- ditures is approximately $775 per year, with as many as 30 to 35 percent having their own charge accounts (H;§; News and World Report, 1971, p. 93). Teenagers are also in a prime period of life for develOping their value systems and decision-making techniques. Many will soon enter the first stage of the family life cycle. In 1970, the median 14 age of men at first marriage was 23.2 years and for women it was 20.3 years (U.S. Department of Commerce, 1971, p. 1). It is important to understand that the vast major- ity of programs related to consumer education are now being taught in the nation‘s secondary schools. While not attempt- ing to minimize the importance of either the lower grades, higher education or adult education, it must be recognized that great strides can be made by adding to the development of consumer education in the secondary school curriculum. To gain some insight into the extent and location of pro- grams and factors affecting the possibilities of offering consumer education courses, the Purdue study concentrated a major share of its work on a survey of existing programs throughout the nation. The following facts emerged from this vast study in 1968 (Uhl, 1970): 1. Consumer education topics and teaching orienta- tion are most frequently found in the home economics curriculum. 2. The other most frequent areas are distributive education, business education and social studies. 3. Consumer education is more prevalent in senior high schools than junior high schools. 15 Table 1.--Prevalence of consumer education in U.S. secondary school curriculum areas, 1968-69. Percent of High Schools Offering Any Courses Treating Curriculum Consumer Topicsa Areas Junior High Senior and Jr-Sr Schools High Schools Home Economics 86% (104) 97% (161) Distributive Education 35 ( 20) 81 ( 75) Business Education 48 ( 50) 74 (143) Social Studies 51 (104) 74 (138) Driver Education 18 ( 22) 69 (129) Ind. Arts, Voc. Agr. 40 ( 73) 66 (114) Mathematics 44 (131) 54 (138) Health, Hygiene 52 ( 64) 51 ( 84) Science 44 ( 32) 48 ( 31) English 26 ( 92) 22 (134) Number of Schools (189) (280) Source: Joseph Uhl, et al., Survey and Evaluation of Institutional and Secondary School Education Programs, Vol. I of Survey and Evaluation of Consumer Education Programs in the United States (Lafayette, Indiana: Purdue Research Foundation, 1970), p. 59. a . . . Includes speCial courses in consumer education and courses in which consumer education is integrated with other subjects. Parentheses indicate the number of schools. 16 4. Treatment of consumer education does not appear to differ substantially in schools located in different regions of the country. Table 2.--Prevalence of consumer education in U.S. schools, by curriculum areas and regions, secondary 1968-69. Curriculum Areas Percent of High Schools Offering Any Courses Treating Consumer TOpicsa Junior High Senior and Jr-Sr Schools High Schools NEb NC 5 N NE NC 5 w Home Economics 65% 94 92 87 96% 96 98 100 Distributive Education 0 67 67 17 86 72 90 83 Business Education 54 42 50 46 88 74 63 75 Social Studies 67 53 44 42 88 71 61 81 Driver Education 0 0 60 14 75 67 55 91 Ind. Arts, Voc. Agr. 47 44 54 12 57 72 70 50 Mathematics 39 38 55 47 50 55 55 47 Health, Hygiene 36 55 57 57 45 43 69 64 Science 43 47 33 50 75 67 ll 33 English 18 22 24 30 18 19 26 25 Source: Joseph Uhl, et al., Survey and Evaluation of Institutional and Secondary School Education Programs, Vol. I of Survey and Evaluation of Consumer Education Programs in the United States (Lafayette, Indiana: 1970), p. 59. Purdue Research Foundation, a . . . . Consumer education includes speCial courses in the subject and courses where consumer education is integrated with other subjects. b Northeast states: Maine, Vermont, N.Y., Jersey, Conn., R.I., Mass., N.H. North Central states: Kansas, Mo., Iowa, Minn., Wisc., Mich., Southern states: Ky., Virginia, Tenn., Ark., Oklahoma, Texas, La., Miss., N. Carolina, S. Carolina, Western states: N. Dakota, S. 111., Pa., W. Virginia, De., Md., D.C., Ga. I Alabama, Utah, Mont., Fla. New Dakota, Neb., Ind., Ohio Idaho, Wyo., Oregon, Ca1., Nev., Wash., Colorado, Ariz., New Mexico. 17 5. There are wide variations among states in the prevalence of curriculum placement of consumer education. The states of Illinois and New York are particularly active in adopting consumer edu- cation in secondary schools. 6. Special consumer education courses are reported in only 2.6 percent of responding schools, with approximately 8 percent offered in business education and 3.3 percent in home economics. Table 3.--Secondary school offerings of special courses in consumer education, by curriculum areas, 1968-69. Secondary Schools Special Courses With Special Consumer As a Percent of Curriculum Education Coursesa All Courses AreaS' Percent Treating Consumer l960—6lb 1968—69 Education Home Economics 1.0% 3.3% ( 9) 1.2 Business Education 5.3 8.2 (16) 7.0 Social Studies 3.8 2.6 ( 6) 2.8 Distributive Educ. n.a. 2.1 ( 2) 2.0 Mathematics n.a. 1.1 ( 3) 1.7 Health, Hygiene n.a. 2.7 ( 4) 3.4 Source: Joseph Uhl, et al., Survey and Evaluation of Institutional and Secondary School Education Programs, Vol. I of Survey and Evaluation of Consumer Education Programs in the United States (Lafayette, Indiana: Purdue Research Foundation, 1970), p. 59. aIncludes junior, senior and jr—sr high schools. Special consumer education courses are defined as courses entitled "consumer education" or courses devoted entirely to consumer topics. bSubject Offerings and Enrollments in Public Secon— dary Schools, U.S. Office of Education OE-24015-61, 1961. 18 7. School district size did not have any relation- ship to the offering of consumer education. Table 4.-—Preva1ence of consumer education in secondary schools, by curriculum areas and district enrollment, 1968-69. Percent of High Schools Offering Any Courses Treating Consumer Topics Curriculum School District Size (Pupils) Areas 300-2,500 2,500-10,000 10'000 or more Senior and Combined Jr—Sr High Schools Home Economics 97% 98% 96% Business Education 69 80 74 Social Studies 63 75 83 Distributive Education 65 83 88 Mathematics 45 55 63 Ind. Arts, Voc. Agr. 67 61 70 Health, Hygiene 48 51 54 Driver Education 68 70 69 English 19 18 30 Science 60 40 50 Junior High Schools Home Economics 81 83 90 Business Education 25 69 42 Social Studies 45 55 52 Distributive Education 20 33 44 Mathematics 46 45 43 Ind. Arts, Voc. Agr. 25 48 38 Health, Hygiene 53 46 56 Driver Education 33 17 10 English 26 26 26 Science 36 80 38 Source: Joseph Uhl, et al., Survey and Evaluation of Institutional and Secondary School Education Programs, Vol. I of Survey and Evaluation of Consumer Education Programs in the United States (Layafette, Indiana: Purdue Research Foundation, 1970), p. 59. 10. In summary, 19 City and rural schools incorporated consumer edu- cation into curriculum somewhat differently. Both urban and rural schools reported consumer education in about the same frequency in home economics, business education and driver educa- tion. In urban schools additional subjects most likely to be a part of the program are social studies, distributive education, and science, while rural schools used math, health, and English courses. School size did not affect the placement of consumer education in the curriculum. In summary, district, city and school size do not appear to be the primary determinants of the extent of consumer education or its curricular placement in the high school. Consumer educa— tion offerings are as extensive in the rural schools as in the urban schools, and city size and school enrollment do not seem to influence consumer education. In part, these findings reflect counter tendencies; for example, the need for consumer education in the central city is matched by the demand for education in con- sumer subjects on the part of affluent, suburban parents (Uhl, 1971, p. 70). The content areas are covered differently by various disciplines (see Table 5). the report stated: Overall, it would seem nearly impossible for a student to complete high school without some exposure to consumer education. Home economics does not enjoy a monopoly in educating the consumer, and it is not necessarily true that women receive more consumer edu— cation than men. However, the dispersal of consumer education throughout the curriculum and its heavy 20 coaumpcsom soummmmm mswusm .SS .S .ASSSH "mcmflmcH .mvummmwmqv mmpmum Umuflco map GS mEmHmoum cowpmospm HOESmQOO mo coaumnam>m ocm mm>usm mo H .Ho> .mfimnmoum coSumospm Hoonom mnmocoomm 0cm SamoausuflumcH mo coaumnam>m cam Nm>unm ..Hm um .HnD gammOh "mousom NH SH SH HH mm m mm mm mm HS coHumEHOwGH Hmsdmcou NH S S S SH S SS SS SS SN ScoHumNHcmSuo umesmcoo NUH>Spo¢ umfidmcoo Umwflcnwno SS SN SH SS SH SH SN SS SS SN nuHSmm SS SS SH NN SS SN SS HS SS SN couumosnm Hmuflmmu cmfism GS ucmEumm>cH SN SS SH SS SS SH SN SS SS SS muanmH HN SH SH S SS SH SS SS SS SN SOOH>NSS umfismcoo SN. HH SS S SN SS SS SS HS SH coHumnuoamamue SN S S SH SS SS SS SS HS SS Scumsom SH SH S SH NS SS SS SN NS HS mmHamhso SN SH H SH S SN SS SN HS SS mSooo uuom .SESESOHo HS NH S SS SH SS HS SN SS NS Soom mmoS>Hmm .mpoow mo coSumESmcou SS NS SH SS SS SH SS SS SS SS coHpomuoum Sam SHN Nmssmcoo HN HS SH NN SS SS SS SS SS SS umxumz may cH umssmcoo mEmHQonm .mmSUScsuuommo umxumz SH NH SS S SN HS SS SS SS SN mocmusmcH .Schmuumoc: .mem NH SH SS S SS SS SS SS SS SS SSSmuo SH ha MH OH Hm om HS om Sm Sm uamEumm>cH .mmcS>mm SH NN SH SH SS SS SS SS SS SS newsmmmnmz SEOOcH SHHESS ucmfimmmcmz mfioocH paw pHonmmdom SS SN S S SS SS SS NS SS SN coHumesmcoo SuHcsssoo .mmxme SN SH SH S SS SS SS SS SS HS OEoOcH .coHuoscoum .aoHumssmcoo SSS SHS SSS SHS SHS SSS SSS SSS SSS SHS Saccoom was 6H umssmcoo moHEocoom HmESSCOU S 3 30 H AI W 3G SS 38 E. O u P1 a on U PT; .40 Pa 30 I. 6 n_é p o p .4 has nHS n s o a a I on I .. U. 33 pr. or. US. U T. . O 3. .1 T..9 . U 0 o s .1 q w.V r. a I a m a U. 51 a. S S T. wlm . s m moSmoe coflpon Cm Hmfiomcou mmwud EstoSuusu mOHmoa HmESmQOU wcflummua mwmusoo mo unmoumm .mmlmmma an .moflmou Hmfidmcoo mcflpmmun mmmusoo Hoonom mumpnooom mo ucmucoo Hmuumfi pommndmnn.m mHnme .mmmnm EstoHuuso 21 emphasis in vocationally-oriented areas does raise some problems of pupil exposure. There is first of all the difficulty of insuring a comprehensive and complete exposure of students to the full spectrum of consumer topics in the light of this curriculum dispersal. Students may receive only partial treat- ment of specific consumer topics or one-sided treat- ments unless great care is exercized to insure uniform pupil exposure to the courses concerned with consumer tOpics. Secondly, the frequent occurrence of consumer education in the curriculum does not insure that all necessary consumer tOpics will be treated. There is undoubtedly considerable redundancy in consumer edu— cation throughout the high school curriculum. In most cases there is insufficient coordination and planning of consumer education to insure complementarity of its treatment throughout the curriculum (Uhl, 1971, p. 94). A study by William Johnston, director of the New Jersey Center for Consumer Education Services, concludes that consumer education in New Jersey: a. is practically non-existent in the elementary school, at least insofar as the topics used for the survey are concerned b. is included in relatively few junior high or middle school programs, and where it is included is limited to offerings primarily in home economics 0. is most prevalent at the secondary school level in home economics and business education pro- grams d. is a definite and vital part of distributive education patterns in the eleventh and twelfth grades e. exists partially in some mathematics and social science programs f. does not enjoy its rightful place as an "inter- disciplinary" program of study (1971a, p. 6). The Michigan Consumer Council (1973) surveyed 735 secondary school principals on the extent to which consumer education is being taught in Michigan and received a 41 percent (302) response. The following facts emerged from this survey: 22 1. A consumer education course meeting a minimum requirement of a unit on money management or credit and three additional tOpics was offered by 85 percent of the responding schools. 2. Only 7.9 percent of the total student population in responding schools was currently enrolled in these courses. 3. Thirteen consumer topics were examined; Table 6 summarizes them in order of frequency and percent of courses in which the topic was included. Table 6.--Michigan Consumer Council's survey of secondary school consumer education topics, May, 1973. Percent of Consumerism Topic . Classes Including This Topic 1. Credit 95% 2. Money management 89 3. Insurance 86 4. Savings and investment 77 5. Consumer economics 74 6. Deception and fraud 65 7. Housing 60 8. Transportation 50 9. Food 48 10. Furniture and appliances 42 11. Clothing 38 12. Leisure 35 13. Consumer health 32 Source: Michigan Consumers Council, "Report on Survey of Consumer Education Programs in Michigan Secondary Schools" (Lansing, Michigan, October 22, 1973), p. 4. (Mimeographed.) 23 Present Approaches to Consumer Education The President's Committee on Consumer Interests defined four possible methods of implementing consumer education in the existing school structure. They are: Individual Teacher Approach, which focuses on the development of a course of study taught by one edu— cator; Team Approach, which suggests combining the expertise of several teachers for teaching a single course; Interdisciplinary Approach, which stresses the Opportunities for incorporating Consumer Educa- tion into all courses in varying degrees of SOphisti— cation; and Systems Approach, which involves the entire school system as well as the community and the parents (1970, p. 5). Basically, state and private guidelines have fol- lowed these approaches while changing labels at times. Illinois cited its implementation approaches as (1) exist- ing courses, (2) separate courses, (3) integration, and (4) team teaching (1968, p. 4). New York stressed team teaching, and defined it as "any form of teaching in which two or more teachers regularly and purposefully share responsibility for the planning, presentation, and evalua— tion of lessons prepared for two or more classes of stu- dents" (1968, p. 1). They included the following disciplines as possibilities of being on the team: social studies, home economics, business education to form the nucleus with addi— tions of mathematics, art, English, industrial arts, agri— culture, health, and science. They stressed the advantage of assembly programs which allow large groups of students to participate with community resource people in a topic of high interest, such as automobiles. 24 The Pennsylvania State Department of Education (1972) guidelines give objectives and learning strategies to be used in business law, business mathematics, distribu- tive education, English, general business, health, home economics, industrial arts, mathematics, science, and social studies. The National Committee for Education in Family Finance (1966) suggested that since consumer education involves an across—the-board approach to subject matter, team teaching involving the disciplines of math, business, social studies, and home economics is a possible avenue. It is recommended that a group of teachers work together to teach an integrated course combining economics, consumer economics, family studies, law, money management, math, and social problems. They advised flexible scheduling, indi— vidualized assignments, and the use of a multi—media approach. William Johnston, in recommending an interdisci— plinary approach, cited the importance of time as the great— est factor in any approach taken by individual schools, and listed the possibilities of mini-courses, team teaching, flexible scheduling, and large and small group instruction (1971b, p. 4). The Purdue study summarized its recommendations as: 1. No student should be exempt from consumer education at the secondary school level. 25 2. .Consumer education should be interdisciplinary, with theories, concepts, and understandings from social studies, business education, and home economics. 3. Consumer education can be organized as a special course or courses, or united in several curriculum areas, or diffused throughout the entire curriculum. It is recom- mended that the diffusion technique be used in lower divi- sion courses, with a specific twelfth grade elective or required course in consumer education (Uhl, 1970, pp. 96-98). In a Ph.D. thesis at the University of Connecticut, John Burton (1972) developed a questionnaire on current consumer issues directed to business education, social studies, and home economics teachers in secondary schools to apprise differences between the three groups on their atti— tudes toward consumer issues and appraisal of educational relevance. He found that all three groups tended to reSpond in a similar manner and assumed the role of a consumer advocate. All the teachers were favorable to the importance of including consumer issues in the educational curriculum. Thus, basic agreement exists on the nature of con- sumer education and the importance of inclusion in the secondary school curriculum. The core areas of home economics, social studies, and business education continue to be con- sidered the main disciplines; however, it is evident that many other disciplines are needed to round out a complete program. While there is general agreement on basic methods 26 of implementation, few good guidelines are available on how implementation can be accomplished. Joseph Uhl aptly summarized the relationships between consumer education, consumer protection, and competitive market forces for pro— moting consumer welfare. He challenged consumer educatOrs by stating: Consumers not only direct the economy through their dollar votes but also provide input into the public processes by which economic and market rules are for— mulated. By a traditional emphasis on the direct confrontation of consumers and the market, focusing on money management, consumer decision-making, and buymanship, consumer education has neglected the consumers' role in evaluating and improving market performance through the legislative and regulatory processes. The education of the consumer has been dominated largely by the perceived private gains of more intelligent consumer choices. The social gains from educating consumers about market processes and changing market performance may well be much greater 'than these private gains. If so, a change in the orientation and financing of the national consumer education effort would appear to be called for (1971, p. 103). Future Approaches to Consumer Education Once the interdisciplinary approach is understood as a viable approach to teaching consumer education, the natural extension of the question is to inquire about methods of implementation within the existing framework of secondary schools. The interdisciplinary approach is a curricular innovation, since the organization of schools indicates that teachers are most often isolated in individual classrooms and have great autonomy in that classroom or within a departmental structure. 27 Matthew Miles discussed planned curricular innova- tion as follows: Innovation is a species of the genus "change." Gen- erally speaking it seems useful to define an innovation as a deliberate, novel, specific change, which is thought to be more efficacious in accomplishing the goals of a system. . . . It seems helpful to consider innovations as being willed and planned for, rather than as occurring haphazardly. The element of novelty, implying recombination of parts or a qualitative dif- ference from existing forces seems quite essential. . . . Innovations in education . . . ordinarily have a defined, particular character, rather than being diffuse and vague. . . . The worthwhileness of innovation is ordi— narily justified on the basis of its anticipated con- sequences for the accomplishment of system goals (1964, pp. l4-15). Both Miles (1964) and Gordon Mackenzie (1970) agreed that strategies are the means used to create innovations and to establish them or institutionalize them sufficiently to have them continue on a regular basis. Methods of implementation are the means of putting the innovations into practice, and thus constitute a part of the overall strategy. Marcella Lawler emphasized that curriculum is "the Opportunities planned for the learner in the classroom," with the important stipulation that the classroom is broadly defined as any arena which facilitates learning (1970, p. 17). Alice Miel listed the following as the main foci of the study of planned curriculum innovation: 1. The larger social setting. 2. The organization receiving the innovation. 3. The process of developing, introducing, and diffusing an innovation. . The nature of the innovation itself. The people involved (1970, p. 153). 01p 0 28 This echoes Marcella Lawler in her stress upon the uniqueness of the individual school, school system, community, teachers corp, and pupil group in any strategy (1970, p. 16). Alice Miel (1970) asked penetrating questions of the nature of the innovation; whether it requires new skills not currently held by the peOple in the existing system, indi- vidual effort, or group acceptance. The interdisciplinary approach, while touching on all three variables, concen— trates on the needs for group acceptance. Besides the original agreement between teachers and administrators as to the basic goals of consumer education and the inter— disciplinary approach, the acceptance must be concentrated at the level of the teacher participants. Alice Miel succinctly puts this into perspective by stating that: In education it is the teacher who must take on new insights, attitudes, skills, and habits to make an innovation work. No matter where the idea for a cur- ricular innovation originates, the key figures in the drama are those people at the end of the chain who determine the success or failure of the innovation by the way they meet change (1970, p. 158). For many years general systems theory has been applied to things or materialistic consideration. "Recently, however, general systems theory has been looked at with increasing interest by social scientists as a tool for understanding human behavior and for increasing the ability of individuals to work creatively and productively with one another" (Harries, 1971, p. l). 29 Thus systems theory serves as a methodology to guide the educator in being a successful change agent toward the goals of group cooperation and acceptance of an innovation. The school as a social systemvnusdefined by Matthew Miles as: A bounded collection of interdependent parts, devoted to the accomplishment of some goal or goals, with parts maintained in a steady relation to each other and the environment by means of (1) standard modes of operation, and (2) feedback from the environment about the consequences of systems action (1964, p. 13). The manual developed for the National Special Media Institute by Thomas Harries programed the sequence of steps necessary for accomplishment as: 1. Identify the problem. 2. Analyze the setting. 3. Organize management (1971, p. 3). In identifying the problem, it is important to successfully define the environment, the system and sub- systems involved. The environment of a system is a set of elements and their relevant properties, which elements are not part of the system but a change in any‘of which can produce a change in the state of the system" (Ackoff, 1971, p. 662). The system is designgted as the center of interest. A subsystem has the same prOperties as a system, and is a smaller collection which comprise a portiOn of the system of central interest" (Harries, 1971, p. 5). Thus, the system which is of central concern to the innovator in consumer education is the school, the environment is the fiNLwhfifi—«n “an. .- N L H :a d .Ifiivmllwlmfllflxflflin 3O entire school district or community in which the school is located and the subsystems include teachers, pupils, administrators, physical facilities, etc. A closed system is "a system which rejects or is unable to accept information input from an external system," while an Open system is "a system which accepts the input of information from external systems" (Harries, 1971, p. 5). Walter Buckley explained "that a system is open means, not simply that it engages in interchange with the environment, but that this interchange is an essential factor underlying the system's viability, its reproductive ability or continuity, and its ability to change" (1967, p. 47). An open system receives and processes information, for an effective "self—direction or sociocultural system must continue to receive a full flow of three kinds of information: (1) information of the world outside; (2) information from the past, with a wide range of recall and recombination; and (3) information about itself and its own parts." An effective change agent must identify all the sys— tems and subsystems involved in making change proposals and also an assessment of whether each is an open or closed system. In the study of the analysis of the setting, two basic factors Operate in any instructional system: 31 1. Functional factors—-operational and physical factors which influence the efficiency and stability of the system's operation. ' 2. Human factors--modifications of inherent func- tional relationships due to the nature of individual images of the status quo, in which the "objective" functional relationships may appear discrepant among several observers (Harries, 1971, p. 17). Finally, the change agent must mobilize and organ- ize the available resources. Summary The importance of consumer education has been a consideration of educators since the 1930's and 1940's when rapid social and economic change demanded an evaluation of consumption decisions as part of the educational respon— sibility. In recent years three national Presidents have affirmed a consumer's bill of rights and the Office of Consumer Affairs has been established on the federal level. In addition, in 1968 amendments to the Vocational Act of 1963 made federal funds available for the upgrading of consumer programs. State legislatures and departments of education have taken a leadership role in many states with Illinois and Hawaii mandating consumer education courses for all secondary school students. The Michigan Board of Education established the Michigan Consumer Education Center in 1973 and the Michigan State Department of Education is currently administering a consortium on consumer education through Title I, Part F funds. 32 An important component in the resurgence of consumer education has been the realization that every person is a consumer and makes daily consumption decisions that not only affect his life but also the lives of all citizens. As income patterns change and energy considerations become prominent, decision-making and information—processing tech- niques become of prime importance. Thus consumer education is expanding its traditional base of the consumption of goods and services to broader content areas of public and private economic competence; allocation and management of family income; decision making, values, and goals; the envi- ronment; understanding the marketplace; investments in human capital; and consumer information. The President's Committee on Consumer Interests (1968) has provided a widely used definition of consumer education as "the development of the individual in the skills, concepts and understand- ings required for everyday living to achieve, within the framework of his own values, maximum utilization of and satisfaction from his resources." While consumer education is being increasingly recognized as necessary for all age groups, its current thrust is most prominent in the secondary school. Teenagers are in a prime period of life for receiving help and infor— mation on personal economic competence. The Purdue Study (Uhl, 1970) confirmed that most consumer education is con- centrated in the secondary school home economics program. 33 Home economics, business education, and social studies form the most common core with additions of many other disciplines. An impetus for an interdisciplinary approach has been generated by the Purdue Study (Uhl, 1970), the New Jersey Center for Consumer Education Services (1971b), the Pennsylvania State Department of Education (1972), and the National Committee for Education in Family Finance (1966). An interdisciplinary approach necessitates the working together of various disciplines which is an inno- vation from the traditional single-teacher, single— discipline mode of education. Thus the interdisciplinary approach must be implemented with an innovation strategy which allows the current educational structure to come to grips with change. Systems theory serves as a viable methodology to guide educators toward the goal of group coOperation and acceptance of the innovation. The consumer educator must not only bring to the forefront the value of j consumer education for all students, but also the necessity of the educational system to recognize the importance of an interdisciplinary approach to a complex and interlock- ing body of knowledge. CHAPTER III METHODOLOGY The data analyzed in this research study were collected from June to November, 1973, and the research methods used are categorized in this chapter under the head— ings of data collection, instrumentation, development of content analysis, and research limitations. This exploratory study, aimed at identifying atti- tudes of educators and content emphasis of selected consumer educatiOn programs drew from the following: 1, The teacher participants, and their principals, of the Michigan Consumer Education Center's workshop held at Eastern Michigan University, June 18—22, 1973. 2. The applications of Michigan school districts for federal funding of a consumer education consortium administered by the Michigan State Department of Education. (The 25 districts are listed in Appendix A, p. 106-) 3. Consumer education curriculum guides developed by state departments of education and/or universities as well as privately and federally developed guides. (Curriculum guides are listed in Appendix B, p. 108.) From a total of 52 guides, a random sample of 20 was selected by listing all the guides alphabetically under the categories of 34 35 state and/or university developed, and private and fed— erally developed. A table of random numbers from Armore (1966, p. 498) was used to select 15 from the first category and five from the second. Data Collection Two methods of data collection were used: (1) an attitude and content survey and (2) content analysis of funding applications and selected curriculum guides. An attitude survey regarding the teaching of consumer educa- tion was designed and administered to the participants of the Michigan Consumer Education Center's workshop during registration on June 18, 1973, and again at the October 19, 1973, follow-up session. In addition, principals of theSe secondary school teachers were surveyed by mail during August and September, 1973. Questions regarding content currently being taught by the teachers and their assessment of needs in teaching consumer education were also elicited. (Information survey and attitude scale are in Appendix C, p. 113.) Content analysis of methods and subject matter emphasis was made of: 1. Applications of the 25 Michigan school districts involved in the Michigan State Board of Education's consumer education consortium. 2. A random sample of state and/or university developed and private and federally developed curriculum 36 guides for content areas and implementation strate- gies. Instrumentation An attitude scale (see Appendix C, p. 113) was developed to assess the attitudes of teachers regarding topics covered at the Michigan Consumer Education Center's workshop. The statements were selected from current con- sumer education materials and guidelines and subdivided under the topics of: (1) approaches to consumer education, (2) goals of teaching consumer education, and (3) strategies and techniques for teaching consumer education. Sixty— eight statements were selected and sent to a panel of experts for evaluation. The panel was comprised of the advisory committee for the Michigan Consumer Education Center workshop. The respondents were asked to check ten statements under each category which they felt were impor- tant to be tested on the participating teachers for a total of 30 items. After a compilation was made, statements which received a full consensus or half-consensus were included, with the remaining statements added at the dis- cretion of the researcher and her committee to achieve a range of ideas. A personal data sheet elicited information about the teacher's basic academic discipline, consumer education subject areas currently being taught, academic preparation for teaching consumer education, and major needs 37 as perceived by teachers and principals for teaching con- sumer education. The Tittle and Hill (1967, p. 199) study comparing the effectiveness of various attitude scales indicated the Likert superior to all others, hence a Likert—type scale of Strongly Agree, Agree, Uncertain, Disagree, and Strongly Disagree was used. The attitude scale and information survey were admin- istered during the registration period to the teachers participating in the Michigan Consumer Education Center's workshop. A total of 88 educators attended the workshop, with 70 in secondary school education. The remaining participants were in elementary education, higher educa- tion, or adult education. Of the 70, a 100 percent reSponse to the initial survey was received on June 18, 1973. The group was resurveyed at a follow—up session of workshop participants held on October 19, 1973. At that time 55 of the 70 initial respondents or 78.6 percent were again surveyed. On August 22, 1973, the attitude scale was mailed to 56 principals of the 70 secondary school teachers. Nine principals had two teachers attending the workshop; five principals could not be located due to incomplete informa— tion received from the teachers. 38 The following response was received from the principals: Table 7.——Principa1's survey response. Mailing Date Number Number Total Response Mailed Rec'd Number % Initial survey; Aug. 22,'73 56 31 31 55.3 Postcard follow—up 32 4, 35 62.4 Sept. 6,'73 Second survey; Sept. 18,'73 27 15 50 89.2 Of the 50 principals' responses received, four were not used since the principals had their teachers complete the form. Thus 46 or 82.1 percent of the principals were included in the analysis. Development of Content Analysis Curriculum guides, as located in ERIC and the appli- cations submitted by the school districts to the Michigan State Department of Education, Department of Vocational Education and Career Development, were submitted to content analysis. Content analysis, as defined by Bernard Berelson, is a research technique for the "objective, systematic and quantitative description of the manifest content of commu— nications" (1952, p. 18). Thomas Carney expanded this by defining content analysis "as any technique for making inferences by objectively and systematically identifying specified characteristics of messages" (1972, p. 5). 39 In this study content was analyzed by the following steps: 1. All the Michigan consumer education consortium applications and a random sample of 15 state and/or univer- sity guides and five private and federally developed guides were selected. 2. The content unit of "subject material" was used as the item of analysis indicating "the whole natural unit employed by the producers of the symbol material" (Berelson and Lazerfeld, 1948, p. 83). The unit was analyzed to reveal the focus of attention that each guide or application used. 3. The following classification of categories was used to score the units: Consumer Economics Consumers in the economy Consumption, production, income Taxes, community consumption *Consumers and the environment Household and income management *Decision making, values, goals Family income management Savings and investment Credit Risk, uncertainty, insurance Market opportunities and problems Consumers in the market Consumer aid and protection *Consumer rights and responsibilities Consumption of goods and services Food Clothing and soft goods Durables Housing Transportation Consumer services Leisure 4O Investments in human capital Education Health Organized consumer activity Consumer organizations Consumer information This comprehensive list was develOped by the Purdue study (Uhl, 1970, p. 83), with tOpics indicated by aster- isks added by the researcher and her committee. 4. The scoring method used was a count of each category whenever the topic was an integral part of a unit or course. Therefore, while 20 curriculum guides were selected, 39 separate units and courses were surveyed in the guides. A total of 55 schools were surveyed as part of the consortium applications and each category was counted if part of a school's semester or full—year course. 5. The implementation strategies and methods of implementation were analyzed using the same categories as were used for the development of the attitude scale. This consisted of approaches to teaching consumer education, and strategies and techniques for teaching consumer edu- cation. Limitations While it is believed that the survey and content analysis are good indicators of the attitudes held by educators about consumer education, certain limitations are evident: 1. The teachers attending the Michigan Consumer Education Center's workshop were interested in and 41 committed to consumer education before attending. The majority of participants were either already teaching some form of consumer education or preparing to teach it at a future date. The teachers were not subsidized for the work- shOp, although they received university graduate credit. Therefore, their attitudes and ideas cannot be generalized to all secondary school teachers in Michigan or the nation. 2. While the content areas listed on both the information sheet for the teachers as well as that used in the content analysis for the consortium programs and cur- riculum guides were as inclusive as possible, it was diffi— cult to select names for each area. Many categories obviously overlap and also can be called by various titles. Therefore, it is important to note that there is possibility for bias both of the teachers checking the areas and the researcher doing the content analysis. 3. The summer of 1973 was one of the most active times of consumer interest in recent years, with the beef shortage and boycott, the large United States grain sale to Russia, and the general food price increase. In addi— tion, in Michigan, consumer legislation received more atten- tion than usual with bills on licensing of auto mechanics, regulations of land sale, and the use of generic rather than trademarked names in prescription drugs receiving wide media coverage. Therefore, in analyzing the follow-up attitudes on October 19, 1973, it is necessary to recognize 42 all these circumstances as having potential for influencing attitudes in addition to the heightened awareness gained from the workshop attendance. Also, the principals were surveyed in August and September, 1973, after this period of intense consumer interest. CHAPTER IV FINDINGS AND ANALYSIS Background Information on Groups Studied Two populations and a sample were analyzed in the development of this project: (1) secondary school teachers attending the Michigan Consumer Education Center's workshOp at Eastern Michigan University on June 18-22, 1973, and October 19, 1973, and their principals; (2) school district applications for the consumer education consortium funded by the Michigan State Department of Education through Title I, Part F funds; and (3) a sample of current consumer education curriculum guides. Teachers of consumer education in Michigan repre- sented in this study were predominately female. Of the teachers surveyed, 15 were male and 55 female, with all the home economics teachers being female. While males outnumbered females in total, they were concentrated in the principal position with only one out of 46 principals being female. Home economics teachers comprised 59 percent of the teachers, business education 21 percent, social studies 11 percent, counselors or curriculum directors 4 percent, and 4 percent miscellaneous including an indus- trial arts teacher, a combination business education and 43 44 home economics teacher, and a full-time consumer education teacher. A majority of teachers, 71 percent, hold a bachelors degree, 29 percent hold a master's'degree, while 69 percent of the principals hold a master's degree and 31 percent hold higher degrees. Teachers and principals alike received their highest degree predominantly within the last ten years, with 61 percent of the teachers receiving degrees within the last five years. Only 49 percent of the teachers had consumer education courses in college, and 9 percent attended a previous workshOp devoted to con- sumer education, as indicated in Table 8. In addition to the basic attitude scale, teachers and principals were asked questions relating to the extent of consumer education in their schools and their preferences and needs for teaching consumer education. Table 9 summar- izes teachers' responses to a question relating to how they preferred to teach consumer education. The prinCipals wereasked whatthey viewed as the best approach. Teachers responded that they preferred to teach either a separate course or to incorporate consumer units into their exist- ing courses. A majority of principals, 53 percent, felt that a combination of a semester course and integration into the entire curriculum was the best approach. It is interesting to note that teachers and principals differ considerably on how consumer education should be taught. Principals take the broader View of combining a special course with integration while teachers mainly see the 45 Table 8.--Background information on attitude survey respondents.a m m . O o o m H m -H -H S S O m H p E U o ~u +J m G) s o m O mt) c H .c +J a c H O O O C) uam c)m aim «Sm 0:4 U fiL O H ()H (OH S+H Spa a Si O SiO film GJO SqO OLD HO O E! (6.121 .C CL: (D.CJUJ O£L a S10 Q)O S40 ()0 a . pin -H S4 Orv E O aiO viO 5:4 ocv H r4 Ob I—‘NI—‘I—‘NWU‘IQQ Length of course Semester Full year Units Units and/or semester Integration Not given I—‘meww II—‘mew I'—"I—’ I WI Grade level K-12 11th and 12th grade High school 1 12th non-college bound prm NKDLAJH IUI I |-‘ 55 kindergarten through twelfth grade approach, and two were designed specifically for non-college bound students. Consumer Education Content The first objective of this study was to identify the areas of content emphasis in selected current consumer education programs, and the second objective was to identify the preferred content emphasis as indicated by secondary school teachers attending the Michigan Consumer Education Center's workshop. The subject matter content indicated by the teach- ers, consumer education consortium applications, and selected curriculum guides is given in Table 16. It is evident that no group gives equal emphasis to all the areas. It must be noted, however, that direct comparisons between the groups cannot be made as the teachers and guides often used the unit approach recognizing a limited number of subject areas, while the consortium applications were develOped for either semester or full year courses. It is found that overall the subjects of (l) deci- sion making, values, goals; (2) family income management; (3) savings and investments; (4) credit; (5) consumers in the market; and (6) consumer information headed the list. Second most commonly used are (l) consumers in the econ- omy; (2) consumption, production, income; (3) risk, uncer- tainty, insurance; (4) consumer aid and protection; and (5) consumer rights and responsibilities. The topics 56 .HOnomOu coHuOospO HOESOCOU OEHu HHDM CGO .UOHmEOm mOpHsm om Ocu CH UOUSHOCH mOmHSOU .HmwmmEOm m1 HHO3 mm MUHGD 03“ WA HMUOBD mqu HOHuumswcH :O OUDHOCH omHO mHOSOOOu HOOOBO nmm mH S m MH mm m om mm m S om mchcommOm HODESZ HOuoe m.mm 0.0m S.©H o.ov N.SS m.mm o.ov o.mS m.mm m.mS 0.0m o.mm coHuOEu0mcH HOEDOCOU «.mv b.wm w.wH o.ov m.mm m.mw 0.0m o.on N.SS m.Sm S.wH o.ov OCOHOONHCOOHO HOEDOCOU NOH>Huo< HOEDOCOU OONHCOOHO m.~H 5.0m II II S.S m.nm o.om o.mm N.NN o.mm In o.mm nuHOOm v.5 II II o.om v.mH m.vH 0.0m o.SH m.w m.NH II o.OH COHUOUSCM HOuHmOU amasm CH DCOEumO>cH m.mH o.o~ I: II v.mH m.HN 0.0m o.mm m.Sm o.mm In 0.0m OusmHOH S.S I: I: In o.mm S.NH o.om o.NH o.mm m.Sm It m.mm mOoH>SOm HOEOSCOU w.mm n.om II It m.SS 0.0S 0.0m o.Sm m.mm m.NH m.mm o.oS COHOOOHOSSCOHB S.mm m.m m.SH I: m.mm S.mm 0.0m o.Sm S.SS m.Sm 0.0m o.om OnHmrom h.mm m.mm S.SH In m.om m.SS 0.0S 0.0S N.SS 0.0m S.SH 0.0m mIHuOHOO H.mm S.Sm S.mH II m.om S.Sm 0.0S c.Sm m.mm m.Sm S.SH o.oS mmoow uwom .OOHEOOHU m.mm m.mm m.mH In m.mm w.mS 0.0m 0.0S S.mm m.Sm n.mH o.mS poem mOpouOm .mpcoo mo SCHEMESOCOU m.mv n.mm It I: m.mm N.mS 0.0m o.mS S.mm m.nm 0.0m o.mS mOHuHHHQHmcommOm .muanx umfidmcou S.MS m.mm 0.0m o.om m.HS S.SS 0.0m o.SS m.mm m.Sm S.SH o.oS coHuomuoum COO OHd HOEnmnoo m.Ho m.mn m.mm o.oq m.mo S.Sm o.ooH o.mm n.ao m.Sm S.SS 0.0S quuOE Osu CH mHOESOCOU mEOHQonm OCO mOHuHcsuuommo quHOZ S.mS o.om m.mm In m.HS m.om o.ooH o.mm m.mm m.mS 0.0m 0.0m OocOummcH .wucHOquOCD .mem S.SS m.mn m.mm o.ov S.Sm m.om c.00H 0.0m S.om 0.00H m.mm o.mS quOHU m.Hh n.mm m.mm 0.0m m.mm m.mm 0.0m o.Sm m.mo m.nm 0.0m 0.0S mpCOEumObcH .OOCH>Om m.mm m.mm m.mm o.ov m.mm m.Sm o.OOH o.vm S.SS o.mS S.SS o.mm OCOEOmOCOE OEoocH MHHEOS m.Hw n.wv >.SS 0.0m m.mm S.NS o.oo o.SS N.NS o.ooH m.mm o.mm mHOow .mOsHO> .mcHsz conHOOQ OCOQOSOCOE OEOOQH UGO OHozomnom m.nH m.mm II o.o¢ In m.n u: o.m S.SS m.mo S.SH o.mS OCOEQCHH>cm Own out mumfinruou S.Hm m.mm n.ao o.ow m.om o.cm 0.00H o.mS a. m 0.0m m.mm o.mm coHuoEnmaov >uHcfiflHOn-.mOmvH m.mw m.mm S.SS 3.0S N.SS m.o« ¢.mm 0.0“ m.mo m.Sm S.SS o.mm OEJOQH AcoHuunfiLHO .nnHunEnmcnu HS.mS HS.SS .m.mm mm.mm m.mq mm.oS Ho.om £0.0S Sm.mo NS.Sm SS.wu so.mw wfimucom any a» mu Suwcou OOHEOOOOW.HMHmwmmm 7. 33 9 H 3 S S A U T”. D d D S SS 3 9 c... S H... I o PoiS e o 440 o o o o n o a o O.n 1.0 n o 3 nunu u o n o o m 1 n T. n u 3 n s n o o m n osle x.u 0.1. . OHS e 1 T. 1 a p o I. o.T u e T. on; 1.0 Te 1 T. S SS T. eu In. 0 HSME u m aSL 3 3 a A a 1 9 «Se 8 I m Ta I .b I. S D. O a a T. S S I. 01 o . . E 1 o s o OOHQOB coHuOOSOm HOEsmcou u s 1 u 5 mm H: E: soHH :) mcoHuOoHHmm< ) p. U H . H L EdHuHOOCOU mHOntOOB .mOszm EOHOOHHHSO OCO .mcoHuOOHHmmO ESHOHOOCOO .OHOEOOOH >9 COHMHHGOCH uCOucoo coHuOODOO HOEdmcoonl.oH OHQOB 57 receiving the lowest overall attention are (l) consumers and the environment, (2) consumer services, (3) leisure, (4) health, and (5) education. Home economics teachers rated above the total teacher percentages in responses to the topics: (1) con- sumers in the environment, (2) consumer aid and protection, (3) food, (4) clothing, (5) durables, (6) housing, (7) con- sumer services, (8) leisure, (9) education, (10) health, and (11) consumer information. Social studies teachers responded highest in (1) consumers in the economy; (2) consumption, production, income; (3) decision making, values, goals; (4) family income management; (5) credit; and (6) consumers in the market. Business education teach- ers responded the highest average responses to (1) con- sumers in the economy; (2) consumption, production, income; (3) taxes, community consumption; (4) consumers in the environment; (5) decision making, values, goals; (6) sav- ings; (7) credit; (8) insurance; (9) consumers in the market; (10) consumer aid and protection; (11) consumer rights and responsibilities; (12) durables; (13) consumer services; (14) education; (15) health; (16) consumer organizations; and (17) consumer information. These find- ings are similar to those of the Purdue study, which found that overall business education courses received the high- est score for comprehensive coverage of the subject areas studied (Uhl, 1971, p. 34). 58 While teachers, especially home economists, rated food, clothing, housing and durables fairly high, the cur- riculum guides definitely showed a trend away from the traditional consumer education topics of consumption of goods and services. Even the 13 guides from home economics and vocational education showed less than 40 percent in each of these categories except transportation at 46 percent. The curriculum guides, overall, gave the bulk of their attention to consumer economics and household and income management tOpics. Several of the guides specific- ally stated that a decision—making and management framework was used rather than buymanship. This is evident in the home economics and vocational education guides, which placed heavy emphasis on household and income management and market Opportunities and problems. Social studies guides concentrated on the consumer economics tOpics, while the economics and banking guides also included house- hold and income management, particularly income management, savings, and credit. The general guides gave most emphasis to household and income management, market opportunities and problems, and organized consumer activity. In con- sumption of goods and services, the only topic to receive any particular attention was housing. The consortium applications were the most fully developed, as would be expected since they were specif- ically designed for a semester or full year course rather 59 than units. Here again, however, consumer economics, house- hold and income management, market opportunities and prob- lems, and organized consumer activity received the most emphasis. Housing and durables were the only categories of consumption that received significant attention. While it might be supposed that schools offering a full year course would cover more topics, it is interesting that of the five schools in this category none included consumers and the environment and only one included consumer ser— vices, leisure, education, health, and consumer organiza- tions. Topics offered by schools that were not included in this analysis included the first baby, the consumer“ and retirement, legal proceedings and school and admin- istrative law, labor relations, and gifts and contribu— tions. Thus, overall, several points are evident: l. The traditional topics of consumption of goods and services are receiving less attention in both curric- ulum guides and fully develOped courses. The home econ— omics teachers, however, are still concentrating on these areas. 2. The topics of consumers and the environment, consumer services, leisure, education, and health continue to receive little attention by either teachers or curric- ulum guides. 3. Home economists developing programs alone concentrate mainly on household and income management, 60 market opportunities and problems, consumption of goods and services, and organized consumer activity, while teachers working as teams give more emphasis to consumer economics. 4. Social studies teachers concentrate mainly on consumer economics, household and income management, and market Opportunities and problems, but social studies curriculum guides only concentrate on consumer economics. Thus social studies teachers are going beyond the tradi- tional intereSts as are business education teachers. 5. The inclusion and integration of 23 subject areas is a difficult job, and teachers interested in finding guidelines will have to use a wide variety of sources to get complete coverage. Teaching Consumer Education The third objective of this study was to identify attitudes held by secondary school teachers and principals in Michigan toward the teaching of consumer education. In the design of the attitude scale, two major areas were considered: (1) goals of consumer education and (2) strat- egies for implementing consumer education. Goals of Consumer Education The goals of consumer education are many, and can- not be fully covered in a single instrument, but it is evi- dent from current curriculum material and literature that the 61 greatest concerns are directed away from buymanship and immediate easy solutions to equipping students with a decision-making and management basis on which to make current and future consumer choices. Basic economic con- cepts of scarcity as well as social consequences and citizenship are important. A publication by the Social Science Education Consortium pinpointed this by stating: The major promotors of consumer education have not traditionally been social scientists, and their goals have not always been those of social scien— tists. For example, businessmen have been interested in selling their products, some government officials in protecting the public, and consumer organizations in getting the "best buy." These are often in con- flict (1973, p. 2). Thus a mix of best buys, economic understanding, citizen- ship, and social consequences becomes goals that must be weighed. This is not the sole reSponsibility of the social studies teachers, but also falls very much into the sphere of home economics and business education. Table 17 records responses of understanding the basis of economics, scarcity, and the decision-making process as goals of consumer education. An overwhelming 97 percent of teachers and principals agreed that the con- cept of scarcity was an important goal in consumer educa- tion, and four curriculum guides spoke specifically to this point. The decision-making process received 91 percent agreement, with slightly more undecided. Six curriculum guides emphasized the importance of decision making. 62 OOHmOmHo n O .UOUHUOUCD D .OOHm¢ u H .OOHmd mHmcouum u «m "mOm m umOocoo chu Omomoum m.m m.m H.hv S.Hv II v.w h.Hh m.mm m.m H.h w.mv m.mv I! h.@ 5.0m h.mm wh.H wm.m Sm.mm wm.wm umOocoo man Omomoum ASHV HOOOB mOUHSU ESHDUHHHDU ASSV SNOOOOOB MO>u5m.mDIBOHHom AmSV HOQOOOB ASSS HSSHocHOS coHOHmom ASSS OHOSOS ROSS OHS: ASHHS SOOOSOOOSON HHS MO>Hsm HOHHHOH O D fi 4m OOHOOOOHH¢ OOHono UGO mcHsz OOHOHOOQ mo mmOooum OGOOE UOHHEHH usm mOuHmOQ OOO mucOB UOHHEHHOD O>Om OGOESm HOQE mcHUOOpmHOUCD CH .OOHHOOSUO HOESOGOO mo mHOom usOEOmOcOE OOO OHEOQOOMII.SH OHQOB 63 One strong criticism of consumer education by social scientists is that it has neglected the consumer's role in improving market performance through means other than exit from the marketplace, and that social consequences have been neglected.’ Thus if consumer education is to broaden its base and make important contributions to the education of secondary school students, these concepts must be explored. Table 18 documents the response to these ques- tions in the attitude survey. Overall, 60 percent of the reSpondents agree that consumer education has neglected evaluating and improving market performance through legis- lative and regulatory processes, directly a citizenship responsibility. Teachers, 62 percent, were more in agree- ment than principals, 57 percent, and the strongest in agreement among teachers were home economists at 68 percent. Social studies and business education teachers were more undecided or in disagreement, possibly speaking to their greater emphasis on citizenship questions. The principals with Ed.S. or Ph.D. degrees agreed more than other educa- tional groups. Teacher agreement fell to 53 percent in the follow-up survey, with changes by all groups. It is dif— ficult to evaluate the change, however, as previously noted consumer legislation received extensive media cover— age during the summer of 1973 and teachers planning for the school year were undoubtedly influenced. The teaching of social consequences of individual and group action was 64 .GOHDOOGUO HOEGmGoo OEHD HHDM UGO .GOHHOODUO mmOGHmDQ IOOHEOGOOO OEOG GOHDOGHQEOO .mvHO HOHHumGUGH OUDHOGH OHOGOOOD ODOOGOHHOOOHZO N In ASHS HOuoe umOOGoo mHGD Omomoum DQOOGOO OHGH Omomoum mOUHGw EGHGOHHHGO II II 0.00H II II In 0.0m 0.0m I: AND .omHz m.~ m.mH o.om o.mN II m.NH In m.Sm In Amy .OGUm .msm m.SH S.mm H.Sm II II m.SH S.NS m.NS In ASS mOHUGum HOHOom m.m o.mm m.mm S.mH S.N m.mm m.SN S.SN S.SH Ava mOHEOGOOm OEOD S.S N.mm S.Sm S.NH m.H m.mH o.mN m.mS m.HH Ammv muOGOOOD HHS NO>HGm lesoHHom II m.mm m.mm m.mm II II m.mm m.mm m.mm Amv .Q.Gm H.m H.m S.NS H.m II II m.Sm S.NS II AHHV .m.Um m.m m.S S.mS S.SH In S.SH m.mN m.Sm S.SH AHmv .¢.S m.S m.NH S.SS S.mH II S.SH m.mm m.SS S.NH ASSV .m.m OOHmOQ m.mm II I: S.SS I: In m.mm m.mm m.mm Amy OHoHOmGGoo II I: S.SS m.mm II II I: S.SS m.mm Amy O.OmH2 S.S S.S S.SS o.om 1| m.mH o.OS m.mm m.mH AmHV .OGUm .me 1- I- S.SS S.SN I- S.SN S.SN S.SS S.NH ASS SOHSOOS HSHoom S.S H.SH o.HS H.SH I: m.mH o.om m.mm o.mH AOSV OOHEOGOOM OEOD S.m S.HH S.HS S.Hm II o.mH S.Sm S.SS m.mH “SSS HOGOOOB S.S S.SH S.SS S.SH I- N.SH S.SN S.SS o.SH ASSS HSSHOSHGS GoHpHmom Sm.m NN.HH NS.SS SN.SH II Sm.mH SH.SN SN.mS SS.SH AmHHV mpGOUGommOu HHG SO>HGm HOHDHGH a D 4 «m mm D D. m Hm .GOHDOOGUO HOEDmGoo mo HOOD .mOmmOOoum O On UHGOGm .mOHuH>HDOO muouOHGmOH UGO GOHuOHmHmOH DGOEGHO>om UGO mmOGHmGQ mGHUGHOGH .GOHDOO msoum UGO HOGUH>HUGH mo mOOGOGOOmGOO HOHOOO mo mGHGOOOB GODOHGD OOGOEHOHHOQ quHOE mGH>oumEH UGO mGHpOGHO>O GH OHOH m.HOEDmGoo OGD UODOOHmOG mOG GOHDOOGUO HOEGOGOU .GOHDOOGUO HOEDOGOO mo mHOom HOHOOO UGO mHGmGONHDHUII.mH OHQOE 65 agreed to by 84 percent of the respondents, with home econ- omists and principals more uncertain than other groups. In the follow-up survey, teacher acceptance fell from 84 percent to 70 percent, with social studies teachers changing their responses from agreement to uncertainty or disagreement. . While buymanship and understanding the marketplace have been traditional goals of consumer education, a broader view of consumer education demands an expansion of goals. Economic concepts of scarcity, whether it be in terms of time, money, or energy; the decision-making process; the consumer's role in the marketplace through the legislative and regulatory processes; and the social consequences of individual and group activities are four goals which are important cornerstones in building an interdisciplinary program. As noted in the review of literature, socio- economic differences, changing sex roles, and ethnic differences are important in teaching consumer education. This is true not only in presenting varying vieWpoints, but more importantly in relating concepts and materials to students with differing backgrounds. Two judgments which confront consumer education teachers are attitudes toward delayed or immediate gratifi— cation and changing sex roles. Table 19 indicates that 88 percent of the respondents agreed that attitudes .GOHHOODUO HOEGOGOO OEHH HHGm .GOHDOOGUO mmOGHmGQ ImOHEOGOOO OEOG GOHuOGHQEOO .OHHO HOHHumsUGH mOUGHOGH ODOOGOHHOOOHZO 66 S H ASHS Hmuoe umOOGOO mHGu Omomoum meOGOO mHGp Omomoum mOUHGw EGHGOHHHGU S.m S.m S.SS S.SS S.m m.S S.om N.mm Ammv mHOGOOOp HHS MO>H5m mDI3OHH0m I- I- S.SS S.SS II S.SSH II ASS . .o.sm I S.NS m.SN II S.~S N.mH AHHV .m.Um o SH 0.0m o.Nm S.m S.SS m.mm AHmv .¢.2 m.S S.HS o.om m.NH N.Sm N.Hm ASSV .¢.m OOHmOo m.mm II S.SS II II c.00H “my mHOHOmGGoo I S.SS m.mm II c.00H II Amv O.OmHz S.S S.SS S.Sm S.SN m.mm o.om ASHV .OGUm .wsm II S.NS H.Sm II o.om o.om ASS mOHUGum HOHOom N m.S m.HS N.Hm m.S H.Sm N.Sm AHSV mOHEOGOOm OEOD H m.m S.SS S.SS o.OH S.SS S.Sm ROSS HOGOOOB N N.SH S.SS H.SN S.S N.SS S.HN ASSS HSSHOEHNS GoHuHmom S H S.m S.NS o.om S H S.SH S.mm S.SS .Ava OHOEOm S H S.SH S.SS H.SN S S o.m m.mS S.SN AOSV OHOS xOm SS.H SS.S SS.om SN.Sm . wm.v NS.S SS.mm Sm.SN ASHHV muGOUGommOH HHm NO>HDm HOHUHGH D D d Hm a D H ¢m .GOHDOOGUO HOEGOGOO mGHGOOOp GOG3 DGGOOOO ouGH GOxOu On DOSE GOE03 UGO GOE mo mOHou mGHmGOGU. .OHOH HOEGOGOO mHG mo 3OH> m.uGOUGum OGu OOOHSO HHH3 GOHHOOHSHHOHO OHOHUOEEH UGO SOSSHOS Sumzou SOSSOHOOH .GOHuOoGUO HOEGmGOO mGHGOOOu Op UOHOHOH mO OOHOH xOm mGHmGOGO UGO GOHuOOHmHDOHm OuOHUOEEH UGO UOmOHOoII.mH OHQOB 67 toward gratification would affect students' views of their consumer roles. Business education teachers were more uncertain, while more principals disagreed. The principals with Ed.S. degrees were the highest in disagreement. Teacher agreement was the same in both the initial and follow-up survey. Changing sex roles as a component of consumer education was agreed to by 89 percent of the respondents. Females, however, responded to the category of strongly agree with 50 percent, and males with 26 percent. Since teachers were predominately female and principals male, this was one instance where sex was a more important var- iable. Overall, whenever differences were found, they seemed due to position rather than sex or highest degree attained. Table 20 summarizes the answers to two statements related to goals: (1) that lower socio-economic groups face different restrictions in the number of economic choices, and (2) that familiarity with student diversity will help a teacher plan consumer education activities. A substantial majority, 85 percent, agreed that lower socio- economic groups face different restrictions and 87 percent agreed that teachers need to know student diversity. The teacher follow-up survey showed the teacher agreement ris— ing to 87 percent and 100 percent on these two concepts, respectively. Teachers, therefore, as well as principals, see the need to tailor consumer education to students' needs. This speaks to an approach where the human 68 .GOHDOODUO HOEDmGoo OEHu HHGH .GOHDOODUO mmOGHmDQ ImOHEOGOOO OEOG GOHDOGHQEOO .mHHO HOHHumGUGH mOUGHOGH ODOOGOHHOOOHSO S ASHS Hmuoe DQOOGOO mHGH Omomonm DQOOGOO mHGu Omomoum mOUHDU EDHDOHHHDO II II S.MS S.Sm m.m S.m S.OS S.SN Ammv mHOGOOOp HHH NO>HGm mDIBOHHom II II S.SS m.mm II II S.Sm S.SS Amv mHOHOmGGoo II II S.mm S.SS II II S.mm S.SS Amy O.omHz II II m.mS S.Sm II S.S S.SS m.mm AmHv .ODUD .msm II m.NH S.Sm 0.0m m.m II 0.0m S.Sm ASS OOHUGum HOHoom II m.S S.SS S.Hm m.S S.SH S.SS S.Hm AHSV mOHEOGoom OEOD II m.S S.HS m.Sm m.S m.NH H.SS S.Sm Aonv HOGOOOB II II N.SS S.SS S.S S.S S.SS S.SS ASSS HSSHocHOS GOHDHmom II SS.N SS.NS SS.SS SN.S SS.S SS.SS SS.SS ASHHS SOGOSOOSSOG HHH mO>HDm HOHDHGH D D d . 4m D D 4 dm .mOHuH>HDOO .mmsoum HOmmD GOHHOODUO HOEGmGoo UGO OHUUHE GOGD mOOHOGO GOHm HOGOOOD EoonmmOHo OGO uGOUDum GDHB S SHOE HHH3 GH huHmHO>HU SOHGSHHHSSG OHEOGOOO mo HOQEGG OGu GH mGoHuOHHDmOH HGOHOHSHU OOOS mmsoum OHEOGOOOIOHOOO HOBOH mO muHmHO>HU .GOHDOOGUO HOEGmGOO mGHGOOOp ou UOHOHOH HGOUGum UGO mmGOHm OHEOGOOOIOHOOO mGHmHO> mo GOHHHGDOOOGII.om OHQOB 69 factors in the environment are taken into consideration. While the Purdue survey concluded that student needs in the inner city are matched by parent demand in the suburbs and rural areas, it is important for educators to under- stand the total environment of their students as well as their educational obligation to broaden horizons. In a concrete approach, this means that teaching investments and the stock market to inner city students is pointless in comparison to their need for c0ping with the marketplace and decision making. One of the values of consumer educa- tion is that it can concentrate on students' immediate as well as future needs. It is, therefore, relevant both in the present and for the future. Implementation Strategies The teachers at the Michigan Consumer Education Center's workshop and their principals were questioned on strategies for teaching consumer education on the attitude scale. Curriculum guides were also examined for strate— gies. In addition, consortium applications were analyzed for strategies; however, only 24 percent of the consortium applications listed any ways that the home economics chair— man could develop the program. There is general consensus that: (l) establishing situations in which students are involved is more effective than traditional textbook or lecture approaches, and (2) that the consumer problems of students and their 70 families are an excellent source for problems as students seem to relate directly to finding solutions. This is not to say that all consumer education should be geared only to immediate problem solving, but this does give the teacher a way to get initial involvement. Table 21 sum- marizes the results of these two concepts. The concept of actively involving students received 96 percent agreement. Teachers strongly agreed 59 percent, compared to 37 percent of the principals, indicating that this tool is looked upon as more important by teachers than principals. One- third of the curriculum guides analyzed suggested this technique. ReSpondents overwhelmingly agreed, 98 percent, that problems of students and their families were impor- tant learning tools, with 57 percent of the teachers strongly agreeing. Two-thirds of the curriculum guides suggested this as an implementation strategy. The concept of parental involvement and involvement by students in the marketplace in addition to the classroom speaks to an approach which inVOlves the entire com- munity as well as teachers and students. Both teachers and principals, 82 percent, agreed with parental involvement. This is important, since it recognizes the strong tie between home and school and also the realization that com— munity input is necessary to understand how the values and goals of being a consumer are developed. Principals were slightly more uncertain than teachers, while of all teachers, 71 OH umOOGoo mHGu Omomoum m HQOOGOO mHGp Omomoum ASHS Hmuoe mOUHDU ESHSOHHHDU Ammv OHOGOOOD HHm MO>HDS mDI3OHHom S.N S.SS H.SS S.H S.N N.SS S.SS ASSS HOSOSOS II S.NS S.SS II S.S S.SS S.SS ASSS HSGHOGHGN coHuHmom SS.H SS.SS SS.SS SS. SS.S SN.SS SS.SS ASHHS SOGOScommmu HHH NO>qu HOHDHGH o H Hm a CO _H HS .HOOD mGHGHOOH uGOpHomEH GO OHO mOHHHEOm HHOGD UGO mDGOUDum Ho mEOHGOHm OHHHIHOOm .UO>HO>GH SHO>HOOO OHO muGOUGum GOHG3 GH mGoHpOGuHm mGHGmHHnOumO mH mOHmOpOHpm mGHGOOOu mGHDOOHOm GH mmOOODm ou mOx OGB .GOHHOODUO HOEGmGoo GH muGOUDum mGH>Ho>GH How mOHmODOHumII.HN OHQOB 72 home economists were the most certain of the merits of involving parents. Two important aspects in the acceptance of consumer education are: the community does not inter- pret consumer education as anti-business, and second that accurate information with varying vieWpoints is offered to students. Nothing is more detrimental than students report— ing home school-learned facts to informed professional parents that are either not true, biased, or not completely accurate, since consumer information speaks to the liveli- hood of many of the students' parents. Possibly the exper- ience which home economists possess in relating to the home and family and particularly their experience in family life education has made them more sensitive to the need for par- ental involvement. The concept of getting the students to the marketplace was received with more acceptance, 87 per- cent, and less uncertainty, 6 percent, but also had 6 per— cent disagreement contained in both the teachers' and principals' responses. This is interesting, since most consumer education literature refers to the need for stu- dents to get out in the marketplace and one-third of the curriculum guides analyzed specifically advocated this strategy. In addition to having resource speakers, students can survey the marketplace for themselves. Social studies and business education teachers were more uncertain or in disagreement than the home economics and industrial arts teachers and the counselors. The workshop leaders 73 .GOHDOODUO HOEGmGoo OEHu HHDH UGO .GOHDOODUO mmOGHmDnImOHEOGOOO OEOG GOHDOGHQEOO .mpHO HOHHHODUGH OUDHOGH mHOGOOOu mGOOGOHHOomHSO S S ASHV HOOOB DDOOGOO mHGD Omomoum meOGoo mHGu Omomoum mOUHDU EDHDOHHHDU II II II S.mS S.Sm S.H S.SH H.Sm S.mm Ammv mHOGOOOB NO>HGS GDIBOHHOD II II II S.SS m.mm II m.mm S.SS II Amy mHOHOmGGOO II II II m.mm S.SS II II m.mm S.SS Amy O.omHz II S.S S.S m.mm m.mm II m.mm m.mm m.MH AmHV .ODUD .mDm S.N II II o.mm S.NS II o.mm S.Sm S.Sm Amy mOHUDum HOHoom S.N S.N S.N m.SS m.SS S.N o.m S.NS 0.0m AOSV OOHEOGoom OEOD S.N S.N S.N S.SS S.SS S.H S.SH m.mS S.HN ASSV HOGOOOB N.N S.S S.SH S.SS S.SN II S.HN N.SS S.SH ASSS HSGHoaHOS GOHuHmom SS.N wm.m wo.S SH.mS Sm.mm NS. SS.SH NS.MS Sm.SH ASHHV muGOUGommOH HHd .NWDHDS HOHHHGH mm D D m «m D D S «m .EOOHmMMHU M O# UGNHEHH OD UOCGMU COH#MUDUO OOGOS “OOOHmpOxHOE OGD OH GOHDOOGUO HOESMCOU MOM MCOHM O39 .mEOHmoum GOHDOOGUO HOEGOGOO GH UO>HO>GH On UHDOGO mDGOUDum mo muGOHOm .OHQHmmom HO>OGOG3 .GOHDOODUO HOEDOGOO mGHGOOOu 0p UOHOHQH OO uGOEO>Ho>GH pOxHOE UGO HODGOHOmII.NN OHQOB 74 stressed this point, and it is interesting that in the follow-up survey all teachers agreed with this concept. The basic strategies that consortium applications proposed were: Table 23.--Implementation strategies proposed by consortium applications. Strategies EIEEEICEE Plan in-service workshOp 3 Involve administrators and counselors l DevelOp community resource lists 3 Develop visual aids 1 Develop questionnaire for student interest 1 Develop evaluation plans 1 Select and review resource material 4 Provide publicity 1 Total districts 6 Overall, in analyzing the responses to goals of consumer education and strategies for implementing con- sumer education, teachers and principals hold positive attitudes. This leads to the conclusion that a change agent needs to build on the strengths as indicated by interested, committed teachers and progress from that point. Agreement between various disciplines as well asadminis- trators can be reached, thus giving some common basis for working together on consumer education. If these agreements 75 can be expanded, then the potential for effectively teach- ing an interdisciplinary approach appears feasible. Methods of Implementing an Interdisciplinary Approach The interdisciplinary approach for teaching con- sumer education can be implemented in various ways, ranging from the individual teacher to team teaching to integration to a system-wide concept that includes the total school and community. The interdisciplinary approach is not a single method-of implementation, but rather a realization that consumer education is a complex and vast body of informa- tion that requires the viewpoints and tools of analysis from a number of disciplines. One view holds that the basic disciplines of economics, psychology, and sociology as translated into applied disciplines in the secondary school curriculum through social studies, business education and home economics are essential to consumer education. Therefore, teachers from these areas will commonly comprise the core for consumer education. Another view is that all disciplines share in consumer education either through another vieWpoint, such as analyzing advertising through English courses, or through content orientation, such as the study of consumer durables in industrial arts. Thus all teachers should be involved in the consumer education program. Table 24 indicates teacher and principal reaction to the View that social studies, business education, and Table 24.--Interdisciplinary groups of teachers who should 76 be involved in consumer education. Social studies, home economics and business education teachers should education team. comprise the consumer SA A U D SD Initial Survey All respondents (116) 20.7% 45.7% 20.7% 12.0% .9% Sex Male (60) 11.7 51.7 18.3 16.7 1.7 Female (56) 30.4 39.3 23.2 7.1 -- Position Principals (46) 10.9 47.8 23.9 17.4 -- Teachers (70) 27.1 44.3 18.5 8.6 1.4 Home Economics (41) 26.8 39.0 24.4 9.8 -- Social Studies (8) 25.0 37.5 25.0 12.5 -— Bus. Educ. (15) 40.0 60.0 -- -- -- Misc.a (3) -— 66.7 -— 33.3 —- Counselors (3) —— 33.3 33.3 —- 33.3 Follow-Up Survey All teachers (55) 23.6 41.8 10.9 16.4 7.3 Home Economics (37) 27.0 43.2 16.2 8.1 5.4 Social Studies (7) 14.3 71.4 —- 14.3 -- Bus. Educ. (8) 25.0 25.0 -- 37.5 12.5 Misc. (2) -- -- -- 50.0 50.0 Curriculum Guides Proposed this concept Total (15) 1 aMiscellaneous includes industrial arts, combina— tion business education—home economics, and full time consumer education. 77 home economics teachers should comprise the core for teaching consumer education. The majority, 66 percent of all reSpon- dents, agreed that social studies, home economics, and business education teachers form the core. However, the 21 percent undecided indicates that the underlying assumption is not understood by all. Principals were more undecided than teachers, which cannot lead to any conclusions but rather to two possible reasons: (1) They do not agree that these are the correct disciplines, or (2) They do not agree with limiting consumer education to only these three. Business education teachers agreed completely, while home economics and social studies teachers were somewhat uncertain or dis- agreed. The workshop, while recognizing that home economics, social studies, and business education comprise one possible avenue, also heavily emphasized the inclusion of many other teachers. This may have accounted for the change in teachers' responses in the follow—up survey, with fewer uncertain and more in disagreement. Table 25 contains responses to statements directly related to approaches to consumer education, the unit single discipline method or the interdisciplinary approach. Teach— ers and principals agree that various disciplines should be involved. While it is evident that the interdisciplinary approach was more accepted, 64 percent agreeing, than the unit method, 52 percent agreeing, the large number of uncertains, 34 percent, in both approaches indicates a general lack of understanding. In many cases, respondents .GOHDOODUO HOEDmGoo OEHD HHDH UGO .GOHDOODUO mmOGHmDn IOOHEOGOOO OEOG GOHHOGHQEOO .muHO HOHHumGUGH SOUGHOGH mDOOGOHHOOmHSO 78 H S AmHS HODOB umOOGOO mHGp Omomoum umOOGoo mHGH Omomoum mOUHGO EGHDOHHHDO II II II 0.0m 0.0m II o.om S.SS II II ANS O.omHE S.NH S.SS II o.mm S.SN S.SS S.NH ASS .OGUm .msm II S.HS S.SN S.SH S.SN H.Sm II ASS mOHUsum HOHOOS S.SN S.SS S.Nm S.SH S.SS S.SS H.HH ASSV mOHEOGOOm OEOD N.SH H.SS H.SN S.SH S.Hm S.SS H.HH ASSV OGOGOOOO HH< NO>HDm QDIBOHHOD II S.SS S.SS S.SS S.SS II II Amv .Q.Gm S.SN S.SS II H.S S.SS S.SS II AHHV .m.Um S.SN S.SS S.SH S.SH S.SS H.SS S.H AHmV .¢.2 S.Hm S.SS S.SH S.SH S.SN S.SS S.SH ASSV .¢.m OOHmOD II S.SS S.SS II S.SS S.SS II ASS mHoHOmGGOU II o.OOH II II II S.SS S.SS ASS O.OmHz o.om S.SS S.SH II S.SH S.SS S.SH AmHv .OGUm .msm o.mN S.SS II S.SS S.SN o.mm S.NH ASS mOHUGum HOHOOS 0.0S o.oS S.SH S.NH S.SS S.SS S.N AOSS SOHEOGOOD OEOD S.SS S.SS S.SH S.HH S.Hm S.SS H.S ASSV HOGOOOB S.SN S.SS S.S S.SH S.NS S.SS N.N ASSS HOSHquGS GoHuHmom S H S.SS S.SS H.SH S.0H S.HS S.SS S.S Ava OHOEOm m m S.SN S.SS S.S m S.SH S.SN S.SS S.S AOSV OHOS So.H So.m So.Sm Sm.mm So.mH SS.H SN.NH So.Sm So.SS Sm.m AmHHV mpGOUGommOu HHS NO>HDS HOHDHGH mm D D d 4m Om o D d am .GoHuOODUO HOEDmGoo mGHGOOOH How UOGHOE umOQ OGu OH mOGHHmHOmHU mo muOHHO> O Scum muQOOGOO SGHDOHOODGH GODOHGH UODGOEOHQEH GOOOHQDO MHOGHHQHOOHUHODGH Gd .GOHHOOGUO HOEDmGoo mGHGOOOD How UOGHOE O>HDOOSSO GO mH mOHUGpm HOHOOO UGO .GOHDOOGUO mmOGHmGQ .mOHEOGOOO OEOG So mOGHHmHOmHU OGO GH UOGDOE DHGG OGB .GOHHOOGUO HOEDOGOO mo GOHHOHGOEOHQEH on OOGOOOHQGSII.SN OHQOB 79 were favorable to both concepts. Principals were more in disagreement, 15 percent, and more uncertain, 33 percent, with the unit method than with the interdisciplinary approach, 4 percent disagreement and 28 percent uncertain. Home economics teachers were the most uncertain of all teachers, social studies teachers were more in agreement with the interdisciplinary approach, while business educa— tion teachers agreed with both concepts. The only group to completely agree to the interdisciplinary approach and find doubts about the unit method were the three principals fifmmuvzu. with Ph.D. degrees. The follow-up survey indicated a ‘Ilvil-‘OI'JD higher degree of agreement for the interdisciplinary approach, 78 percent, than the unit method, 50 percent. There were still many respondents who were uncertain, 32 percent with the unit method and 18 percent with the inter— disciplinary approach. Overall, it seems evident that the interdisciplinary approach is more preferred than the single discipline unit method. This identifies potentially difficult problems if an integration approach is used, since it needs coordination, planning, and uniform pupil exposure to lead it to a complete integration of concepts. Statements concerning toward whom consumer edu— cation should be directed were analyzed in Table 26, with 94 percent of the respondents agreeing that all students should be included regardless of their socio-economic group or occupational plans. One—third of the curriculum 80 H S ASHV HOOOS HQOOGOO mHGu Omomoum DDOOGOO OHGD Omomoum mOUHDw EDHDOHHHGO S.S S.S S.SN H.mm S.SN II S.H S.Nm S.SS Ammv OHOGOOOD HH¢ .NO>HGm mDIBOHHom S.S S.S S.SH H.Sm S.SS II S.H S.NS S.SS AOSV HOGOOOB S.S S.HN S.SN S.HN S.HN N.N H.HH S.SN S.SS AmSV HOQHOGHHm GoHuHmom S.S S.S S.SN N.Sm S.SS II S.H H.HS H.Sm ASmV OHOEOm S.S o.om S.SN S.SN S.SN S.H S.S S.SS S.SS Ammv OHOE NOS Sm.m Sm.mH SS.HN Sm.mm SS.SN Sm. Sm.m SS.SS Sm.Sm AmHHV muGOUGommOH HHd NO>HDS HOHuHGH Om D D SN .«m D D .4 4m .EOHmoum Hoonom SHOUGOOOS .mGOHm HOGOHDOQDOOO Ho msoum muO>O mo DHOQ On UHDoam OHEOGOOOIOHOOS HHOGD mo mmOH Omusoo HOumOEOm GoHuOODUO IUHOmOH muGOUGpm HHO OUGHOGH HOEGOGOO UOHHDDOH fl UHGOGm GOHDOODUO HOEGSGOU .HOOGom SHOUGOOOO OGD GH GOHuOosUO HOEDOGOO mo OHOH OGBII.SN OHQOB 81 guides supported this idea. Too often in the past, con- sumer education has been viewed as either information for the poor or only for the future homemaker. The realiza— tion that everyone is a consumer is important to establish in the initial formulation of a program and its successful introduction to the community as a whole. The question of a required secondary level consumer VD“ education course is one which usually creates more contro— versy than any other. The states of Illinois and Hawaii have passed such legislation, and the Governor of Michigan I hzm'n kin-IA mans-rm has endorsed similar legislation. Of the curriculum guides I analyzed, only one suggested a required course. This ques- tion found respondents more divided than any other, as 59 percent agreed, 22 percent were uncertain, and 19 per- cent disagreed. Principals and teachers, however, did not View this alike as 43 percent of the principals agreed, 28 percent were uncertain, and 28 percent dis— agreed. Of the teachers, 69 percent agreed, 17 percent were uncertain, and 13 percent disagreed. It is interesting that on the follow—up survey teachers were less certain, with 60 percent agreeing, 25 percent uncertain, and 15 per— cent disagreeing. Of the schools represented in the consumer educa- tion consortium, 91 percent chose a semester course, with 82 percent electing to use a single teacher approach with a home economics teacher. This is not surprising, since the initial impetus of this program was through the 82 Vocational Directors and Career Education Project DevelOp— ment coordinators. Thus, while some schools chose a social studies or business education teacher, or a team approach, the funding through Part F channels the leadership through vocational and home economics education. Table 27.-~Methods of implementation used by schools in Michigan State Department of Education consortium program. Number Total Length of course 55 Semester 50 Full year 5 Method of implementation Individual teacher 45 Home Economics 42 Social Studies 1 Business Education 2 Team Teaching 6 Home Economics, Business Education, Social Studies 2 Home Economics, Business Education, Science/Math l Home Economics, Business Education 2 Home Economics, Math 1 Jointly Offered 1 Home Economics, Business Education 1 Integration under a Director of Consumer Education 1 Undecided 2 CHAPTER V SUMMARY AND DISCUSSION This study had four objectives related to consumer education: first, the identification of content emphasis in selected current consumer education programs; second, the ' identification of preferred content areas as indicated by teachers attending the Michigan Consumer Education Center's 2"?” workshop; third, teacher and principal attitudes toward goals of consumer education and strategies preferred in implement- ing consumer education in the classroom; and fourth, the identification of methods of implementation by which the interdisciplinary approach to consumer education can be introduced into the existing school curriculum. Consumer education content can be divided into two general categories: (1) conceptual and (2) product specific (Uhl, 1971, p. 82). In the analysis of 23 tOpics under six general headings, it was found that no discipline, home economics, social studies, or business education, treats all tOpics with the same consistency. Current curriculum guides and consortium applications from the Michigan State Department of Education also showed great variance. Con— sumer topics are widely dispersed throughout the curriculum, which leads to problems in determining how many and how 83 84 effectually secondary students are reached. While the Michigan Consumer Council's survey reported only 7.9 percent of Michigan secondary students were currently enrolled in a course offering at least four consumer topics, one of which had to be money management or credit, it is likely more students are being reached, receiving bits and pieces of consumer concepts through a variety of courses. This study, based on actual teacher response, curriculum guides, and consortium applications, indicates widespread agreement on topics to be included. Home economists were strongly oriented to household and income management and market opportunities and problems. They also emphasized the product—specific topics more than any other group. However, current home economics and voca— tional education curriculum guides tended to deemphasize these topics. With the exception of housing and durables, less than 43 percent of consortium applications included the consumption categories of food, clothing, transporta- tion, services, and leisure. Conceptual topics are currently being stressed more heavily than product-specific topics. Social studies teachers concentrated on consumer economics, household and income management, and market opportunities and problems, while business teachers included these and added organized consumer activity. Curriculum guides were very divided, mainly because of the unit approach taken by 85 many. Overall, consortium applications showed the best coverage since they were specifically geared to a semester or full year course. The consortium applications empha- sized household and income maanagement, market opportuni- ties and problems, consumer economics, and organized con- sumer activity. There are, however, some notable gaps in consumer education content. With the exception of consortium courses, there was a noticeable lack of emphasis on taxes and com- munity consumption. Teachers and curriculum guides gave 3‘ ants-m.mnm~1u- I . I more emphasis to private purchase decisions than to public goods decisions. Also, consumers in the market received considerably more attention than consumer protection, redress, rights and responsibilities. Topics which received very little attention were consumers and the environment, consumer services, leisure, education, and health, which cor- responded with both the Purdue survey and the Michigan Consumer Council survey. Overall, there is complimentarity among the disci- plines on topics; however, student exposure appears to be at best haphazard. With the exception of the consortium programs, which are geared to offering consumer education to a wide range of students, there is a continuing prob- lem of eXposure. Redundancy is also a problem as all the core disciplines generally concentrated on the same tOpics. Thus planning and coordination become crucial 86 factors in making consumer education a truly viable body of interrelated concepts and principles. Teachers and principals are in agreement with many basic concepts relating to the teaching of consumer educa- tion. were: The ideas which received almost unanimous agreement Real life problems of students and their fami- lies are important learning tools. The concept of economic scarcity should be a goal of consumer education. Familiarity with student diversity will help teachers to plan consumer education programs. The process of decision making and choice allo— cation should be a goal of consumer education. Establishing strategies in which students are actively involved is vital to teaching consumer education. Concepts which received high agreement were: 1. 2. 6. Changing sex roles must be accounted for in teaching consumer education. Attitudes toward immediate or delayed gratifi— cation will affect a student's view of his consumer role. Consumer education cannot be limited to the classroom, but must also include the marketplace. Lower socio—economic groups face different economic restriction than middle or high groups. Teaching social consequences of individual and group decisions should be a goal of consumer education. Whenever possible, parents should be involved. In the area of methods of implementation, one con- cept received high agreement: :n...~.-- -. 87 1. Consumer education should include all students, regardless of their socio-economic group or occupational plans. Concepts which were received with uncertainty and some disagreement were: 1. A required semester course in consumer educa- tion should be part of every secondary school program. 2. The interdisciplinary approach is the best method for teaching consumer education. 3. Social studies, home economics, and business education teachers comprise the consumer edu- cation team. 4. The unit method in home economics, business education, and social studies is an effective method for teaching consumer education. These last four concepts can be viewed as forming the crux of problems that will need to be resolved if a viable consumer education program for Michigan is to be evolved. The 12 preceding concepts are the areas in which fairly easy agreement and understanding can be reached. These are the concepts which can be used as a starting point working toward bringing teachers and administrators together on common ground. In working with teachers of varying commitment, this can become the first stage of an overall plan. The interdisciplinary approach is multi-faceted. It can include the basic disciplines of home economics, business education, and social studies, but also many other disciplines. Social studies views consumer education through the consumer's role in the economic system, the 88 role of public goods consumption, and the role of individ- ual and group citizenship. Business education has special knowledge of the marketplace and the relationship between consumer and worker. Home economics is concerned with family and household consumption and management, the consumer in the marketplace, consumption Of goods and services, and investments in human capital. In addition, all three share a common interest in decision making, values, and goals and organized consumer activity. There is a need for more interaction between the core disciplines, not only to find common ground but also to identify the basic concepts and principles that each brings to consumer education. Dividing topic areas is not the entire answer, since there is much overlap. All three disciplines maintain a special relationship to econ— omics which must be brought into focus. In addition, dialogue between the disciplines is necessary to make each aware of the strengths of the other. The interdisciplinary approach can bridge the gap of redundancy and complementarity by involving teachers from the core disciplines of home economics, business edu- cation, and social studies in unified planning, coordination, and presentation. One of the problems apparent in the analysis of content areas was the trend away from the topics of consumption of goods and services. In the scheme of the interdisciplinary approach it will be important .. Tm . _"'__ ~.I- x. Mkibfi'fium ex! 4 1 a—lfi‘."'_'_ I 89 to understand this trend since in a total plan these tOpics must be covered.' In the analysis of methods of implementing con— sumer education, the conclusion that must be reached is that the interdisciplinary approach is not fully understood. Teachers and principals alike indicated a confusion with the terminology and implications. A majority of principals rated a semester course in conSumer education as well as integration into the entire curriculum as the best imple- mentation. Teachers indicated a strong preference for either teaching units in their existing courses or teaching -a semester course. The implementation, however, is still a stumbling block. In the work done by the Michigan Consumer Education Center, high initial agreement to the inter- disciplinary approach has been received, but teachers and administrators seem to lack know—how for implementation. The questions of time in the school program for many students and the possibility that a state mandate will only create a halfway developed program are problems that must be confronted. The main question which remains is not whether consumer education should be required, but rather how successful programs can be established so that Michigan becomes a leader. State requirement alone does not guarantee quality programs; however, by first develop- ing quality programs, requirement NSy' not be necessary. Successful quality programs can be sold to schools, stu- dents, and communities and an interdisciplinary approach 90 will assure students of consumer education integrated into their entire school program. The State Department's con— sortium using an interdisciplinary planning team is cer— tainly a step in the right direction and will need careful evaluation, review, and follow—up. Another important conclusion is that principals regarded the competency of their teachers for teaching consumer education to be far greater than teachers them— selves. Teachers were particularly concerned with strate- gies for implementing consumer education into their existing courses and for resource material. This indicates a strong need for a coordinated effort to strengthen preparatory courses for teachers in consumer education, to develop additional curriculum materials, and provide in-service training if an interdisciplinary approach is to be made feasible. Implications The basic questions that were asked by the Purdue study in 1970 were: (1) Who shall be taught? (2) What shall be taught? and (3) How shall they be taught? (Uhl, 1970). These continue to be pertinent questions as consumer education gains strength and acceptance in Michigan schools. The Michigan Consumer Council's survey in the spring of 1973 indicated that while 85 percent of Michigan secondary schools include some consumer education, the overall student exposure is small. This research attempted to 91 make some determination of what is being taught and how it is being taught. These questions were based on the assumption that all secondary students should be included in consumer education and that life-long education is the true goal. Therefore, the basic concerns are: (1) Where is consumer education in Michigan now and where is it headed? and (2) What must be done to provide quality programs? The appraisal of consumer education in Michigan must be that it is growing. The success of the Michigan COnsumer Education Center's initial workshop in drawing teachers from diversified areas in Michigan, promoting consumer education for many disciplines, and bringing these teachers together is a significant starting point. In addition, the leadership of the Michigan State Department of Education.iII encouraging' an interdisciplinary approach to consumer education through 25 school districts is also sig— nificant. The need is to evaluate these programs and build from that point. As indicated by the analysis of content areas, home economists in the schools are still primarily con- cerned with the product—specific categories, while curric- ulum guides prOpose a decision—making and management focus. The consortium applications Show concrete evidence that home economists are expanding their base. While the product-specific topics continue to be an important part of consumer education, home economists must not allow Ir~ n- jri‘ .' '. ‘t.’ h 92 themselves to become identified only with these areas. Consumer education must relate to man's social and human needs and View these in relation to the availability of resources. More important than simply drawing up charts of subject tOpics and assigning them to a particular dis- cipline is the need for an understanding of the linkages and interdependence of man as a consumer and the avail- ability of resources. I The important point is for the disciplines of home economics, business education, and social studies to become the interdisciplinary core for teaching consumer education. Each must work together to generate common goals and interrelating concepts. In this way secondary education will be assured of one coordinated group giving major time and attention to consumer education needs. This would alleviate the difficulty that could be faced if all disciplines are charged with the responsibility for consumer education but none held for major accountability. Other areas can make valuable contributions, such as English through the language of the consumer-market interface; mathematics in the computation and understanding of credit rates; industrial arts in the basic relationships of skills needed to make the best use and prolong life of our highly technical consumer goods; science which gives us tools of analysis for approaching the technical termi- nology of product ingredients; and art for analyzing the appeal of packaging and advertising. The interdisciplinary 93 approach is related to the organization of curriculum material. The important point is to identify man's relationships and institutions through the structure and content of many disciplines. When an interdisciplinary core group gives special attention to consumer education and all disciplines are aware of and supportive of the program by making specific contributions, the consumer education program becomes a total systems one. In effect, this becomes a systems approach in which focus is on the system as a whole and not on the separate parts. This cannot, however, be accomplished by merely assigning units to each discipline and expecting that automatically the sum of the parts will be greater than the whole. Inherent in the approach, regardless of the implementation method, is the necessity of coordination, OOOperation, mutual understanding, and goal setting by the many teachers and administrators involved as well as the necessary built—in feedback channels for students and teachers. A total systems approach would expand this beyond the school to the community as a whole, and in particular to the business sector. In this larger context, then, the approach can take many forms providing the planning and coordination of the content, the sequencing, and the skill development of the pupil are evolved from a multi-discipline VieWpoint. 94 The possible methods of implementation that are feasible while still accomplishing these goals include: 1. Single teacher course from any one of the core areas with the Stipulation, however, that the subject mat- ter be drawn from many disciplines. Obviously, an important requirement is a committee of several teachers to help in the planning, with group decisions as to theories and con- cepts and sequence. The greatest challenge here is to find the teacher who feels comfortable in many disciplines and is willing to use a wide variety of community resources as well as other teachers in both preparation and actual classroom presentation. 2. Team teaching, in which two or more teachers share the responsibility for the planning, presentation, and evaluation of lessons for two or more classes. This arrangement can lead to many forms, but must obviously include teachers of varied disciplines to accomplish the interdisciplinary thrust. To appeal to a wide range of students, credit can be given in any of the participating disciplines. 3. Concurrent scheduling of classes from core areas determined by the school and thrust of the program. This arrangement sets aside a block of time when classes in home economics, business education, and social studies can be scheduled dealing with consumer education. The flexibility of this arrangement is apparent for large 95 group activity such as movies, speakers, and panels as well as small interest groups and exchange of teachers between the classes. 4. The integration approach, while often seen as the easiest to accomplish since each discipline continues to offer its special areas of expertise and rescheduling is not required, is in practice the most difficult. Since in this plan there is total discipline involvement, care must be exercised in coordinating and planning to achieve continuity and full coverage in order to fully expose the student. The major weakness is the limited exposure to all students. 5. Special course offering together with school- wide integration appears to have the capacity for effectively reaching more students. This type of approach can be extended system-wide from elementary grades to senior high level, with special attention to the level of maturity and interest of the students. This approach not only requires the OOOperation of various disciplines to plan and implement the special course, but also a coordinator to work with teachers in all grades for strategies of implementation in their courses. In addition to school—wide integration there is a need to integrate programs with the total community, including parents, the business community, government, and consumer spokesmen. By not only using these people as speakers and sources of resource material, but also in 96 the planning and coordination, the potential of community support and enthusiastic backing is increased. Consumer education can provide a natural bridge between the school and the community. In addition, this total systems approach will allow students to view the community in a better perspective and bring into sharper focus the inter- relationships between the producer-consumer-citizen roles. 6. Some other possibilities are more limited in scope but could be excellent supplements: a. Mini—courses directed to special interests within a flexible scheduling arrangement. b. Assembly programs directed to entire grades and/or the total school on topics of par- ticular interest to students. The process of choosing any of these methods of implementation must be undergirded by a careful analysis of existing conditions. The following conditions must be examined. Economic Realities The realization that resources must be expended in any curriculum change is certain, whether it be time, money, facilities, or personnel. The interdisciplinary approach, while necessitating expenditure for materials and equipment, is most costly in terms of time. In today's teaching situation, time must be equated with money. While 97 it may not be absolutely necessary to rearrange the com- plete school schedule, course offerings must be rearranged to allow blocks of time for consumer education. Coordina- tion and planning time is also essential in any successful interdisciplinary approach. Another important consideration is in-service training for all teachers in the potential in their subject matter for integration of consumer education as well as strategies and resource material. Historical Realities "The curricular leader needs an historical sense. He is an event maker who attempts to modify the direction of social evolution within a given situation" (Heubner, 1970, p. 138). It is important for the change agent work- ing on an interdisciplinary approach to understand fully the historical mode of independence of the teaching sit- uation and particular historical relationships between departments in his own school. The innovator is faced by a situation that has a past and a future. Political Realities It is necessary to realize that educational deci- sions are made within the public realm. Certainly this is an important consideration for the consumer educator, as now is a time when this subject holds a strong position in the structure of educational priorities. As a result of an increasing interest in consumerism by the government, 98 mass media, and the public, the secondary schoOl will gain acceptance as the major institution for educating the con- sumer. This may, however, need a carefully planned sales promotion by the innovators to teachers, administrators, school boards, and communities. The Fabrication of Educational Conditions Much of the develOpment of materials, hardware, and resources occurs outside the school. This is partic- ularly important to recognize in view of the vast array of new movies, filmstrips and cassettes, pamphlets, and textbooks which are growing steadily in the consumer edu— cation field. A multi-media approach is advocated since consumer education cannot be limited to the traditional classroOm-textbook assignment approach. The multi—media approach provides vital material for students of varying capacities, interests, and learning styles but these mate- rials demand evaluation. Curriculum innovators must be prepared to carefully evaluate and integrate this material to the best advantage of their individual school systems and students. This is of particular importance to an area such as consumer education which must be aimed to all stu- dents and viewed from a variety of sometimes conflicting perspectives. 99 The Reality of the Human Situation It is always necessary to recognize the values and rights.of individuals and the importance of mutual influ- ence if one is to bring about behavior change. Since the teachers hold the key to successful curriculum innovation, a change strategy must provide support for teachers during all phases of the change. Alice Miel listed the following as important areas of support to teachers so that: 1. They know that individual differences are expected and respected and that their best will be recog- nized. They have an organization within which to work. They are encouraged to discover better ways of teaching. They have sources of new ideas. They can select, plan, and time the specifics of . . . change[s]. They have help in making changes (resource persons and materials). They are informed of others' attempts to improve teaching and, if a change is adopted on a wide scale, they understand and feel ready (1970, p. 163). Recommendations In view of the implications of this study, the following recommendations are made to develop a strong consumer education program in Michigan secondary schools: 1. That an interdisciplinary group be formed to work toward the develOpment of an interdisciplinary model and provide a conceptual framework for consumer education. That this interdisciplinary model, integrating the core disciplines of home economics, business education, and social studies, be develOped for use at the state level. 100 This model would provide a basis for measuring the effec- tiveness of programs across the state, would identify key consumer education concepts, and would illustrate the linkages between these concepts. 2. That subject matter of consumer education be further developed to not only include topics but rather to define the concepts and principles that encompass a viable body of information. A model would serve to clarify the linkages between the concepts and understandings from home economics, social studies, and business education. 3. That in-service teacher training as well as preparatory courses be developed to assist teachers in the core disciplines to understand how each discipline fits into the overall consumer education picture. This effort can be directed by the institutions of higher education in Michigan. 4. That in-service education be developed to concentrate on building resource material and teaching strategies in the areas which teachers indicate their greatest needs. This can be coordinated by the school districts with help from the Michigan Consumer Education Center, universities through the state, and the Michigan State Department of Education. 5. That institutions of higher education in home economics (human ecology) provide in-service opportunities for teachers to become competent in content areas. 101 6. That secondary schools in Michigan be encouraged to assume leadership positions in the development of con- sumer education programs from a total systems perspective. The State Department of Education's consortium program is the beginning of such leadership, and should be continued with particular emphasis on drawing together social studies, business education, and home economics. 7. That money for consumer education be channeled through a general fund rather than vocational education. An interdisciplinary approach recognizes equals among the disciplines and a general fund line item for consumer edu— cation would allow participating teachers in each school to determine the leadership. 8. That secondary schools be encouraged to start with an interdisciplinary planning and coordinating commit- tee for the development of consumer education programs. This will assure the planning not only of comprehensive programs but also provide the necessary basis for a systems approach. 9. That regional centers be developed at various Michigan universities to give assistance in planning prep— aratory and in—service programs, but also in working directly and continually with school districts. Implications for Further Research This study, as an exploratory step in developing strong consumer education programs in Michigan, recognizes ‘Ww h! I 3 it .53“? L'o Fifi—32791 “RF—i1 Wight. 102 that steps are currently being taken to not only develop programs but also to investigate the interdisciplinary approach. Further research is clearly indicated to provide the necessary information so that decisions concerning the direction of consumer education can be based on accurate data. The following research efforts can become the basis for continued progress: 1. The need to evaluate the results of the inter- disciplinary versus the single discipline approach of cur- rent programs in Michigan schools. 2. The evaluation and assessment of the consortium programs directed by the Michigan State Department of Edu- cation so that these programs can be properly monitored and evaluated. 3. The continued evaluation of workshops and in- service training as well as preparatory courses to deter- mine ways to strengthen these programs. 4. The investigation of content areas that need further emphasis in in-service education for home economics teachers in Michigan schools. 5. The refinement of the instrument used in this study to survey teacher and principal attitudes in future consumer education workshops as well as a cross-section of teachers in Michigan involved in various consumer education \ programs. 103 Reflections This study has been the outgrowth of many factors, in particular an ever-growing appreciation of the need for expanded consumer education programs in Michigan's secondary schools; the pioneering work of the Michigan Consumer Edu- cation Center in assisting schools with the formulation and planning of consumer education programs and the collection of an outstanding resource library; and the significant step by the Michigan State Department of Education in encouraging the interdisciplinary approach in secondary schools through the use of Title I, Part F funding. As the state's commitment to consumer education becomes stronger, it becomes increasingly evident that much prep- aration and development must go into truly strong, viable programs. While home economics has been the most vital catalyst in developing consumer education programs, social studies and business education are recognizing the strong contributions which their areas make. In addition to these core disciplines, the total school environment from kinder- garten through senior high school and beyond is a vital part of consumer education. The thrust of a well-developed program becomes, through this concept of total school involvement, a systems approach. Through the methodology provided by general systems theory, teachers and adminis— trators committed to change have a body of information with which to work. 104 This study is the beginning step in the develop- ment of an interdisciplinary model to serve as a conceptual framework to (1) utilize faculty from the core disciplines of home economics, business education and social studies as well as the total school that have important contribu- tions to a unique orientation of subject matter, (2) intro- duce concepts of consumer education into the total school program, and (3) produce informed and aware consumers. These long-range goals are the outcome of the realization that there is a critical need to retrain teachers to incor- porate consumer education in the schools through an inter- disciplinary approach. This involves the need to relate courses to one another, integrate the curriculum, and coor— dinate all efforts in consumer education both in the public school system as well as in institutions of higher education throughout Michigan. These goals cannot be accomplished in Michigan through isolated efforts but only through a concerted effort by all interested groups; the Michigan Consumer Education Center, the State Department of Education, Vocational Education and Career Development Department, the Michigan Consumers Council, the Michigan legislature, consumer groups, and the faculty and administration from all levels of education in Michigan. ma 4... ..It7!£§fivIfiIZIN.:II.KHIh r APPENDICES 105 APPENDIX A Participating School Districts in Michigan State Department of Education Consumer Education Consortium 106 APPENDIX A Participating School Districts in Michigan State Department of Education Consumer Education Consortium Airport Community Schools, Carleton, Michigan Bay City Public Schools, Bay City, Michigan School District City of Berkley, Berkley, Michigan Chassell Township Schools, Chassell, Michigan School District of the City of Clawson, Clawson, Michigan City of Detroit Public Schools, Detroit, Michigan Farmington Public Schools, Farmington, Michigan Flat Rock Community Schools, Flat Rock, Michigan School District City of Flint, Flint, Michigan Garden City Public Schools, Garden City, Michigan Gibralter School District, Rockwood, Michigan Grosse Ile Township Schools, Grosse Ile, Michigan Gull Lake Community Schools, Richland, Michigan Huron School District, New Boston, Michigan Lamphere Public Schools, Madison Heights, Michigan Lansing School District, Lansing, Michigan Lincoln Park School District, Lincoln Park, Michigan Madison District Public Schools, Madison Heights, Michigan Maple Valley Public Schools, Vermontville, Michigan Martin Public Schools, Martin, Michigan Otsego Public Schools, Otsego, Michigan Plainwell Community Schools, Plainwell, Michigan Rochester Community Schools, Rochester, Michigan School District of the City of Royal Oak, Royal Oak, Michigan Stephenson Area Public Schools, Stephenson, Michigan 107 WWII ."u.'l’.‘ S.N I"’I.fi—IJL.‘J o‘Afif‘Y‘ .J-IL APPENDIX B Curriculum Guides 108 ~L9‘VM.‘.I.‘... ; - -. APPENDIX B Curriculum Guides State and/or University Developed Bureau of General and Academic Education. Pennsylvania State Department of Education. Consumer Education in the Secondary Curriculum: Guidelines for Implementa- tion. 1972. Department of Home Economics, Family Life and Consumer Education, Central Michigan University and Division of Vocational Education, Michigan Department of Education. Consumer Education Workshop. June, 1970. East Baton Rouge Parish School Board. East Baton Rouge, Louisiana. A Curriculum Guide Illustrating Selected Spiraling Economic Concepts in Social Studies. 1967. Grout, Marjorie and Anthony Rozell. Consumer Education: A Senior High Elective Course. Glen Falls City School District, August, 1970. Henderson, William E. Social Studies: Introduction to Economics. Dade County Public Schools, Miami, Florida, 1971. Home Economics Education. Division of Vocational Educa- tion. State Department of Public Instruction, Raleigh, North Carolina. Family Economics and Consumer Educa- tion. 1968. Home Economics Instructional Material Center. Texas Tech- nical University. College of Home Economics, Texas Technical University and Texas Education Agency, Department of Vocational and Adult Education, Division of Homemaking Education. Consumer Education. January, 1971. Keemp, Louie (compiled by). Talking Shop to Wide Consumers. MissisSippi State University. Curriculum Coordinating Unit for Vocational and Technical Education and Divi- sion of Vocational and Technical Education, State Department of Education, Jackson, Mississippi. 1967. Leppart, Ella C. Economics: Choice Making. Social Studies I. Teacher's Manual. Urbana, IllinOis: Illinois University, 1968. 109 .110 Office of the Superintendent of Public Instruction. State of Illinois. Guidelines for Consumer Education. April, 1972. Oklahoma State Board of Vocational and Technical Education. Division of Home Economics Education. Consumer Educa— tion. The Management of Personal and Family Financial Resources. 1969. State Department of Education. Office of Vocational Edu- cation. Home Economics Education Section, Columbia, South Carolina, and Clemson University, Vocational Education Media Center. Consumer Education: A Guide for Home Economics Teachers. 1968. State Department of Education. Division of Vocational, Technical and Adult Education. Consumer and Home- making Education, Little Rock, Arkansas, and University of Arkansas, College of Education, Department of Vocational Education, Home Economics Education. Consumer Education for Teachers of Home Economics. August, 1971. University of the State of New York. The State Education Department. Bureau of Secondary Curriculum Develop- ment, Albany, New York. Consumer Education: Materials for an Elective Course. 1967. Vocational Education Division. State Department of Educa- tion, Columbus, Ohio. Consumer Education Curriculum Guide for Ohio, Grades K-12. 1970. Private or Federally Developed Campbell, Sally R. Consumer Education in an Age of Adap- tation. Consumer Information Services of Sears, Roebuck and Company, 1971. Consumers Union of United States, Inc. Secondary Level Consumer Education. 1973. Continental Illinois National Bank and Trust Company of Chicago. Family Financial Education Program. Managing Personal Income. Accepting Credit Responsibility. 1970. (Joint Council on Economic Education. Teaching Personal Economics in the Home Economics Curriculum. 1971. 111 Joint Council on Economic Education. Teaching Personal Economics in the Business Curriculum. 1971. Joint Council on Economic Education. Teaching Personal Economics in the Social Studies Curriculum. 1971. Joint Council on Economic Education. Teaching a Course in Personal Economics. 1971. President's Committee on Consumer Interests. Suggested Guidelines for Consumer Education, 1970. Grades K-12. APPENDIX C Consumer Education Attitude Survey Teacher Information Sheet Principal Information Sheet 112 JLL3 CONSUMER EDUCATION ATTITUDE SCALE The following statements are representative of ideas covered by current consumer education materials and guidelines. Use the rating scale to the right of each statement to indicate the extent to which you agree, disagree or are uncertain about your beliefs concerning each item. Ratigg Scale SA Strongly Agree D Disagree A Agree SD Strongly Disagree U Uncertain SA A U D SD l. A good method for developing the social aspects of consump-. tion is to develop current sources including newspaper clip- iggs and book reviews. 2. An understanding that humans have unlimited wants and desires but limited means is an important concept in introducing consumer education. 3. Attitudes toward delayed and immediate gratification will affect the student's view of his consumer role. 0. Changing roles of men and women must be taken into account when teaching consumer education. 5. Social studies, home economics and business edrcation teachers should comprise the consumer education team. 6. Consumer education has neglected the consumer's role in evaluating and improving market performance through legisla- tive and regulatory processes. 7. Consumer legislation is of limited use if we do not have knowledgeable and informed consumers. 8. A strong consumer movement is needed to balance the power of business in our society. 9. The teaching of social consequences of individual and group, including business and governments, activities should be a gpal of consumer education. 10. Identifying behavioral objectives based on an analysis of students' needs is an important first step in planning a consumer education_program. 11. The key to success in selecting teaching strategies is establishing situations in which students are actively involved. 12. Consumer education is not the easiest subigct to teach. 13. Vhenever possible parents of students should be involved in consumer education programs. 1“. The problem of clarifying objectives will need contributions from many teachers in varied disciplines. 11,.“- L-s. '-- E-ll =- :,. ' - 15. 16. 17. 18. 19. 20. 21. 22. 23. 2b. 25. 26. 276 28. 29. 30. 114 Lower socio-economic groups face different restrictions in the number of economic choices than middle and upper groups. SA a A U D SD The arena for consumer education is the marketplace, hence education cannot be limited to a classroom. A consumer education curriculum once established can be used semester after semester. Students should be directed to individual investigation of the marketplace on outside-of-school assigpments. Consumers, business and government share the responsibility for keeping the marketplace fair and honest. .For every right the consumer enjoys, there is a related responsibility he should accppt. Laws should be instituted to protect the consumer against frauds even if the laws interfere with the activities of legitimate business. Real life problems of the students and their families are an important learning tool. ‘ The unit method in the disciplines of home economics, business education and social studies is an effective method for teaching consumer education since it allows the individual teacher to focus on subject matter he knows best. An interdisciplinary approach implemented through integrating concepts from a variety of disciplines is the best method for teaching consumer education. The process of decision-making and choice allocation is a valuable approach to teaching consumer education. The one ingredient that makes the most difference in the success of a consumer education program is the ability of the teacher. A familiarity with student diversity in the classroom will help a teacher plan consumer education activities. Consumer education should include all students regardless of their socio-economic group or occupational plans. A required consumer education semester course should be part of every secondary school prpgram. An important part of evaluation is whether students have changed their consumer practices because of participation in consumer education courses. 115 TEACHER INFORMAT ION SHEET You can be helpful to us by checking the following items: Name (if you desire) College degree Year of graduation Institution School now teaching in rm»? My school has a specific course(s) devoted to consumer education. Yes No If yes, please describe: I am presently teaching Social Studies Home Economics Business Education Distributive Education Other, please list I am now teaching consumer education Yes No If yes, please check the areas which you include in your course: Consumers in the economy Consumption, production and income Taxes and community consumption Consumers and the environment Family income management Decision making Savings and investments Credit Risk, uncertainty and insurance Continued on next page. ll6 Consumers in the market Consumer aid and protection Consumer rights and responsibilities How to buy food How to buy clothing How to buy soft goods How to buy durables How to select or buy housing How to buy transportation How to buy consumer services How to buy leisure How to buy education How to buy health services Consumer organizations Consumer information Consumer legislation Other, please list I prefer to teach consumer education as units in my existing courses in a team situation as a mini-course in a semester course in a full year course in assembly programs other, please list I have had courses in college preparing me to teach consumer education Yes No Workshops Yes No Other, please list Yes I feel my greatest needs for consumer education are in content strategies for implementing concepts into my courses methods of integration into the total school program resource material other, please list lib?! r—__.—. _‘_.. ' y D ll7 PRINCIPAL INFORMATION SHEET Please check the following items: Name College degree Year of graduation Institution I feel consumer education should be taught (check one) as as as as as as units in existing courses a mini-course a semester course a full year course a semester course with team teaching a semester course and also integrated throughout the curriculum other, please list I feel my teachers' greatest needs for consumer education are in: (check one) content strategies for implementing into their courses methods of integration into the total school program resource material other, please list BIBLIOGRAPHY 118 BIBLIOGRAPHY Ackoff, Russell L. "A Note on Systems Science." Interfaces, II (August, 1972), 40-41. . "Towards a System of System Concepts." Manage- ment Science, XVII (July, 1971), 661-671. Allen, William H. "Audiovisual Instruction: The State of the Art." The Schools and the Challenge of Innovation. New York: Committee for Economic DevelOpment, 1969. Armore, Sidney J. Introduction to Statistical Analysis and Inference . . . for Psychology and Education. New York: John Wiley and Sons, Inc., 1966. Armstrong, Jan, and Uhl, Joseph N. "Survey of Consumer Education Programs in the United States." Journal of Home Economics, LXIII (October, 1971), 524-530. Association of Administrators of Home Economics. National Goals and Guidelines for Research in Home Economics. East Lansing: Michigan State University, 1970. Berelson, Bernard. Content Analysis in Communication Research. Glencoe, Illinois: Free Press, 1952. , and Lazarsfeld, Paul F. "The Analysis of Commu- nication Content." Chicago, 1948. (Mimeographed.) Borg, Walter R., and Gall, Meredith D. Educational Research: An Introduction. 2nd ed. New York: David McKay Company, Inc., 1971. Buckley, Walter. Sociology and Modern Systems Theory. Englewood Cliffs, New Jersey: Prentice—Hall, Inc., 1967. Burton, John R. "Teachers' Attitudes Toward Consumer Issues and Their Appraisal of the Educational Relevance of These Issues." Journal of Consumer Affairs, VI (Winter, 1972), 223—228. Caplovitz, David. The Poor Pay_More. New York: The Free Press of Glencoe, 1963. ll9 120 Carney, Thomas. Content Analysis: A Technique for Sys- tematic Inference from Communications. Winnipeg, Manitoba, Canada: University of Manitoba Press, 1972. Committee on Criteria for Consumer Education Programs and Materials of the American Home Economics Associa- tion. A Guide for Evaluating Consumer Education Programs and Materials. Washington, D.C.: Ameri- can Home Economics Association, 1972. Council for Family Financial Education. Teaching Consumer Education and Financial Planning: A Manual for School and Classroom Use. Silver Springs, Maryland: Council for Family Financial Education, 1969. Daughtery, A. S. "Contributions of Business Education." The Bulletin of the National Association of Secon— dary School Principals, LI (October, 1967), 45-54. Family Economics—Home Management Section, American Home Economics Association and School of Home Economics, Louisiana State University. Issues in Family Economics, Proceedings of a National Conference. Baton Rouge, Louisiana, June 21-23, 1967. Washing- ton, D.C.: American Home Economics Association, 1967. Gorman, Anna M. Report of the National Research Conference on Consumer and Homemaking Education, Columbus, Ohio, June 2—5, 1970. Leadership Training Series No. 31. Columbus, Ohio: Ohio State University Center for Vocational and Technical Education, 1970. Harries, Thomas E. The Application of General Systems Theory to Instructional Development. National Special Media Institute, 1971. Herrmann, Robert O. "The Consumer Movement in Historical Perspective." University Park, Pa.: Department of Agricultural Economics and Rural Sociology, The Pennsylvania State University, 1970. (Mimeographed.) Horton, Robert V. "A Plea for a Fourth Tradition—-and for Economics. Paper Number 352." Lafayette, Indiana: Purdue University, Herman C. Krannert Graduate School of Industrial Administration, May, 1972. Huebner, Dwayne. "The Leadership Role in Curricular Change." Strategies for Planned Curricular Innovation. Edited by Marcella R. Lawler. New York: Teachers College Press, 1970. 121 Illinois State Office of the Superintendent of Public Instruction. Guidelines for Consumer Education. Springfield, 1968. Johnston, William L. A Survey of Existing Consumer Educa- tion Practices in New Jersey Schools. New Brunswick, New Jersey: Center for Consumer Education Services, 1971a. . Consumer Education: An Interdisciplinary Approach. Trenton, New Jersey: New Jersey State Department of Education, Center for Consumer Education Services, 1971b. Lawler, Marcella R. "Guidelines for Developing Strategies for Introducing Planned Curricular Innovations." Strategies for Planned Curricular Innovation. Edited by Marcella Lawler. New York: Teachers College Press, 1970. Lazer, William, and Smallwood, John. "Consumer Environ— ments and Life Styles of the Seventies." MSU Business TOpics, XX (Spring, 1972), 5-17. Lovenstein, Meno, et al. DevelOpment of Economics Curricular Materials for Secondary Schools. Columbus, Ohio: The Ohio State University Research Foundation, 1966. Mack, Ruth P. Planning on Uncertainty. New York: Wiley-Interscience, l97l. Mackenzie, Gordon N. "Why a Strategy for Planned Curric- ular Innovation?" Strategies for Planned Curricular Innovation. Edited by Marcella R. Lawler. New York: Teachers College Press, 1970. Mendenhall, James E. "Youth Needs and School Responsi— bilities." The Bulletin of the National Association of Secondary School Principals, LI (October, 1967), l4—20. Michigan Consumers Council. "Report on Survey of Consumer Education Programs in Michigan Secondary Schools." Lansing, Michigan, October 22, 1973. (Mimeographed.) Miel, Alice. "DevelOping Strategies of Planned Curricular Innovation: A Review with Implications for Instruc- tional Leadership." Strategies for Planned Cur- ricular Innovation. Edited by Marcella R. Lawler. New York: Teachers College Press, 1970. 122 Miles, Matthew B., ed. Innovation in Education. New York: Teachers College Press, 1964. Miller, Herman P. Rich Man, Poor Man. 2nd ed. New York: Thomas Y. Crowell Company, 1971. National Association of Secondary School Principals Bul— letin, October, 1967. National Committee for Education in Family Finance. Proceedings of the National Leadership Conference on Consumer Education and Financial Planning. College Park, Maryland, July 18-19, 1966. National Goals Research Staff. Toward Balanced Growth: Quantity with Quality. Washington, D.C.: Super— intendent of Documents, 1970. Newburyport School Committee. The Newburyport, Massachu— setts, Plan for Consumer Education. Boston: Mass. State Department of Education, 1970. "News You Can Use." U.S. News and World Report, June 21, 1971, p. 93. New York State Education Department. Bureau of Secondary Curriculum DevelOpment. Consumer Education: Materials for an Elective Course. Albany, New York: University of the State of New York, 1973. . Consumer Education: Using the Full Team. Albany, New York: The University of the State of New York, 1968. Nichols, Addreen; Mumaw, Catherine R.; Paynter, Maryann; Plonk, Martha; and Price, Dorothy. "Family Management.” Journal of Marriage and the Family, XXXIII (February, 1971), 112—118. Nixon, Richard. Protection of Interests of Consumers. Message from the President of the United States. Washington, D.C.: House of Representatives, Document No. 91-188, October 30, 1969. Paolucci, Beatrice; Haines, Peter; Shaffer, Carol; and Winnett, William. Institute in Consumer Education for Disadvantaged Adults. East Lansing: Michigan State University, 1970. Paolucci, Beatrice, and Hogan, M. Janice. "The Energy Crisis and the Family." Journal of Home Economics, LXV, 9 (December, 1973), 12-15. 123 Pennsylvania State Department of Education. Bureau of General and Academic Education. Consumer Education in the Secondary Curriculum: Guidelines for Imple- mentation. Harrisburg, Pennsylvania, 1972. President's Committee on Consumer Interests. "Consumer Education, What It Is And . . . What It Is Not." Washington, D.C., 1968. . Suggested Guidelines for Consumer Education, Grades K—12. Washington, D.C.: Superintendent of Documents, U.S. Government Printing Office, 1970. Proceedings of the First Regional Conference on Consumer Education. The New Approach to Consumer Education. Albany, New York: University of the State of New York, 1968. Reid, Margaret G. Consumers and the Market. New York: F. S. Crofts & Co., 1942. Richardson, Lee. "Who's Afraid of Consumer Education?" Illinois Education,LXI (November, 1972), 5-9. Robbins, Lionel. An Essay on the Nature and Significance of Economic Science. London: Macmillan, 1972. Schultz, Theodore W. The Economic Value of Education. New York: Columbia University Press, 1963. "Human Capital: Policy Issues and Research Opportunities." National Bureau of Economic Research. Human Resources. New York: Columbia University Press, 1972. Seitz, Wesley D. "Consumer Education as the Means to Attain Efficient Market Performance." Journal of Consumer Affairs, VI (Winter, 1972), 198—209. Senn, Peter R., and Binkley, Joanne L. Consumer Educa- tion: Questions and Resources. Boulder, Colorado: Social Science Education Consortium, Inc., 1971. Tittle, Charles R., and Hill, Richard J. "Aptitude Measure- ment and Prediction of Behavior: An Evaluation of Conditions and Measurement Techniques." Sociometry, XXX (1967), 199-213. Uhl, J. N. "Consumer Education and Protection: A Synergistic Relationship." Economics of Consumer Protection. Edited by Loys L. Mather. Danville, Illinois: The Interstate Printers & Publishers, Inc., 1971. 124 , et al. Survey and Evaluation of Consumer Educa- tion Programs in the United States. Vol. I: Survey and Evaluation of Institutional and Secon- dary School Education Programs. Vol. II: Source- book of Consumer Education Programs. Final Report. Lafayette, Indiana: Purdue Research Foundation, 1970. U.S. Department of Commerce. Bureau of the Census. "Marital Status and Family Status: March, 1970." Current Population Characteristics, P—20, No. 212, February 1, 1971. VonHaden, Herbert I., and King, Jean Marie. Innovations in Education: Their Pros and Cons. Worthington, Ohio: Charles A. Jones Publishing Company, 1971. Worthington, Robert M. "The Need for a Nationwide Program of Consumer Education Coordinated Through the Public School System." Paper presented at the All-Eastern Consumer Education Conference, East Brunswick, New Jersey, February 4, 1972. "I1111117111111111’1'“