MONTANA HOME ECDNGMICS TEACHER
PERCEPTIONS 0F SELECTED SOCLETAL TRENDS:
EMPLICATIONS FOR DEVELOPMENT OF FAMILY

LIFE CURRECULA L

Dissertation for the Degree of Ph. D.
MICHEGAN STAYE UNIVERSITY
ANGEUNA OBERTO
1973

 

 

 

This is to certify that the

thesis entitled

MONTANA HOME ECONOMICS TEACHER
PERCEPTIONS OF SELECTED SOCIETAL
TRENDS: IMPLICATIONS FOR DEVELOPMENT

OF FAMILY LIFE CURRICULA

presented by

Angelina Oberto

has been accepted towards fulfillment
of the requirements for

Ph.D. degree in Home Economics

 

 

(Education)

    

Major professor

Date //'/,/[ ’7/3

0-7 639

 

 

 

 

331C

,
as:

 

i

LECe

 

ABSTRACT
MONTANA HOME ECONOMICS TEACHER PERCEPTIONS

OF SELECTED SOCIETAL TRENDS: IMPLICATIONS
FOR DEVELOPMENT OF FAMILY LIFE CURRICULA

by

Angelina Oberto

The purpose of the study was to survey Montana home economics
teachers (1) to determine their perceptions of the extent that pro-
jected future societal trends will affect individual deve10pment and,
therefOre, family life; (2) to assess their perceptions of the desira-
bility of these projected societal trends on individual deve10pment
and, therefore, family life; and (3) to draw implications from the
above for the development of family life curricula.

Literature related to future societal trends that could
affect individual development and family life was reviewed. A
questionnaire was deve10ped using 49 items derived from the litera-
ture search. The questionnaire was designed in two parts, each of
which elicited a different type of information. The first part asked
the individual to react to the extent that predicted societal trends
would affect individual deve10pment and family life; the second part
asked for a reaction to the desirability or undesirability of the
trend on individual deve10pment and family life. The questionnaire
was first pretested with 36 teachers attending Pflchigan State
University. It was pretested a second time with 28 women county
extension agents in Montana. The questionnaire was revised and
mailed to 233 Montana home economics teachers. Responses were

received from 87 percent of the teachers.

MONTANA HOME ECONOMICS TEACHER PERCEPTIONS
0F SELECTED SOCIETAL TRENDS: IMPLICATIONS
FOR DEVELOPMENT OF FAMILY LIFE CURRICULA

By
Angelina Oberto

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY
College of Education
1973

(5;? ACKNOWLEDGMENTS

The writer wishes to thank the members of her guidance
committee, Dr. Nbrma Bobbitt, Dr. Dale Alam, Dr. Walter Scott, and
Dr. Alan Beegle for their assistance and suggestions. The under-
standing and encouragement of Dr. Marjorie Keiser, Dr. John Kohl,
Dr. Robert Lind, Dr. Eric Strohmeyer, Dr. Erwin Smith, and Dr.
Albert Suvak was greatly appreciated. Also, the cooperation of the

participating home economics teachers was gratefully recognized.

ii

TABLE OF CONTENTS

LIST OF TABLES. O O O O O O O O O O I O 0

Chapter
1. INTRODUCTION . . . . . . . . . . .
PURPOSE OF THE STUDY . . . . . .
SELECTED TEACHER CHARACTERISTICS
RESEARCH QUESTIONS . . . . . . .

Teacher Perceptions. . . . . .

Relationship of Selected Teacher

DEFINITION OF TERMS. . . . . . .
LIMITATIONS. . . . . . . . . . .
OVERVIEW . . . . . . . . . . . .

2. REVIEW OF LITERATURE . . . . . . .
CURRICULUM AND CHANGE. . . . . .

Need for Curriculum Reform . .

Forces Which Affect Curriculum

THE FAMILY AND CHANGE. . . . . .
METHODOLOGY FOR THE STUDY OF THE
Phthods for Thinking About the

3. DESIGN OF THE STUDY. . . . . . . .
STATEMENT OF THE HYPOTHESES. . .
SELECTION OF THE POPULATION. . .
DEVELOPMENT OF THE QUESTIONNAIRE

iii

vi

10

11

12

13

14

14

18

22

28

31

41

41

45

45

Chapter

4.

5.

iv

Initial DeveIOpment. . . . . . . . . .
PreTest and Reviews. . . . . . . . . .
Revision and Second Pre-Test . . . . .
Consistency of the Questionnaire . . .
Final Questionnaire. . . . . . . . . .
TREATMENT OF DATA. . . . . . . . . . . .
ANALYSIS OF DATA . . . . . . . . . . . . .
DESCRIPTION OF RESPONDENTS . . . . . . .
EXAMINATION OF HYPOTHESES. . . . . . . .
IMPLICATIONS . . . . . . . . . . . . . .
Extent of the Effect . . . . . . . . .

Degree of Desirability . . . . . . . .

IMPLICATIONS FOR DEVELOPMENT OF A MODEL FOR

ESTABLISHING BASES FOR CURRICULUM DEVELOPMENT. .

Acquiring Knowledge Related to Functions of

Families and Homes . . . . . . . . . .

Recognizing the Mhltiplicity of Cultural Patterns

and Fami 1y Forms I O O O O O O O O O 0

Determining the Basic Needs of Individuals

Families . . . . . . . . . . . . . . .
Developing Political Awareness . . . .
Helping Teachers to Anticipate Change.
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS.
SUMMARY. . . . . . . . . . . . . . . . .

CONCLUSIONS 0 O O O O O O O 0 O O O O O O

RECOMMENDATIONS FOR THE DEVELOPMENT OF FAMILY

LIFE CURRICUI‘AO Q 0 O O O O O O O O O O 0

Content. . . . . . . . . . . . . . . .

Page
45
46
47
47
48
48
51
51
55
98

100

103

107

107

108

109
109
110
112
112

113

114

115

Chapter

Techniques and Materials . . . . . . . . . . . .
Pre-Service Home Economics Programs. . . . . .
In-Service Home Economics Programs . . . . . . .

RECOMMENDATIONS FOR FURTHER RESEARCH . . . . . .

APPENDIX A:

APPENDIX B:

APPENDIX C:

BIBLIOGRAPHY

Index of Authors, Book or Periodical
Titles, and Pages for Each Item in the
Home Economics Curriculum Questionnaire
Cover Letter and Questionnaire. . . . .

Tables. . . . . . . . . . . . . . . . .

Page
115
116
117

117

118
125
139

163

Table

I
H/s

/%

 

 

 

 

10.

LIST OF TABLES

Reaponse to the Questionnaire by Home Economics
TeaChers O O O O O O O I O O O O O O C O O O O O O O 0

Description of Respondent Montana Home Economics
TeaChers O O C O O O O O O O O I O O I O O O O O O O O

PEans for 49 Items Listed in Rank Order--Extent of
the Effect 0 O O O O O O I O O O O O I O O O O O O O .

Pbans for 49 Items Listed in Rank Order--Degree of
De81rability O C O O C C O C O O I O C C . . . U C C 0

Chi Square Values Showing the Relationship Between
Years of Teaching Experience and the Extent of the
Effect on Individual Development and Family Life of
49 Selected Societal Trends. . . . . . . . . . . . . .

Chi Square Values Showing the Relationship Between

Years of Teaching Experience and the Degree of Desira-
bility on Individual Development and Family Life of 49
Selected Societal Trends . . . . . . . . . . . . . . .

Chi Square Values Showing the Relationship Between
Years of Teaching Home Economics and the Extent of
the Effect on Individual DeveloPment and Family Life
of 49 Selected Societal Trends . . . . . . . . . . . .

Chi Square Values Showing the Relationship Between
Years of Teaching Home Economics and the Degree of
Desirability on Individual Development and Family
Life of 49 Selected Societal Trends. . . . . . . . . .

Chi Square Values Showing the Relationship Between
Educational Level and the Extent of the Effect on
Individual Development and Family Life of 49

Selected Societal Trends . . . . . . . . . . . . . . .

Chi Square Values Showing the Relationship Between
Educational Level and the Degree of Desirability on
Individual Development and Family Life of 49

Selected Societal Trends . . . . . . . . . . . . . . .

vi

Page

49

52

57

62

66

68

69

71

73

74

 

 

 

 

 

Table

11.

I6.

17.

18.

Ix.)
O
.

or—lfifi

(130

Ct
at
me

1135?

Tr
Cn‘

Inc
50¢

Table

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

vii

Chi Square Values Showing the Relationship Between the
Undergraduate Institution Attended and the Extent of

the Effect on Individual Development and Family Life

of 49 Selected Societal Trends . . . . . . . . . . . . .

Chi Square Values Showing the Relationship Between the
Undergraduate Institution Attended and the Degree of

Desirability on Individual Development and Family Life
of 49 Selected Societal Trends . . . . . . . . . . . .

Chi Square Values Showing the Relationship Between Age
and the Extent of the Effect on Individual DevelOpment
and Family Life of 49 Selected Societal Trends . . . . .

Chi Square Values Showing the Relationship Between Age
and the Degree of Desirability on Individual Develop-
ment and Family Life of 49 Selected Societal Trends. . .

Chi Square Values Showing the Relationship Between
Marital Status and the Extent of the Effect on Individual
Development and Family Life of 49 Selected Societal
Trends . . . . . . . . . . . . . . . . . . . . . . . . .

Chi Square Values Showing the Relationship Between
Marital Status and the Degree of Desirability on
Individual Development and Family Life of 49 Selected
Societal Trends. . . . . . . . . . . . . . . . . . . . .

Chi Square Values Showing the Relationship Between
Number of Children and the Extent of the Effect on
Individual Development and Family Life of 49 Selected
Societal Trends. . . . . . . . . . . . . . . . . . . . .

Chi Square Values Showing the Relationship Between
Number of Children and the Degree of Desirability on
Individual Development and Family Life of 49 Selected
Societal Trends. . . . . . . . . . . . . . . . . . . . .

Chi Square Values Showing the Relationship Between
Religious Preference and the Extent of the Effect on
Individual DeveIOpment and Family Life of 49 Selected
Societal Trends. . . . . . . . . . . . . . . . . . . . .

Chi Square Values Showing the Relationship Between
Religious Preference and the Degree of Desirability

on Individual Development and Family Life of 49

Selected Societal Trends . . . . . . . . . . . . . . . .

Chi Square Values Showing the Relationship Between the
Number of Information Sources and the Extent of the
Effect on Individual Development and Family Life of

49 Selected Societal Trends. . . . . . . . . . . . . . .

Page

76

77

79

80

82

83

85

86

88

89

91

Table

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

viii

Chi Square Values Showing the Relationship Between the
Number of Information Sources and the Degree of Desira-
bility on Individual Development and Family Life of 49
Selected Societal Trends . . . . . . . . . . . . . . . .

Chi Square Values Showing the Relationship Between
Professional Fbetings Attended and the Extent of the
Effect on Individual DevelOpment and Family Life of

49 Selected Societal Trends. . . . . . . . . . . . . . .

Chi Square Values Showing the Relationship Between
Professional Pbetings Attended and the Degree of
Desirability on Individual Development and Family

Life of 49 Selected Societal Trends. . . . . . . . . . .

Chi Square Values Showing the Relationship Between

Professional Organizations and the Extent of the Effect
on Individual Development and Family Life of 49 Selected
Societal Trends. . . . . . . . . . . . . . . . . . . . .

Chi Square Values Showing the Relationship Between
Professional Organizations and the Degree of Desirability
on Individual Development and Family Life of 49 Selected
Societal Trends. . . . . . . . . . . . . . . . . . . . .

Selected Societal Trend, Variation From the Mean and
Rating for Each of the Trends for the Extent of the
EffeCt I I I I I I I I O I I I I I I I I I I I I I I I I

Selected Societal Trend, Variation from the Mean and
Rating for the Degree of Desirability. . . . . . . . . .

Index of Authors, Book or Periodical Titles, and Page(s)
for Each Item in the Home Economics Curriculum
Questionnaire. . . . . . . . . . . . . . . . . . . . . .

Paired T Test Value for Each of the Ratings of the
Selected Societal Trends as to the Extent of the Effect.

Paired T Test Value for Each of the Ratings of the
Selected Societal Trends as to the Degree of
DeSirability I I I I I I I I I I I I I I I I I I I I I I

Mean, Standard Deviation and Distribution of the
Responses for Each Item-~Extent of the Effect. . . . . .

Mean, Standard Deviation and Distribution of the
Responses for Each Item--Degree of Desirability. . . . .

Professional Journals Deed for Planning Home Economics
Classes During School Year 1972-1973 . . . . . . . . . .

Page

92

94

96

97

99

101

104

118

139

140

141

147

153

ix
Table Page

35. Periodicals Used for Planning Home Economics Classes
During School Year 1972-1973 . . . . . . . . . . . . . . 154

36. Newspapers Used for Planning Home Economics Classes
During School Year 1972-1973 . . . . . . . . . . . . . . 155

37. Television Programs Used for Planning Home Economics
Classes During School Year 1972-1973 . . . . . . . . . . 156

38. Resource People Used for Planning Home Economics
Classes During School Year 1972-1973 . . . . . . . . . . 157

39. Other Types of Resources Used for Planning Home
Economics Classes During School Year 1972-1973 . . . . . 159

40. Professional Meetings Attended (In-state) by Home
Economics Teachers from September 1971 to August 1972. . 161

41. Professional Organizations to Which Home Economics
Teachers Hold Membership . . . . . . . . . . . . . . . . 162

I
.4.

.. “I.
. unis?
.

3” \‘5 _‘_.

l
L... .

 

 

E .
skskc’ teC
lave ir-

worse
3f t'nL nee.
2
It
\
"q 3‘1
:3 '1 ti
“IOU:-

Chapter 1

INTRODUCTION

Home economics has been concerned with "man's immediate physi-
cal environment" since its beginning at the Lake Placid Conferences1
in the early 1900's. It has also been concerned with "his nature as a
social being" and especially the study of its relation between these
two factors.2 Although these concerns have served home economics well
over the past sixty years, Byrd believes that more attention needs to
be directed toward the "realities of the world in which the present
generation has been born and will live."3 According to her, a new focus
must consider the future setting and its influence on the characteris-
tics of the profession so that home economics can make a "significant
contribution to the welfare of families and mankind in the year 2000."4
Acceleration of change is one of the most significant phenom-
ena in the history of man. The exponential rate of change appears to
indicate a need for the study of long-range predictions in the scien-

tific, technological, political, economic, and social Spheres which

have implications for family life education programs.

 

1Lake Placid Conference on Home Economics. Proceedings of

Conferences 1 to 10,41899 - 1908. Lake Placid, New YOrk. Proceedings
of the fourth annual conference, 1902, pp. 70-71.

2Ibid.

 

 

 

3Flossie M. Byrd, "A Definition of Home Economics for the
70's," Journal of Home Economics, 62:411, June 1970.

4Ibid.

 

,a._-m-d ‘
. .. -

 

 

__———_—-<—-—-

 

order to
technolog
undertake

individua

:0re 8V5
Cmalleng.

adaPted

Stud}. Wat

2
Schlater concurs that there is a need to study the future in

order to help individuals and families function in a rapidly shifting

technological setting. She states, . programs are frequently

undertaken with little or no understanding of potential effect upon

"5

individuals, families, and the social structure. She identifies the

need for research in home economics in the following areas:

Programs which stimulate individuals and families to
influence and respond to social and technological change.

Identification of adjustment situations resulting from
social and technological change, with consideration of
causal factors.

Determination of factors affecting adoption or rejection
of technological developments.

Influence of social and technological change on the
development and behavior of individuals and families.

Role of individuals and families in determining rate of
technological change and economic growth.

Relation of individual'g value to acceptance of or
influence on social change.

Thus it appeared from a preliminary review of literature that
more systematic studies were needed to more adequately respond to the
challenges of change so that family life education programs can be
adapted to better meet the needs of individuals and the family. This

study was designed with that need in mind.

PURPOSE OF THE STUDY

One objective within teacher education programs is to help
home economics teachers design realistic curriculums for present and
future needs of students. The purpose of the study was to survey

Montana home economics teachers (1) to determine their perceptions of

 

5Jean Davis Schlater (Director), National Goals and Guidelines
for Research in Home Economics. Association of Administrators of Home
Economics. Michigan State University, East Lansing, 1970, p. 25.

6Ibid, 26.

1.. -Id
r
I; '.
5
u
3
i
t!-
1g
" .
". E
‘-

 

 

 

the ex
vidual
perce;
indivi
izplic

rule.

1
‘iStEd

3
the extent that projected future societal trends7 will affect indi-
vidual development and therefore family life; (2) to assess their
perceptions of the desirability of these projected societal trends on
individual development and therefore family life; and (3) to draw
implications from the above for the development of family life curri-

cula.
SELECTED TEACHER CHARACTERISTICS AND RATIONALE

Teacher perceptions of selected societal trends which affect
individuals and family life are influenced by many factors. It would
be difficult to investigate every factor which might affect perceptions
of a teacher or teachers. However, it is possible to study selected
factors which have been thought to influence certain trends in curri-
culum development. The following ten factors of teacher characteris-
tics were examined in this study.

1. Years of Teaching Experience

2. Educational Level

3. Undergraduate Institution Attended

4. Age

5. Marital Status

6. Number of Children

7. Religious Preference

8. Information Sources Used for Planning Home Economics
Classes

9. Professional Meetings Attended

 

7The future societal trends selected for use in this study are

listed in Appendix A.

 

“HIV“-

flit: .. llr'sflkNr
Elise—s .

4

10. Pbmbership in Professional Organizations

Kerelejza8 found teachers who had fifteen years or more of
experience more close-minded toward curriculum change than those with
four years or less of experience. However, Krey9 found teachers with
fifteen to nineteen years of experience holding more favorable per-
ceptions of curriculum change. Kardas and Talmage10 also found a
positive correlation between years of teaching experience and degree
of participation and implementation in curriculum planning. There-
fore, it was assumed that a relationship existed between the years
of teaching experience and the perceptions held by home economics
teachers towards societal trends.

Evidence indicates that the more years of education a teacher
has the more likely the individual is to be innovative.11 Therefore,
it was assumed that a teacher's educational level would have a bearing
on a teacher's perception of selected societal trends on individual
develOpment and family life.

There are two higher education institutions in Montana

which prepare home economics teachers, the University of Montana at

 

8Joan Dolores Kerelejza, "The Relationship of Closed and Open
Mindedness to Factors that Selected Groups of Teachers Regard as
Barriers to Curriculum Change," Dissertation Abstracts, 28A:3561,
March-April, 1968.

9Robert Dean Krey, "Factors Relating to Teachers' Perceptions
of Curricular Implementation Activities and the Extent of Curricular
Implementation," Dissertation Abstracts, 29A:4231, June, 1969.

10Barbara J. Kardas and Harriet Talmage, "Characteristics of
Teacher Participation in Curriculum Planning and Reported Acts of
Implementation," (paper prepared for the American Educational Research
Association, March, 1970, Minneapolis, Fflnnesota).

 

11Everet M. Rogers and F. Floyd Shoemaker, Communication of
Innovations (wa Ybrk: The Free Press, 1971), p. 186.

,4- oaai'.’

. in] h" ..

«the ,

 

TV .'

 

.‘fissoul
erphasi
Uhivers
of the
of Ebru
family
nezbers
current
has six

Offers

 

1156 OF
trainin
. Abntana
: {10113111

i“Wat:
you“get
evidencE
anal}? i s

to innov

5
Fflssoula and Montana State University at Bozeman. Historically, more
emphasis has been placed on family life education at Montana State
University than at the University of antana. The 1972-74 catalogs
of the two institutions show that at the present time the university
of Montana has three faculty members with specific responsibility in
family life education, while antana State University has six faculty
members with responsibilities in this area. Montana State university
currently offers fifteen courses, while the University of Montana
has six in family life education. Montana State university also
offers a Master of Science degree in Home Economics with a family
life Option; the University of Mbntana does not offer any advanced
training in this area. It was assumed, therefore, that responses of
Ebntana State University graduates might indicate more of a rela-
tionship with predicted trends than would responses of graduates of
the University of Montana.

The age of participants has often been studied in relation to
innovativeness. Zimmerman identified innovative secondary teachers as
younger than non-innovative teachers.12 However, there is inconsistent
evidence about the relationship of age to innovativeness. A content
analysis by Rogers and Shoemaker13 of 228 research publications related
to innovativeness indicated there is no unanimous support for the

relationship of youth to innovativeness. They concluded that "earlier

 

12Robert Edgar Zimmerman, "Teacher Perceptions and Personality
Characteristics Associated with Innovation," Dissertation Abstracts
31A:6462, May-June, 1971.

13Rogers and Shoemaker, gp. cit., p. 185.

 

 

 

adepters
age char:
it was as
economics
and degre

affect t?

signifies
planning

the natur
Therefore

teristic.

CurrieUlu
the teach
3““8 pr
found tha
PractiCe .
intoncluS:

N(

am)" Whig}

\

14
15
16
u"
Naiices

6
adOpters are no different from later adopters in age.”14 Because the
age characteristic has been considered inconclusively in many studies,
it was assumed that a relationship might exist between the age of home
economics teachers and their perceptions of the extent of the effect
and degree of desirability of selected societal trends that could
affect the individual and, therefore, family life.

Marital status was found by Kardas and Talmage15 to be non-
significant as a characteristic in teacher participation in curriculum
planning activities. Other findings on this factor are so limited that
the nature of its influence could not be determined with certainty.
Therefore, it was believed necessary to further study this charac-
teristic.

Kardas and Talmage16 found the degree of participation in
curriculum planning to be positively correlated with fewer children in
the teacher's family. However, when Abell17 studied adOption of home-
making practices in relation to the position in the family cycle, she
found that families with children tended to have higher homemaking
practice adoption scores than those without. Again, research seemed
inconclusive and it was decided to further study this characteristic.

No evidence exists to indicate the direction of difference, if

any, which religious preferences would cause teachers to have regarding

 

14Ibid.

15Kardas and Talmage, 92. cit.
16Ibid.

17Helen C. Abell, "The Differential Adaption of Homemaking
Practices in Four Rural Areas of New York State," unpublished Ph.D.
dissertation, Cornell University, 1951, pp. 183-199.

'V’ T rfiflb
' "arr-3i

 

societz
gious I

charact

positiv
cially -
fession.
organize
was assx
Of teacl
fessiona

than the

7
societal trends. However, because it was assumed that certain reli-
gious beliefs might have some influence on teacher perceptions, this
characteristic was studied.

Diffusion research studies indicate innovativeness has a
positive correlation with the use of more information sources, espe-
cially mass media.18 Teachers who have more participation in pro-
fessional organizations and who hold membership in more professional
organizations are also reported to be more innovative. Therefore, it
was assumed that there would be a difference between the perceptions
of teachers who used more information sources, attended more pro-
fessional meetings, and belonged to more professional organizations
than the perceptions of those teachers who used fewer sources and had

more limited participation and membership.
RESEARCH QUESTIONS

The research questions employed in this study fall into two
areas.19 The first two deal with teacher perceptions of the extent
and the degree of desirability of selected predicted societal trends.
The remaining eleven questions investigate the relationship between

teacher perceptions and selected teacher characteristics.

Teacher Perceptions
1. Tb what extent do Montana home economics teachers perceive

futuristic predictions drawn from selected societal trends as having an

effect on individual development and, therefore, family life?

 

18Rogers and Shoemaker, 22, cit., p. 189.

19The questions are restated as hypotheses in testable form in

Chapter 3.

to... L‘ 'i

-ree

4 i...» d
R

 

,.
‘5' "3“"‘W

experic
of the
societa

family

home 9C
of the

F
~0re’ ft

ibntana

0f the e

8

2. How desirable do antana home economics teachers perceive
these projected societal trends to be on individual development and,
therefore, family life?

Relationship of Selected
Teacher Characteristics

3. What is the relationship between the years of teaching
eXperience of Montana home economics teachers and their perceptions
of the extent of the effect and degree of desirability of selected
societal trends that could affect individual development and, therefore,
family life?

4. What is the relationship between the years of teaching
home economics of Montana home economics teachers and their perceptions
of the extent of the effect and degree of desirability of selected
societal trends that could affect individual development and, there-
fore, family life?

5. What is the relationship between the educational level of
Montana home economics teachers and their perceptions of the extent
of the effect and degree of desirability of selected trends that could
affect individual development, and, therefore, family life?

6. What is the relationship between the undergraduate insti-
tution attended by Montana home economics teachers and their perceptions
of the extent of the effect and degree of desirability of selected
trends that could affect individual development and, therefore, family
life?

7. What is the relationship between the age of Montana home
economics teachers and their perceptions of the extent of the effect

and degree of desirability of selected societal trends that could affect

.«r- r: . 3"!"

,_ .

 

 

affect in

Of the ef

that coulc

0f «‘bntang
of the eff

affect ind

:eetings a‘

g.
L

a

\

orEa'

ti

fer

individua

Yontana l:

of the ef

oflbnta:

9
\

ll

12
has Of t”
C3 the:
15e?
13
:e'
U Perce.

’ famil.

 

9
individual development and, therefore, family life?

8. What is the relationship between the marital status of
Montana home economics teachers and their perceptions of the extent
of the effect and degree of desirability of selected trends that could
affect individual development and, therefore, family life?

9. What is the relationship between the number of children
of Montana home economics teachers and their perceptions of the extent
of the effect and degree of desirability of selected societal trends
that could affect individual deve10pment and, therefore, family life?

10. What is the relationship between the religious affiliation
of Montana home economics teachers and their perceptions of the extent
of the effect and degree of desirability of selected trends that could
affect individual development and, therefore, family life?

11. What is the relationship between the number of information
sources of Montana home economics teachers and their perceptions of the
extent of the effect and degree of desirability of selected trends
that could affect individual develOpment and, therefore, family life?

12. What is the relationship between the number of professional
meetings attended by Montana home economics teachers and their percep-
tions of the extent of the effect and degree of desirability of selected
trends that could affect individual development and, therefore, family
life?

13. What is the relationship between the number of professional
organizations Montana home economics teachers hold membership in and
their perceptions of the extent of the effect and degree of desirability
of selected trends that could affect individual development and, there-

fore, family life?

10

DEFINITION OF TERMS

The principal terms used in the study are listed and defined

in order to clarify their usage.

Fami 11 education. A study of the family which has at
least two major goals: (1) to teach about families by integrating
the findings from the social sciences and other areas and (2) promote
individual and family well-being by providing sound knowledge that
will enable individuals and families to make their own rational

decisions.20

Selected societal trends. Technological, scientific, economic,
political, and social deve10pments which have altered man's institu-

tions, aspirations, and his life styles.21

Professional meeting. A meeting sponsored by a professional
organization dealing with some aspect of the occupation with which an

individual is associated.

Professional organization. An organization that is composed
of individuals who belong to an occupation which usually involves

relatively long and specialized preparation on the level of higher

 

20Hyman Rodman, Teaching About Families (Cambridge: Howard A.
Doyle Publishing Company, 1970), pp. 3-4.

21Theodore J. Gordon and Robert H. Ament, Forecasts of Some
Technolqgical and Scientific Developments and Their Societal Conse-
quences (Middletown, Connecticut: The Institute for the Future,
September, 1969), p. l.

11

education and is governed by its own code of ethics.22

Future-planning. An active concept. The future is a fan-
like spread of many "possibilities"; assumes that the nature of our

tomorrows can be mediated, even to some extent determined, through

systematic conjecture based on analysis and projection of data.23

Curriculum. Learnings which are encountered through

schooling.24

 

LIMITATIONS

The pOpulation of the study was geographically limited to the
State of Montana. All home economics teachers in Montana were included
in the population regardless of their full-time or part-time employment
status. In addition, the study was limited to those home economics
teachers who were employed in antana public or private sshools during
the time period, January 5 to February 15, 1973. The names were
obtained from Mbntana Home Economics Teachers 1972-73, issued by the
Office of the Superintendent, Department of Public Instruction, Helena,

Montana.

 

22Carter V. Good (ed.), Dictionary of Education (2nd ed.; New
York: McGraw-Hill Book Company, 1959), p. 417.

23Harold C. Shane and June Grant Shane, "Future Planning and
the Curriculum," Curriculum: Quest for Relevance, ed. William Van Til
(Boston: Houghton Mifflin Company, 1971), p. 259.

24Harold C. Shane, "Looking to the FUture: Reassessment of
Educational Issues of the 1970's," Phi Delta Kappan 54:328, January,
1973.

.‘1- Au

1.131‘37
;... »

 

 

12
OVERVIEW
The literature used as a basis for the study focused on the
following related areas: (1) curriculum and change; (2) the family
and change; and (3) methodology for the study of the future. This
information is presented in Chapter 2. The design of the study is set

forth in Chapter 3. Chapter 4 states the results and implications.

t .1
.L E r. r. .1 an . V. a r s S Li“
t nu a a :1. an AC
E C :0 n» a M 5... C .7... E
.U or. C W- .C at .c at. .1. a:
.e . PL «J 0 n1. AC 5 a but Ts Pu

 

 

 

I... Patina}. . I . .4 iii»!-
.

a".

Chapter 2

REVIEW OF LITERATURE

One of the basic tasks of those engaged in teacher education
programs is that of deve10ping curricula to equip students with skills
for living in the present world. However, equally important is the need
to teach them to understand and anticipate changes which are constantly
occurring. In a fast-changing society, it has been difficult for sec-
ondary teachers of family life to respond adequately to a multitude of
new ideas, new issues, new technology and new social patterns which
demand new or revised priorities and ways of thinking and planning for
family life.

According to East1 change is certain and comes rapidly, much
too rapidly for traditional modes of curriculum development to be effec-
tive. Thus it is suggested that a new basis for curriculum development

needs to be established. East claims an urgent need for the following:

Knowledge related to functions of families and homes through
historical and cross—cultural studies; through longitudinal
studies projected into the future.

Recognition of the different patterns that exist simultaneously
within the same culture.

Discovering basic needs of individuals and families.

Directing upward to the political action level to create an
awareness of decisions which need to be made. 2

Helping teachers to anticipate an orientation to change.

Because this investigation deals with the types of problems

 

1Marjorie East, "Family Life by the Year 2000," Journal of
Home Economics, 62:17, January, 1970.

 

 

2Ibid., pp. 17-18.
13

P. . . . .
1‘214/1‘

i a o ul a c C ‘v: e C
E e OF» 0 “a. ‘l A o‘ a a flu L 2v S “u 0
3: e «h .C t n1 .2. a vi e «u 10 L“ at
a»: r. a 2,. «3 a v "a v; r h.» a e C a
u- Li. .3 at C . . .C T. U C .1 .3 e .t E
.3 es fr. \ . ~m :- a .1; C .. a h a C n .. a t v a

I an. atlas. .

3:

i

1
h ..
\a

14

suggested above, the review of literature is focused on the following
three related areas: (1) curriculum and change, (2) the family and

change, and (3) methodology for the study of the future.

CURRICULUM AND CHANGE

Need for Curriculum Reform

 

The need for change in the schools has been one of the fore-
most concerns of educators in all segments of the education profes-
sion. Reform has been suggested in staffing patterns, teacher roles,
administrative structure, and facilities.3 The central issue implicit
in all of the above is that of determining what is to be done to the
curricular content. What and how students learn overshadows the need
for administrative and physical structural reform.

Significant change in curriculum is characteristic of rela-
tively few schools. The gap between social change and educational
change has widened leaving the schools behind in identifying cultural
needs and determining ways of c0ping with the pressures caused by
technological innovations.4 Burns and Brooks5 identify fourteen

reasons why curricula needs changing:

1. We are living in a global society.

2. We are living in a rapidly changing world.

3. Our culture is experiencing an information explosion.

4. Present curricula are information oriented rather than
process oriented.

 

3Richard W. Burns and Gary D. Brooks, Curriculum Design in a
Changing Society (Englewood Cliffs, New Jersey: Educational Technology
Publications, 1970), p. v.

4Muriel Crosby, "Who Changes the Curriculum and How?" Curricu-
lum: A Quest for Relevance, ed. William Van Til (New Ybrk: Houghton

Mifflin Company, 1971), pp. 201-202.

 

 

5Burns and Brooks, 22. ci ., pp. 5-6.

I.
.fi
--:‘<u1'fit'.n:."~i

’L.‘.- "l f‘ 'l‘

 

12'

 

10.
ll.
12.
l3.

14.

LC Int:

96:
PM
Mr

POn
dis

15

5. There is a lack of relevancy between in-school education and
out-of—school life.

6. There is a prohibitive time lag in education between the
discovery of new techniques and the incorporation of these
techniques into educational practice.

7. General education and core curricula are presently too
survey oriented.

8. There are new technical innovations for which new curricular
patterns can be designed.

9. Urban living, a decreasing emphasis on family structure, and
the increasing mobility of the population demand greater
individual responsibility.

10. There is an increased recognition of the needs of minority
groups and minority group problems.

11. Our knowledge of what is true is constantly changing.

12. There is an increased understanding of how people learn.

13. The behavioral definition of learning products has revealed
deficiencies in our present curricula.

l4. Producgivity has released men from the necessity of long
labor.

Shane and Shane7 believe curriculum change should be planned
to interpret the developments that may affect man's future. "The

curriculum planner today needs to serve as a catalyst influencing

change as well as being helpful in the transmission of ideas."8

They identify ten developments abstracted from various disciplines
that seem to have direct or indirect bearing on curriculum change.

Population trend estimates suggest that some 14 million
persons will be enrolled in higher education in 20 to 30 years.

The education of very young children will be emphasized and
priorities established for it.

Education will almost inevitably become continuous; some
persons may prepare for a second or third career in their
middle years.

Life spans will increase appreciably; old age will be post-
poned and eased as it begins to be treated more as a wasting
disease than as an unavoidable fate at three-score and ten.

 

61bid.

7June Grant Shane and Harold C. Shane, "Cultural Change and
the Curriculum: 1970-2000 A.D.," Curriculum Design in a Changing
Society, ed. Robert W. Burns and Gary D. Brooks (Englewood Cliffs, New
Jersey: Educational Technology Publications, 1970), p. 21.

81bid., p. 24.

 

h

. W‘

 

 

 

pe
th

1:
ch

DET
tr.
aIlC
ini

Pfe
the

develOp
to help
he Can

which p

CeHtral

1980 ant

qualitre

adap

tab:

 

16

Leisure, once a wistful dream for nearly all the world's
peOples, can (beginning in the US) become first a bore and
then a problem--if not an actual danger.

Extensive supplementary schooling may be carried on at home
through personalized self-instructional material. Schools, as
a concomitant development should have less formal class work and
may become more life reference and social experience centers.

Nationwide personal information data banks are likely, their
records beginning with one's birth certificate. Automation will
permeate and expedite nearly all forms of record keeping. Privacy
could well be threatened both by the increase in pOpulation and
by diverse electronic-listening-viewing devices.

Personality will be modified appreciably by drugs. The
improvement of learning and memory will be induced through
chemical and electronic means. The transfer of experience may
become possible.

Many individuals who are now well-nigh physically helpless
will have their handicaps reduced or eliminated by human organ
transplants, plastic or electronic implants, and improved therapy
and surgery.

Genetic controls of birth defects and hereditary factors
influencing the general physical nature of the child as well as
prenatal selectioB of the sex of the unborn infant are likely in
the next decades.

These developments imply that more thought need be given to
developing with and for the learner a future-focused role image and
to helping to motivate the learner to project a self concept of what
he can become ten, twenty, and thirty years hence. A self concept
which provides for dignity, reapect and a measure of security is
central to any type of futuristic based curricula.10

Goodlad indicates the most important task for the school in
1980 and beyond is the "daily practice and demonstration of those

qualities of compassion, sensitivity, sound judgment, flexibility,

adaptability, humility, and selfurenewal."11 Mbre attention needs to

 

9Ibid. , pp. 27-340

10Harold C. Shane, ”looking to the Future," Reassessment of the
Education Issues of the 1970's," Phi Delta Kappan, 54:332, January,1973.

11John I. Goodlad, "The Educational Program to 1980 and Beyond,"
Designinngducation for the Future, No. 2, eds. Edgar L. Morphet and
Charles 0. Ryan (New Yerk: Citation Press, 1967), p. 47.

 

 

 

527
a

f D

m
.‘J
(1

M

17

be given to determining what knowledge might be of worth to students

and to the question of kinds of individuals we should seek to develop.

12

Johnson suggests that time can be saved by redesigning the

curriculum to combine and relate subject matter fields such as litera—
ture, history, art and philosophy. By the saving of time through such
modification and enhancement of the curriculum, instruction which
deals with practical studies could be introduced to students. Recom-
mendation of content for this futuristic type of instruction might
include:

1. Human Relationships
2. Environments

3. Leadership

4. Health

5. Basic Skills

6. Home Management

7. Child Rearing

8. Automobile Management
9. Personal Finance
10. Decision Making
11. Modern Technology
12. Consumer Education13

Marien14 developed an annotated bibliography of literature
related to trends, forecasts, and documents on changes in education
and the future. He broadly summarizes the literature by stating that
"there is a basic, long-term multifold trend from closed teaching

"15

systems to open learning systems. He prefers to use the term

 

12Beverley B. Johnson, "Practical Preparation for the let
Century," Phi Delta Kappan, 54:519, April 1973.

13Ibid., pp. 519-521.

14Michael Marien, Alternative Futures for Learning (Syracuse,

New York: Syracuse University Research Corporation, 1971), p. 1.

15Ibid., p. ix.

18

"learning outcomes" rather than "teaching outcomes" because of the
shift in attention from institutions to individuals.16 In the area

of curriculum, he views the basic long-term trend in education to be:

FROM 19.
Narrow, fixed, retrospective Broad, changing present and
Classics, Principles, Truth, future-oriented
facts, deduction, Maxims Methods, principles, induc-
Determined by teacher and/or tion, creativity, intuition,
extra-classroom activity randomness
Programatic, sequential; Determined by teacher and/or
Lesson plans strictly followed student
Interchangeable programettes,
Group study prescribed for Modular learning; Lesson
all students . plan as guide to option
Independent study designed
Western culture as superior to fit individual needs and
to primitives, heathen, Noble interests
Savages, and the underdeveloped Humanistic, pan-cultural

Us-Them; emphasis on differences Us; emphasis on similarities

Even though he views the trend away from the traditional, he
sees the traditional closed teaching system as the most probable one
for America. He makes no judgment as to its desirability, but implies
that the humanistic revolution in education is still in the distant
future.

Although not all curriculum specialists and others involved in
curriculum development agree on similar curriculum specifics for a fast
changing world, they do state a new curricular approach is needed.

Forces Which Affect
Curriculum Change

 

The basic element in curriculum change is the individual. A

"18

curriculum change is also a "people change. Writers in the

 

16Ibid. 17Ibid., p. x.

18Crosby, _p, cit., p. 20.

Eh

,- utgmctn'“ '
. .‘. 9 . ‘
v

(.1...

 

 

 

 

curri:

endear

30: in:
C026 f]
aéencie

tures,

19

curriculum development field believe curriculum change to be a human
endeavor. These human forces hold the potential for good and the
potential for evil. Each lies deep in human motivation. These forces
either tend to cause change or to hold it back.19

The traditional approach has been to delegate the responsibility
of curriculum change to the teacher and to teachers' curriculum com-

mittees. Willover 20

views this approach as one which elicits only
minimal results because of the normative aspects of a school as a
social system.

Teachers, administrators, and school boards in the past have
not initiated curriculum change. Effective curriculum change has
come from forces Operating outside the system such as accrediting
agencies, universities, franchise agencies, government, state legisla-
tures, and dissenters.

Doll21 identifies four factors which have had an effect on
curriculum change. They are: (l) the drive for power; (2) the appeal
of the dollar; (3) growth in knowledge, with corresponding efforts at
evaluating acquisition of knowledge; and (4) the needs and concerns of
people in schools, within surrounding social and cultural milieux.

Although these forces work to affect change, the real

determinant of curriculum change is the teacher in the classroom.

 

19Ronald C. Doll, "The Multiple Forces Affecting Curriculum
Change," Curriculum: Quest for Relevance, ed. William Van Til (New
York: Houghton Mifflin Co., 1971), p. 196.

20Donald J. Willover, "The Teacher Subculture and Curriculum

Change," (paper presented at a Faculty Seminar, May, 1968, Temple
University, Philadelphia).

21

 

Doll, 10c. cit. 22Crosby, loc. cit.

[p-zast"

l;

2“?

 

The val
in acce

eyes of

Potenti

ticn.

20

The values the teacher places upon the cultural elements are what count
in acceptance or rejection of proposed changes, not their worth in the
eyes of the external forces which affect curriculum change.

Oskamp23

studied the process of curricular changes as perceived
by teachers in one school district. The factors or "determiners" used
in the study were those that affect the curriculum within the classroom.
They were listed as teachers, students, subject matter, methods,
materials, facilities, and time. Oskamp concluded that they had the
potential for adeption, rejection, or discontinuation of the innova-
tion.

Perception of consideration behavior by central office curri-

culum decision makers was found by Kline24

to be significant to the
implementation of curricular plans by the teacher. Bjork25 investigated
the interaction of a curriculum consultant with a teacher and his
curriculum implementation practices. The perceptions of curriculum

implementation were significantly higher for teachers who had inter-

acted with a consultant than for teachers who had not. Hall26 drew a

 

23Edwin Oskamp, "An Investigation of the Determiners of the
Curriculum in Three Elementary Schools in West Milford Township,"
Dissertation Abstracts, 29A:2153, January 1969.

24Charles Ewert Kline, "Leader Behavior, Curricular Implemen-
tation and Curricular Change," Dissertation Abstracts, 3OA:957,
September 1969.

25Walter Eugene Bjork, "A Study of the Influence of the Role
of the Curriculum Consultant on Curriculum Implementation," Disserta-
tion Abstracts, 31A:3404, January, 1971.

26Gene Erwin Hall, "A Comparison of the Teaching Behaviors of
Second Grade Teachers Teaching Science A Process Approach with Second
Grade Teachers Not Teaching a Recently Developed Science Curriculum,"
Dissertation Abstracts, 29A:4348, June 1969.

 

21

similar conclusion: bi-weekly visits from a science consultant to
visit teachers affected teacher behavior in curriculum implementation.

Miller 27 investigated the perceptual organization of teachers
who highly regarded innovation and those who did not have this high
regard. The research strongly supported the notion that the individual
who is the innovator in society functions in ways that are regarded as
favorable by most members of the society.

Bailey28 investigated the instructional program revisions at
the University of Oklahoma. Change factors identified by the faculty
to be the most important in modifying instructional programs were the
organization of course content and new instructional techniques and
aids. Girshefski29 ascertained the most important element for success-
ful formulation and implementation of curriculum change was extensive
faculty involvement.

Terril30 investigated the effect of selected professional
relationships in readiness of teachers for curriculum change. Teachers

identified as ready for curriculum change indicated a more positive

 

27Richard Frank Miller, "Increasing Curricular Change Through
Project Organization," Dissertation Abstracts, 31A;5087, April, 1971.

28Robert Leslie Bailey, "An Analysis of Change Factors in the
Modification of Instructional Programs in Selected Departments of the
University of Oklahoma," Dissertation Abstracts, 29A:l698, December,
1968.

29Sister Mary Jeanne Girshefski, "Circumstances Affecting
Curricular Change as Exemplified in Selected Women's Colleges,"
Dissertation Abstracts, 29A:2605, February, 1969.

30Terry Lee Terril, "A Study of Differences Between Selected
Suburban Teachers Designated as Ready and Non-Ready for Curriculum
Change Based on Their Judgments Concerning Professional Attitudes and
Demographic Variables," Dissertation Abstracts, 30A:2313, December,
1969.

22

attitude in their relationships with pupils, parents, other teachers,
and administrators.

Curriculum change is also affected by the school principal's
attitude. Principals are often key individuals in the curriculum
process. Duncan31 described a principal in an innovative school as
one who has been in his present position less time, was eight and a
half years younger, and had more education than the principal in a non-

innovative school. Foster32

found no significant relationship between
age and experience. However, he concluded that principals who are

human relations oriented initiate more curriculum change.
THE FAMILY AND CHANGE

The study of the family and its changes through time has been
discussed by theologians and phiIOSOphers for centuries. Data for a
theoretical knowledge basis of family change is incomplete. Too often
in past centuries students of the family have "promoted pet notions of
"33
dubious validity.

The study of familial change has focused on the external sources
such as technological and economic processes which tend to alter the

34

relationship within the family. Edwards notes that very little

 

31Thomas Reed Duncan, "A Study of Innovative and Non-Innova-
tive Principals and Their Use of Information Sources in Curriculum
Decision Making," Dissertation Abstracts, 29A:4512, June, 1969.

32William R. Foster, "The Elementary School Principal and His

Relationship to Reading Curriculum Change," Dissertation Abstracts,
29A:3797, May, 1969.

 

33John N. Edwards (ed.), The Family and Changg_(New York:
Alfred A. Knopf, 1969), p. 288.

341b1d., p. 3.

 

I
l. .. ..

atte

thou

she

one 0

l;6ré

/

l
(D
71

23

attention has been directed toward the consideration of the family as
an agent of social change.

Boulding35 also indicates that the family has normally been
thought of as an instrument for maintaining social stability. However,
she believes that the family is potentially an agent of social change.
Her rationale is based on two relationships to the future.

1. Owing to the age-span of its members, the family includes
representatives of different population cohorts or age
groups, who have been exposed to historically different
social stimuli at comparable ages.

2. The family as a unit is continually in transition from one
stage of the family life cycle to the next, so that it can
never be in a static condition. Family life is a swiftly
moving series of identity crises as members of various
ages are socialized into new roles.

Boulding views the family as a workshop in social change
because of "the continual shifts in role performance and the accompa-

37

nying identity crises." Advocates such as Boulding are not as

numerous as the advocates of the unidirectional approach which is an
easier means of obtaining data and then systematically organizing the
data for analysis and study. However, the "unidirectional stand is
one of the most singular deficiencies in the social-scientific

endeavor to understand social change."38

Speculation about the future of the family abounds in the

literature. Critics say the family's only function will be that of

 

35Elsie Boulding, "The Family as an Agent of Social Change,"
The Futurist, 2:186, October, 1972.

36Ibid.

37Ibid.

38Edwards,‘9_p_. cit., p. 9.

24

child rearing for the first year or two of child raising.39
Optimists, in contrast, contend that the family will remain

one of the basic units of society."0 Some argue that it "will achieve
41

new heights in the future."
Others feel the family will become more important because it
will be a stable structure and people will be more deeply drawn to the
family. It will serve against a complex and demanding world. "The
more transient and novel the environment, the more important the
family will become."z'2
Toffler assumes no position in the debate. He believes the
future is more open than it appears to be. Consequently, the family
will neither vanish nor enter upon a new golden age. It may "break
up, shatter only to come together again in weird and novel ways."43
Goode44 indicates the family is going to continue to change as
it has in the past. The family is related to all other institutions
and if we knew how the larger social structure is to be altered then

we would know the direction they family will take. According to Goode,

American society is facing "problems of unprecedented magnitude and

39William Wolf, personal interview, quoted in Alvin Toffler,
Future Shock (New York: Bantam Books, 1970), p. 238.

 

40Richard E. Farson, E£n.fll°e The Future of the Family (New
York: Family Service Association of America, 1969), p. 64.

411b1a.. p. 55.
42Alvin Toffler, Future Shock (New York: Bantam Books, 1970),

 

p. 239.
431131.1.

44William J. Goode, "Social Change and Family Renewal,"
Efiamilies of the Future (Ames, Iowa: The Iowa State University Press,
1972), p. 118.

25

unprecedential quality."45 All of these impinge on the family in some
way. Following are the problems which Goode believes will affect the
family: The Gross National Product; Poverty; War; Population Control;
Pollution; Race; Sexism."6

Goode believes these seven are fundamental to all other types
of problems. These problems have changed qualitatively since World

War II and if they were to be measured by any type of measure, a

sharp upward curve could be viewed."7

Williamson also identifies Similar problems facing both the
individual and the family. They are:

Military involvement in various parts of the world

The decreasing usefulness of our natural and man-made
environment

The congestion and explosure confrontation in the American
city

The existence of large pockets of poverty

The failure to integrate its 23 million Negroes into the
social and economic life of the natign

The level of crime and violence4

Ogburn"9

attributes the dilemma of the family to its loss of
function. He finds from his survey that the affectional function is

the only one still centered in the family cycle.

 

451pm... p. 119.
461mm, pp. 120-124.
47

Ibid., p. 120.

48Robert C. Williamson, Marriage and Family Relations (New
York: John Wiley and Sons, 1972), pp. 46-47.

49William F. Ogburn, "The Changing Functions of the Family,"
Selected Studies in Marriage and the Family, ed. Robert F. Winch and
Louis Wolf Goodman (New York: Holt, Rinehart & Winston, Inc., 1968),
pp. 58-630

 

20

Blood50 argues that the family has undertaken new functions,
especially those related to division of labor between the family and
other social institutions and the growing equalization of external
participation by the husband and wife. These new functions replace
the older traditional ones.

Pollack’s51

major concern with the loss of family functions is
that of denying the family the autonomy of setting its own standards.
Other institutions which are headed by experts can and do change the
family's decisions just by the nature of the institution's professional
knowledge.

Moore52 believes the conditions which have arisen prevent the
family from performing the social and psychological functions which
many modern sociologists ascribe to the family. These same conditions
make it possible for an industrialized society to do away with the
family and utilize other types of social arrangements. Functions of
socialization and personality development and affectional needs can be
assigned to alternate institutions such as school or church which can
more efficiently fulfill these functions.

Hill53 evaluated and delineated four methods for Studying the

future of the family. The findings of these methods indicated to Hill

 

50Robert 0. Blood, Jr., "Impact of Urbanization on American
Family Structure and Functioning," Ibid., p. 562.

510tto Pollack, "The Outlook for the American Family," Journal
of Marriage and the Family, 29:194, February, 1967.

52Barrington Moore, Jr., "Thought on the Future of the Family,"
The Family and Changg, ed. John A. Edwards (New York: Alfred A.
Knopf, 1969), p. 456.

53Reuben Hill, "The American Family of the Future," Journal of
Marriage and the Family, 26:2028, February, 1964.

 

finl.‘3nfl.a. . J. .. 1”

»H refi-

27
that the functions of the family now and in the future will continue
rather than disintegrate. He identifies three such functions:

Accelerated upgrading in the amenities

Increased flexibility in family organization

Improved competence in planning and decision making

To Hill, these trends tend to indicate that the family will
continue to have functions. However, he believes the resiliency and
recuperative strength of the family should not be taken for granted but
should be fostered and developed.

Sussman54 believes that the nuclear family form has induced
separation and isolation. This form of marriage is the most precari-
ous and has caused the instability of the family institution.

The report of Forum 14 of the 1970 White House Conference on
Children supported the thesis that American society is pluralistic
and has a multiplicity of cultures and a diversity of variant and
experimental family forms.55 The topology of family forms abounds in
the literature. However, the incidence and prevalence of these forms
is limited. Little is known about how these forms affect human
deve10pment.S6

Although all writers do not hold the same views about the

family and change, they are willing to agree that it has and will

 

5"Marvin Sussman, "The Changing American Family," AAUW Journal,
65:10, November, 1971.

55Marvin B. Sussman, gt, gl,, "Changing Families in a Changing
Society," Forum 14 in Report to the President: White House Conference
on Children (Washington: Government Printing Office, 1971), p. 227.

56Sussman, _p, cit., p. 12.

 

28

continue to undergo change. The changes that are occurring at the
present time in marriage styles and family forms are influencing the
institution of the family and will continue to have such effect on

the future.

METHODOLOGY FOR THE STUDY OF THE FUTURE

Man has always had a concern about the future. He has used
the stars to help plot his destiny and literature to create legends
for tomorrow. The future has always been implicit in scientific
inquiry. However, what is new today is the systems approach supported
by the growth of the computer.57

Science fiction writers and novelists have helped pioneer the
study of the future. The visions of Jules Verne and H. G. Wells
inspired others to speculate on the future. In Wells' early book,
Anticipations, written at the turn of the century, he predicted many
social changes with startling accuracy. Wells was one of the first
writers to see the importance of technology and its consequences on
man.58

Another book which also predicts future happenings with con-

siderable accuracy is by C. C. Furnas, The Next Hundred Years. This

 

publication written in 1936 has been used by others to make scientific

and social projections.59

 

57Olaf Helmer, Social Technology (New York: Basic Books, 1966),

 

p. 37.

58Discussed in Herman Kahn and Anthony J. Wiener's, The Year
2000 (London: The MacMillan Company, 1967), p. xxiii.

59Discussed in John Hale's, The Future of the Future (New
York: George Braziller, 1969), p. 243.

 

29

A British contemporary of Furnas, Arthur C. Clarke, set his
science-fiction predictions in a framework of humanistic concerns. His
1958 book, Profiles of the Future, also presents technological extrap-
olations with great insight.60

deay prophets of the future are found in all nations of the
world and in many types of professional pursuits. Bertrand de Jouvenel,
R. Buckminster Fuller, Marshall MbLuhon, Olaf Helmer and Herman Kahn
represent this wide cross-section of brilliant contemporary minds.

The main emphasis of futuristic study in the United States has
been to establish industrial-government research agencies whose central
function is to predict the future.62 Some examples of these "think
tanks" are RAND Corporation, The Institute of the Future, The Hudson
Institute, TEMPO, Systems Deve10pment Corporation, and the Institute
of Defense Analysis. These groups supply various types of customers
with long and short-range forecasts.

Many writers maintain study of the future is either impossible
or undesirable. They believe forecasting to be premature and believe

that before meaningful forecasts can begin, work needs to be directed

toward the development of theories of social development and

 

60Ibid., p. 245.

61Bertrand de Jouvenel is a French political scientist; R.
Buckminster Fuller, An American architect; Marshall Pbluhon, a
Canadian futurist; Olaf Helmer is associated with the Institute for
the Future, Pflddleton, Connecticut; and Herman Kahn, a futurist asso-
ciated with the Hudson Institute.

62Hale, op, cit., p. 254.

30
technological change.63 The development of the computer has provided
futuristic study groups the Opportunity to deal with extremely compli-
cated models.

A second view is represented by Kahn and Wiener;64 the most
important reason for forecasting is to try to predict conditions in
reasonable detail and to evaluate how outcomes depend on present
policy choices. Forecasting is a tool for making decisions rather
than ascertain about the future. Forecasts present insights, not
answers. The future is too tenuous to use predictions as means of

deve10ping self-fulfilling prophecies.65

Schon cites practical and theoretical obstacles to forecasting.

These obstacles vary in degree of seriousness; they apply to general

types of forecasts and specifically to technological ones. These

obstacles are:

Because there are no formats for standard data or mechanisms
for collection and analysis, there is little reliable, uniform,
credible data.

Often people who do have access are unable or unwilling to
reveal information.

Getting the data in time is almost as critical as getting it
at all. It is difficult to predict trends for 1985 on the basis
of 1968 data.

There is currently no adequate theory that Spells out the
necessary and sufficient conditions for technological change;
nor is there any particularly promising candidate.

Efforts at understanding technological change are now frag~
mented. There is no effort being made to develop a more nearly
complete theory.

 

63Donald A. Schon, "Forecasting ani Technological Forecasting,"
Daedalus, 96:768, Summer 1967.

64Kahn and Wiener, 22. cit., p. 1.

65Schon, 92. cit., p. 769.

31
There are many different ways of looking at technological
change. Alternate ways of looking at technological change may
be useful in particular situations. However, when we attempt to
apply them together to a specific forecasting problem66they
confront us with more information than we can handle.

The above-mentioned methodological problems slow the pace at
which futuristic research can proceed. However, the primary weakness
of all forecasts is that the reaction to new circumstances by the
individual or individuals is still speculative. The individual as
well as a culture operates under assumptions based on values. There-
fore, our assumptions determine what we think relevant to predict.67
Nevertheless, futuristic studies "are still our best hope that the
coming revolution will not find us quite unprepared.68

Pbthods for Thinking
About the Future

 

 

Forecasting methods have been used principally for planning;
however, some methods have been found to be more useful for teaching
about the future than for planning. Sandow explored methods used in
forecasting to see if there was a structure of methods that would help
planners assess strategies and goals for future planning. He found no
information in the body of literature to deve10p a pedagogical system
that comprehensively and systematically organized the "techniques of

thinking about the future into some coherent process of training for

 

66

Ibid., pp. 765-767.
67Ibid., p. 768.
68

Denis Gabor, Innovations Scientific, Technological, and
Social (New York: Oxford University Press, 1970), p. 103.

 

32
planning purposes."69
Sandow identified six methods now extant. They are:
1. Cross Impact Matrix and Cross Purpose thrix
2. Future History Analysis and Review
3. Value Shift Analysis
4. Scenarios
5. Future Histories
6. Delphi Technique
Each method was examined in terms of its contribution to the planning

process.

Cross impact matrix and crossgpurpose matrix. The Cross
Matrix is a computer forecasting tool.
It attempts to evaluate average likelihoods of occurrence
for each event in a set of interrelated events, considering
all possible sequences and occurrences or non-occurrences among
the events in the set.7
The Cross Impact Matrix was designed to deal with a flaw in
the Delphi forecasting techniqUe. It looks at the interrelationship
in s set of events while the Delphi only deals with events as inde-
pendent entities.
The Cross Impact Matrix is performed with a specific set of
events and probabilistic data drawn from the Delphi. The relevant

events important to the issue are investigated, estimates of the like-

lihoods of occurrence and a "quantitative description of the effect

 

69Stuart Anthony Sandow, "The Pedagogical Structure of Methods
for Thinking About the Future: An Instructional System for Planners,"
(unpublished doctoral dissertation, Syracuse university, 1971), p. xi.

7oIbid., p._2o.

33
of the occurrence or non-occurrence of one event on the likelihood of
occurrence of each of the others in the set"71 is performed.

Enzer72 finds the major weaknesses of the Cross Impact Matrix
to be (1) the effect of non-occurrence of events is not accounted for,
(2) the Cross Impact factors are not Specifically defined, and (3) the
analytical procedures have no logical basis and only the interaction
among event-pairs are considered. While the Cross Impact Matrix deals
with future news events, it is an interaction device for long-range
planning.

The Cross PUrpose Matrix was devised by Sandow7.3 It deals with
the subset of future events called goals74 and represents a ”confronta-
tion focusing device that compels planners to array their strategies

75

before competing advocates and defend them." It is not a replacement

of the Cross Impact Matrix but is a tool used to deal with those
goals that cannot be assessed in the same way as future news events.76
In performing the Cross Purpose Matrix, several Operational

rules have to be considered. The original probability information in

each of the Matrix boxes cannot be determined by anyone who is not the

 

71Selwyn Enzer, "Delphi and Cross-Impact Techniques: An Effec-

tive Combination for Systematic Futures Analysis," (reprinted from
proceedings of the International Future Research Conference, Kyoto,
Japan, April, 1970), p. 20.

7zIbid., p. 23.

73Sandow, op. cit., p. 95.
74A goal is defined by Sandow as an event that is intended to

occur, or for every goal there is an aggressor. Ibid., p. 84.

75Ibid., p. 95.

76Ibid.

34
aggressor for the goal under consideration. Secondly, the strategy
that has to be gone through is examined and not the goal.77 The Cross
Purpose Matrix deveIOped by Sandow has not been used as extensively as
other forecasting tools, thus its strengths and limitations are still

to be determined.

Future history analysis and review. Future History Analysis
and Review is based on concepts develOped by Warren Ziegler,78 and
originates from a tool developed by the government called PERT (Program
Evaluation and Review Technique). Future History Analysis and Review
can be compared to a brainstorming technique. It is appropriate as a
tOOl in the social realm while PERT is apprOpriate for the physical
realm. Its purpose is tO help a planner examine the variety of events
and activities that may cause the occurrence of a goal at some moment
in the long-term future.79 The individual is forced to look at all
the behaviors that might be alternatives for pursuing a specific goal.
By assessing all strategy Options, the planner can select that set of

activities and events that he believes will be the appropriate strategy.

Value shift analysis. Baier and Rescher80 are reSpcnsible for
the major effort in the area of value change assessment. Their aim is

to systematically survey the causal factors which provide the impetus

 

77Ibid., p. 84.

78Ibid., p. 72.

79

'6‘
a.

i

 

80Kurt Baier and Nicholas Rescher (eds.), Values and the
Future (New YOrk: The Free Press, 1969).

 

s v. D. m. 55.. a: a c we. . We

 

 

.. IL .5 n .L...».L: H‘

35
for the process Of value change in persons and societies. They prOpose
the use Of extrapolation and analytical forecasting techniques tO the
study of value change in society. Their methodological approach is as
follows:
1. Begin with an environmental change in the Operative context

Of a value represented by an economico-technological or

social or demographic change that increases the cost Of

pursuing the realization Of a certain value.

2. Examine the nature of this increased cost to see what sorts

Of stresses and strains it imposes upon the pursuit of the

value at issue.

3. Consider the likely resolution Of the stresses and strains

in the light of the needs Of the society, construing "ngid"

in terms Of its continuing pursuit of its basic values.

An economic, technological, social, or demographic trend is
selected which, if pursued, would require an investment of various
resources to realize a value. The difficulties or Opportunities are
next assessed. If the change in the value is initiated the following
questions are then asked:

1. How most effectively can society derive benefits?

2. How best can the "needs" of society be accommodated?82
The value shift technique is an extension Of the cost-benefit or cost-
effectiveness approach Of economic analysis. The study of this

technique is still in its infancy and much work needs tO be done in

this area.

Scenarios. A Scenario is synonymous with future histories and

is used interchangeably in the literature. It is a term generally

 

81Ibid., p. 78.

82 bid.

H

36

attributed to Herman Kahn.83 Its basic purpose is to examine distinct

moments in time, to describe in detail a hypothetical sequence Of
events that could lead to a particular situation. It is historically

free and does not state causal relationships as to why the situation

came to be. It only states what-it-must-have-been like.84

The advantages of the scenario as an aid to thinking as
envisioned by Kahn are:

1. Scenarios are one way to force oneself and others to plunge
into the unfamiliar and rapidly changing world of the pre-
sent and the future. They dramatize and illustrate the
possibilities they focus on in a very useful way.

2. They force the analyst to deal with details and dynamics
that he might easily avoid treating if he restricted himself
to abstract considerations.

3. They help tO illuminate the interaction of psychological,
social, economic, cultural, political, and military factors,
including the influence Of individual political personalities
upon what otherwise might be abstract considerations, and
they do sO in a form that permits the comprehension of many
such interacting elements at once.

4. Scenarios can illustrate forcefully, sometimes in over-
simplified fashion, certain principles, issues or questions
that might be ignored or lost if one insisted on taking
examples only from the complex and controversial real world.

5. Scenarios may also be used tO consider alternative possible
outcomes Of certain real past and present events.

6. Scenarios can be used as artificial"case histories" and
"historical anecdotes" to make up to some degree for the
paucity of actual examples.

The use Of the scenario has also been criticized. Scenarios

Often only present the ways in which things go wrong with little

 

83Kahn, 22, ci ., p. 262.
84Sandow, _p, cit., p. 53.

85Kahn, 92, ci ., p. 263.

37
emphasis on the positive aspects. This presents to some the view that
a scenario writer is a paranoid personality.86
Other critics view scenarios as so divorced from reality that
they may be useless or misleading and therefore dangerous. According
to Kahn, the scenario is not a predictive device but a device to use

in stimulating and disciplining the imagination when studying the

future.

Future histories. Sandow87 considers a future history an

 

expository exercise which gives the planner an Opportunity to reflect.
It is meant to clarify the writer=s feelings and to help him order and
assess his assumptions about the future.

The exercise provides the individual responsible for planning
social change the Opportunity to more clearly view his role as a member

of society. "Future histories serve the function of helping individual

88
planners to view the long-term future as a series Of moments in time.

Certain guidelines have to be followed by the writers in
writing future histories. The writer must:

Deal with the time span examined in the past tense

POsit his plans and goals pursued as occurred states Of
affairs

Date as many specific occurrences as possible so that he
knows where in time and space the events occurred in reference
to all other events

POsit a future presenggrole to explain to himself why he is
writing these "memories.”

 

86Ibid.

 

87Sandow, 22, £15,, p. 43.

88Ibid., p. 45.

89Ib1do , pp. 45-46.

38
To develOp a plausible series of events, the planner must
suspend his disbelief. He treats the future as an occurred reality
and then reflects back to the present to conjecture how it came to be.90
The causal links to the past are very important in the development Of
the future history.
The writing of a future history is to integrate a planned
strategy through time with a future environment Of that time
to assess the several discrete units of activities and events
that were dealt with as one set Of sufficiencies. 1
The writing of a future history provides the planner the opportunity

to use a cognitive, intuitive, and reflective approach to the study

Of the future.

Delphi technique. The Delphi is a useful tool for forecasting

 

and predicting future events. It was develOped by Theodore Gordon,
Olaf Helmer, and NOrman Dalkey at the RAND Corporation in the early
1950's to obtain group Opinions about urgent defense problems.
Helmer's book, Social Technology,92 discusses the deve10pment of the
technique in detail.

The Delphi has been used as a forecasting tool and more
recently as a planning tool in both the hard and soft sciences. It
has been used to predict deve10pments in science, technology, space

research, education, and other areas.

 

901616. 911bid., p. 47.

 

92Helmer, 92, cit.

93Kenneth Gray, "The Delphi Technique: A Tool for Inquiry,"
Proceedings of the National Research Conference on Consumer and Home-
making Education. (Columbus, Ohio: The Center for Vocational and
Technical Education, October, 1970), p. 51.

39

The Delphi uses a panel of individuals who have expertise in
the area to be explored. The participants are sent a series of ques-
tionnaires through the mail. The technique relies on several rounds
of questionnaires to explore the participants' views. Statistical
data and summaries of views of the panel members are fed back to the
individuals during each round Of the process.

The technique assumes that many experts are better than one
and that the participants will use careful judgment in their responses.
A consensus is sought rather than a variety of self-interested
responses.94 Characteristics Of the technique are:

The computer reduces the time delay factor between each

round and maintains participant interest.

Anonymity is achieved by the questionnaire. There are no
face tO face meetings where an individual's status or group
pressure to conform to the majority Opinion or persuasive and
dominant personalities will interject their views on the
participants.

There is iteration with controlled feedback. This occurs

in several stages of the technique.

There is statistical summarization of the responses. The

opinion Of each participant is reflected in the group reSponse.

Although the Delphi as a tool provides a framework in which
individuals can think about the future, there are certain shortcomings
associated with the technique. The individuals selected for the panel
need to be knowledgeable, experienced, and have a reputation in a
particular field. Otherwise the quality and accuracy Of the fore-

casting tool is limited.96

 

94Sandow, op, cit., p. 25.

95James S. Waldron, "The Delphi Process: Some Assumptions and
Some Realities" (A paper presented for presentation at the 1971 Annual
Meeting Of AERA).

96Helmer, 92, ci ., p. 75.

40
More attention needs to be given to the wording of questions to
avoid unnecessary ambiguity. Enough rounds have to be provided for
adequate feedback. At least three highly interactive rounds need to be
considered.97 The shortcomings are related to the methodological and
procedural aSpects Of the technique. PrOponents believe these can be

OVEI’C ome s

 

97Frank J. Doyle and Daniel Z. Goodwill, An Exploration of the
Future In Educational Technology (Bell Canada: H. Q. Business Plan-
ning, January, 1971), p. 69.

 

Chapter 3

DESIGN OF THE STUDY

In the preceding chapters, the rationale and research ques-
tions of the study were presented and pertinent literature was cited.
This chapter describes the design of the study used to survey bbntana
home economics teachers to determine their perceptions as to the extent
and desirability Of projected societal trends on individual develop-
ment and, therefore, family life and to identify anticipated changes
and draw implications for curricula devel pment. The discussion of
the design was divided into four general areas: (1) statement of the
hypotheses; (2) selection of the pcpulation; (3) develOpment of the

questionnaire; and (4) treatment of data.

STATEMENT OF THE HYPOTHESES

The research questions are now stated in hypothesis form:

1 Montana home economics teachers will perceive futuristic
predictions as having a small effect on individual deve10pment and,
therefore, family life.

2 Montana home economics teachers will perceive futuristic
predictions as having a negative (very undesirable) effect on
individual deve10pment and, therefore, family life.

3.1 MOntana home economics teachers' perceptions Of the

extent of the effect Of selected societal trends that could affect

individual development and, therefore, family life will not be

41

 

.I
A.-

42

different among the categories of teaching experience.

3.2 Montana home economics teachers' perceptions of the
degree of desirability of selected societal trends that could affect
individual development and, therefore, family life will not be
different among the categories of teaching experience.

4.1 MOntana home economics teachers' perceptions of the extent
of the effect Of selected societal trends that could affect individual
deve10pment and, therefore, family life will not be different among
the categories of home economics teaching experience.

4.2 Montana home economics teachers' perceptions Of the degree
of desirability Of selected societal trends that could affect individ-
ual deve10pment and, therefore, family life will not be different
among the categories Of home economics teaching experience.

5.1 MOntana home economics teachers' perceptions Of the
extent Of the effect of selected societal trends that could affect
individual deve10pment and, therefore, family life will not be

different among the educational level categories.

5.2 Montana home economics teachers' perceptions of the
degree of desirability of selected societal trends that could affect
individual development and, therefore, family life will not be

different among the educational level categories.

6.1 Montana home economics teachers' perceptions of the
extent Of the effect of selected societal trends that could affect
individual deve10pment and, therefore, family life will not be

different among the undergraduate institutions attended categories.

6.2 antana home economics teachers' perceptions Of the degree
of desirability of selected societal trends that could affect indi-

vidual deve10pment and, therefore, family life will not be different

43
among the undergraduate institutions attended categories.

7.1 antana home economics teachers' perceptions Of the extent
of the effect Of selected societal trends that could affect individual
deve10pment and, therefore, family life will not be different among
the age categories.

7.2 Montana home economics teachers' perceptions Of the
degree of desirability of selected societal trends that could affect
individual deve10pment and, therefore, family life will not be
different among the age categories.

8.1 MOntana home economics teachers' perceptions of the
extent Of the effect Of selected societal trends that could affect
individual deve10pment and, therefore, family life will not be
different among the marital status categories.

8.2 Montana home economics teachers' perceptions of the
degree Of desirability of selected societal trends that could affect
individual deve10pment and, therefore, family life will not be
different among the marital status categories.

9.1 Montana home economics teachers' perceptions of the
extent Of the effect Of selected societal trends that could affect
individual deve10pment and, therefore, family life will not be dif-
ferent among the number of children categories.

9.2 Montana home economics teachers' perceptions of the degree
of desirability Of selected societal trends that could affect indi-
vidual deve10pment and, therefore, family life will not be different
among the number of children categories.

10.1 antana home economics teachers' perceptions Of the

extent of the effect of selected societal trends that could affect

44
individual development and, therefore, family life will not be
different among the religious preference categories.

10.2 Montana home economics teachers' perceptions of the
degree Of desirability of selected societal trends that could affect
individual deve10pment and, therefore, family life will not be
different among the religious preference categories.

11.1 MOntana home economics teachers' perceptions Of the
extent of the effect of selected societal trends that could affect
individual deve10pment and, therefore, family life will not be
different among the categories of information sources used by teachers.

11.2 Montana home economics teachers' perceptions of the
degree of desirability Of selected societal trends that could affect
individual deve10pment and, therefore, family life will not be dif-
ferent among the categories Of information sources used by teachers.

12.1 MOntana home economics teachers' perceptions of the
extent Of the effect of selected societal trends that could affect
individual development and, therefore, family life will not be dif-
ferent among the categories of professional meetings attended (in-
state) by teachers.

12.2 Montana home economics teachers' perceptions of the
degree of desirability of selected societal trends that could affect
individual deve10pment and, therefore, family life will not be
different among the categories Of professional meetings attended
(in-state) by teachers.

13.1 Montana home economics teachers' perceptions of the
extent of the effect Of selected societal trends that could affect

individual deve10pment and, therefore, family life will not be

 

L-

3 l1
Ii? 2'-
.1 5
2‘. [
\ - r
7;:

 

 

differ

teache

    

ECOHCKDI
high S<

ibnta:

’.
Ld‘

 

 

45
different among the professional organization categories to which
teachers belong.

13.2 Montana home economics teachers' perceptions of the
degree of desirability Of selected societal trends that could affect
individual deve10pment and, therefore, family life will not be
different among the professional organization categories to which

teachers belong.

SELECTION OF THE POPULATION

The population Of the study consisted of 233 teachers Of home
economics teaching in public and private MOntana junior and senior
high schools. Because of the sparse pOpulation in the State Of
Montana, the total population was used rather than drawing a sample.

The list of names was Obtained from the Montana Home Economics

Teachers 1972-73 list issued by the Office Of the Superintendent,

 

Department of Public Instruction, Helena, MOntana. A11 teachers
were included in the pOpulation regardless of their full- or part-

time employment status.

DEVELOPMENT OF THE QUESTIONNAIRE

Initial Development

It was necessary tO review all literature related to future
societal trends that could affect individual development and family
life. A questionnaire was then develOped using the items1 derived

from the literature search.

 

1The term "item" is used synonymously with selected societal
trend.

 

 

 

 

elic

{EEC

Each
An in
for c

inPOr

46
The questionnaire consisted of two parts, each designed to
elicit different types Of information. The first part asked the
teacher to react to the extent that the predicted societal trend would
affect individual development and, therefore, family life; the second

part asked the teacher to react to the desirability and undesirability

 

of the trend on individual development and, therefore, family life.

Pre-Test and Reviews

The questionnaire was first pre-tested with thirty-six
students enrolled in Family Ecology 823 (Curricula in Home Economics)
and Family Ecology 824 (Programs in Home and Family Life Education)
at Michigan State university during summer term, 1972. All of the
students were teachers who had at least one year Of teaching experi-
ence.

Personal interviews with four Of the class members, two from
each class, were conducted. Three experienced teacher educators and
an instructor in family relations were also asked to offer suggestions
for clarity2 and to give suggestions for additional items of
importance.

Because all the pilot participants and Others who critiqued
the questionnaire resided in the midwest, a panel of three qualified
individuals living in Montana where the study was to take place were

also asked to Offer suggestions for clarity. The panel consisted Of

 

2The following criteria were used to determine clarity:
(1) length of questionnaire, (2) format, (3) order of items, (4) ambi-
guity of thought, (5) phrasing of items, (6) repetition Of items, and
(7) importance of each item. Importance Of each item was indicated
by the following rating scale: + - of Importance, - - of Little
Importance, and 0 . NO Feeling.

qu
ex
1"

.c
e

 

mi:
its
file

 

47
three members Of the executive committee of the MOntana Council on
Family Relations, two of whom were teachers of family relations

classes and the third a campus minister.

Revision and Second Pre-Test

Revisions were made using all the data acquired from teacher
educators, family life instructors, and the panel members. The
questionnaire was pre-tested a second time with twenty-eight women
extension agents employed by the antana COOperative Extension Service.
The women agents were selected because they had a similar type of
educational preparation at the undergraduate level and they also
worked with youth. The questionnaire was again revised using sugges-
tions from this group.
Consistency of the

Questionnaire

To determine consistency of responses on the questionnaire,
nineteen teachers in the Bozeman area consented to complete the
questionnaire two times. Approximately one week was allowed between
the first and second completion.

A Paired T Test was used to determine consistency in response.
A T value was Obtained for each societal trend; the critical T value
was 2.03.3 The analysis compared the way the teachers rated the
trend the first time tO the second time. The following trends in the
extent Of the effect category were rated significantly different each

time at the .05 level: (23) social control Of individuals and

 

3George W. Snedecor, Statistical Methods (Ames, Iowa: Iowa
State College Press, 1959), p. 46.

48
organizations by surveillance and monitoring techniques; (24) noise
pollution; (32) genetic engineering; (33) use of the computer in the
home for learning; and (35) advanced home services which provide
assistance with personal needs. Two trends, (12) reduction of venereal
disease and (18) use of the computer in the home for work, were found
to be significantly different for the degree of desirability category.
Thus the Paired T Test revealed consistency by the group in responding
to the trends with the exception of the trends reported above. The T

values of all trends are shown in Tables 30 and 31, pages 139 and 140.

Final Questionnaire

 

The final questionnaire (Appendix B, pages 125 through 138)
based upon items chosen from literature (Appendix A, pages 118-124)
revised as indicated in the preceding sections and statistically shown
to be basically reliable, was reproduced and mailed with a cover letter
and return envelope to the 233 home economics teachers in Montana.
Approximately three weeks after each questionnaire was sent a follow-up
telephone call was made to 145 of the teachers who had not responded.
After the telephone call, an additional 105 teachers returned the
questionnaire; thus a total return Of 203 (87 per cent) was achieved.
The number of questionnaires sent and returned are shown in Table 1,

page 49.

TREATMENT OF DATA

Data derived from the Home Economics Curriculum Questionnaire
were coded and transferred to electronic data processing equipment.

All statistical tests were performed at the Montana State University

49
Computing Center. The .05 level Of significance was used throughout

as it is generally accepted for research in education."

Table 1

Response to the Questionnaire by Home Economics Teachers

 

 

 

 

Mailed Initial Additional Total
out response response after response
telephone call
Number Percent Number Percent Number Percent
233 98 42 105 45 203 87

 

 

 

 

 

 

 

Frequency distributions, means, and standard deviations were
determined for each of the 49 items. A mean was then obtained for the
group of items for hypotheses one and two. A contingency table Of
analysis was used and the chi square values for hypotheses three
through thirteen were checked for significance.

The characteristics of the teachers (variables) were Operation-
alized in the following manner:
Years of Teachingland Years of Teaching Home Economics. Each
respondent was placed in years of teaching and years Of teaching home
economics categories as follows: (1) 1 year or less, (2) 2 years,
(3) 3-5 years, (4) 6-10 years, (5) 11 years and over.

Educational Level. Each respondent was placed in educational
level category: (1) bachelor's degree or (2) master's degree.
Underggaduate Institution Attended. This variable divided the

total population into three categories: (1) those who attended Montana

 

"George A. Fergusen, Statistical Analysis in Psychology and
Education (New York: McGraw-Hill Book Company, 1966), pp. 164-165.

 

 

Stat

OUt'

cate

Chilc

VO'T’o

"“‘U

categ

(1) p1
Visior
inform

Catego

 

50
State University, (2) University of Montana, or (3) Other (in-state or
out-of—state) institution.
Age. Respondents were grouped by age: (1) 22-25 years, (2)
26-30 years, (3) 31-40 years, (4) 41-58 years.

Marital Status. Each respondent was placed into one of four

 

categories: (1) single, (2) married, (3) divorced, (4) widowed.

Number of Children. Each respondent was placed according to

 

children they had: (1) 0, (2) 1, (3) 2, (4) 3, (5) 4 or more.

Religious Preference. Each respondent was categorized as: (1)

 

Mormon, (2) Protestant, (3) Catholic, (4) Other (used when the specific
categories were not viewed as appropriate by the respondent).

Information Sources Used. Responses were first categorized as:
(1) professional journals, (2) periodicals, (3) newspapers, (4) tele-
vision, (5) resource people, (6) other. Only the total number of all
information sources was used in the statistical analysis; the
categories of total information sources used being: (1) 0, (2) 1-5,
(3) 6-10, (4) 11-15, (5) 16-20, (6) 21-26.

Professional Meetings Attended. This variable divided the
total group into out-or-state or in-state meetings attended. The out-
Of-state group was not treated statistically because of the small
number. Each respondent was placed in one of five categories of
professional in-state meetings attended: (1) 0, (2) 1, (3) 2, (4) 3,
(5) 4 or more.

Professional Orggnizations. Each respondent was placed in one
of the following categories of organizational membership: (1) 0, (2) l,

(3) 2, (4) 3 or more.

A.

’("s’u'km‘

s - r-nf um..-

 

 

ls

 

from t

Chapte

 

 

Chapter 4

ANALYSIS OF DATA

The purpose of the study was to survey Montana home economics
teachers (1) to determine their perceptions as to the extent and
degree of desirability of projected societal trends on individual
deve10pment and, therefore, family life and (2) to draw implications
from the above for deve10pment of family life curricula. This

chapter presents the description of respondents and analysis Of data.

DESCRIPTION OF RESPONDENTS

Participating in the study were 203 (87%) teachers Of home
economics teaching in public and private MOntana junior and senior
high schools. Table 2, pages 52 and 53, provides descriptive data of
the population with teacher characteristics derived from the personal
data section of the questionnaire which each respondent completed.

Approximately 58 (29%) of the teachers responding to the
question about their years of teaching experience had taught one year
or' less and 57 (28%) had taught 11 years or more. The prOportion of
teachers in the middle range (2, 3-5, and 6-10 year categories) were
25 (12%), 30 (15%), and 33 (16%), respectively.

A similar ranking occurred with the years of home economics
teaching experience. Sixty-three (31%) had taught home economics 1
year or less and 46 (23%) 11 years or more. Twenty-two (11%) had

taught 2 years; 39 (19%), 3 to 5 years; and 33 (16%), 6 to 10 years.
51

”4"

 

. v“
‘r u, w.rll' r”, ‘
'21 .. . "4

 

 

 

‘v
HO—‘e
u ..|

Educ;

3109:
Att

 

Description of Respondent Montana Home Economics Teachers

52

Table 2

 

 

 

 

 

 

 

 

 

 

 

 

 

Characteristic Categories Teachers
NO. %
Teaching Experience 1 year or less 58 28.6
2 years 25 12.3
3-5 years 30 14.8
6-10 years 33 16.2
11 years & over _51 28.1
Total 203 100.0
Home Economics Teaching 1 year or less 63 31.0
Experience 2 years 22 10.8
3-6 years 39 19.2
6—10 years 33 16.3
11 years & over 46 22.7
Total 203 100.0
Educational Level Bachelor's Degree 184 90.6
Master's Degree 19 9.4
Total 203 100.0
Undergraduate Institution Montana State University 103 50.7
Attended University of MOntana 41 20.2
Other 59 29.1
Total 203 100.0
Age 22-25 years 74 36.5
26-30 years 30 14.8
31-40 years 34 16.7
41-58 years 65 32
Total 203 100.0
Marital Status Single 57 28.1
Married 132 65.0
Divorced 9 4,4
Widowed 5 2.5
Total 203 100.0
Number of Children 0 107 52.7
1 17 8.4
2 32 15.8
3 26 12.8
4 or more 21 10.3
Total 203 100.0

I
a

Pro,

.3

 

 

 

 

 

53

Table 2 (continued)

 

 

 

 

 

 

 

 

 

 

Characteristic Categories Teachers
NO. %
Religious Preference Mormon 5 2.5‘
Protestant 143 70.4
Catholic 43 21.2
Other 12 5.9
Total 203 100.0
Information Sources1 0 20 9.9
1-5 74 3605
6-10 69 34.0
11-15 25 12.3
16-20 9 4.4
21-26 6 2.9
Total 203 100.0
Professional Meetings1 0 45 22.2
1 73 36.0
2 62 30.5
3 17 8.4
4 or more 6 2.9
Total 203 100.0
Professional 0 45 22.2
Organizations 1 85 41.2
2 49 25.4
3 or more _24 11.2
Total 203 100.0

 

1Tables 30 to 41 (Appendix C) present a ranking of the types
of information sources used, types of professional meetings attended,
and types of professional organizations to which antana home econo-
mics teachers belong.

 

but.

 

 

 

acqu

ates

the

its

bet'w'E

do Ye

 

 

 

54

A high prOportion of the teachers, 184 (91%), had not
continued their education beyond the bachelor's degree. The number
acquiring a master's degree, 19 (9%), was very small.

Slightly over half of the pOpulation, 103 (51%), were gradu-
ates Of Montana State university. Forty-one (20%) were graduates of
the University of Montana, with the remainder, 59 (29%), out of state.

The largest prOportion of teachers, 74 (36%), were between 22
and 25 years of age, and the next highest prOportion, 65 (32%), were
between 41 and 58 years Of age. Thirty-four (17%) teachers were 31 to
40 years of age, and the remaining 30 (15%) were 26 to 30 years old.

Well over half, 132 (65%), of the teachers were married, with
only 9 teachers (4%) being divorced and 5 (3%) being widowed. A
relatively higher portion, 57 (28%), were single.

Slightly over half, 107 (53%), of the teachers had no children.
However, this portion included the 57 single teachers. Seventeen (8%)
respondents had 1 child; 32 (16%) had 2 children; 26 (13%) had 3
children, and 21 (10%) had 4 or more children. The largest portion Of
Montana home economics teachers were protestant, 143 (70%). Forty-
three (21%) teachers were Catholic; 5 (3%) were MOrmon; and 12 (6%)
either indicated no preference or were of other religious affiliations.

NOt all teachers indicated they used information sources for
planning their home economics classes. Twenty (10%) used none; 74
(37%) used 1 to 5; 69 (34%) used 6 to 10; 25 (12%) used 11 to 15;

9 (4%) used 16 to 20; and 6 (3%) used 21 to 26 sources.
Forty-five reapondents indicated they did not attend a pro-

fessional meeting during the period September 1971 to August 1972.

 

t“"‘

 

1 -. .v-n.
(b. \ ~ 0 0
V. _,'r

.

 

L_____

IEpre
desir
fiOze

teris

EXtEn

of tr.

Contir

 

 

55

The prOportion of respondents attending 1 meeting, 73 (36%), was
slightly more than those attending 2 meetings, 62 (31%). Seventeen
(8%) attended 3 meetings, and 6 (3%) attended 4 or more meetings.

Forty-five (22%) teachers indicated they did not belong to a
professional organization. Less than half, 85 (41%), of the teachers
indicated they belonged to a professional organization. Forty-nine
(25%) belonged to 2, and 24 (11%) belonged to 3 or more professional

organizations.

EXAMINATION OF HYPOTHESES

Thirteen hypotheses were examined in the study. They
represent two areas of inquiry: (1) the extent2 and the degree of
desirability3 of selected societal trends as perceived by Montana
home economics teachers and (2) the relationship of certain charac-
teristics to the perceptions of home economics teachers as to the
extent and degree of desirability of selected societal trends.

Means, standard deviations, and distributions were obtained
for each of the 49 trends. A mean was then calculated for the group
of trends for hypotheses one and two.

TO determine whether the teacher characteristics in hypotheses
three through thirteen were independent of each or were associated, a
cxnitingency table was used. With such tables, chi square provides

'hun appropriate test of independence."4 This statistic was useful

 

2The extent of the effect of selected societal trends will be
referred to in each of the various hypotheses as .1.

3The degree of desirability of selected societal trends will
be referred to in each of the various hypotheses as .2.

4Ferguson, _p. cit., p. 201.

 

7‘!
I” yrssg'mnwxb

 

 

bec
the
whe'
dis

era]

and

Thus
betwe
all 5

famil

and d
One t

and 7

On in

 

 

or me.

011a.

56
because no particular assumption had to be made about the shape of
the distribution of the response frequencies. Chi square is used
when the number of responses in different categories are not normally
distributed as was the case in this study. In the following para-

graphs Of this section, the hypotheses and results are indicated.

Hypothesis 1. MOntana home economics teachers will perceive
futuristic predictions as having a small effect on individual
deve10pment and, therefore, family life.

Result: Hypothesis 1 was rejected for all items collectively
and individually.5

The mean for all trends stated on the questionnaire was 3.36.
Thus, home economics teachers' perceptions were approximately midway
between some and great in reSponding to the extent of the affect of
all selected societal trends on individual development and, therefore,
family life.

Table 32 (Appendix C) presents the means, standard deviations,
and distributions of responses for each trend in the questionnaire.
One trend had a mean score of 4.00; 41 were between 3.00 and 3.99;

and 7 had mean scores between 1.00 and 2.99 (Table 3, pages 57-60).

Hypothesis 2. MOntana home economics teachers will perceive
futuristic predictions as having a negative (very undesirable) effect
on individual development and, therefore, family life.

Result: Hypothesis 2 was rejected for all items collectively

 

5In order for the hypotheses to have been accepted, a mean
or means of 1.50 or below would have been required. Means were based
on a scale of 1 to 5.

 

 

 

.33.

15.

57

Table 3

Thane for 49 Items Listed in Rank Order--Extent of the Effect

 

 

 

Trend khan

2. World-wide acceptance of use of oral contraceptives 4.09
or other simple and inexpensive means of fertility
control.

21. Increased importance given to the education of 3.90
married women (e.g., preparation for community
service and career development).

25. Increased concentration of 2/3 of the American 3.88
population into 12 urban centers.

17. Decrease of the work week to four days and the work 3.86
year to 39 weeks.

6. Legalization of abortion. 3.86
19. Reduction of unemployment. 3.86
20. Elimination of discrimination against women in the 3.85

work force (e.g., equal pay, decision-making posi-
tions in government, education, and business).
26. Increase in population mobility. 3.77
12. Reduction of venereal disease rate through advances 3.74
in medical knowledge, adOption of compulsory physical
examination, medical care, and educational programs.

1. Liberalization of masculine and feminine roles (e.g., 3.65
husband incorporates household tasks in his scope of
activities and the wife assumes a role of wage
earner and housekeeper).

7. Decrease in the divorce rate among families with 3.62
children.

23. New and possible pervasive techniques for surveil- 3.61
lance, monitoring, and control of all individuals
and organizations.

35. Advanced home services which provide assistance with 3.55
personal needs (e.g., budgeting and financial plan-
ning and problem solving).

15. An increase in the prOportion of children in child- 3.55

care institutions and boarding schools.

 

 

3.7. V a

V A

i -+
.
I
h
;
l

,. [”5
x [U aI/S

58

Table 3 (continued)

 

 

Trend

Mean

 

27.

30.

41.

31.

22.

18.

44.

29.

32.

33.

24.

11.

Greater government support of public services (e.g.,
education, scientific information, health services,
legal aid, child-care, parks and gardens, urban
passenger transportation, television and radio broad—
casting, books and magazines, zoos and museums,
street and highways and mail service).

Increased acceptance of pluralism in family forms
(e.g., nuclear, single parent, single adult living
alone, three-generation family, commune, corporate
family, group marriage, and swinging).

Increase of segregation of students according to
ability and interests in specialized secondary and
post-secondary schools.

Decrease in single-family dwellings, rise in apartment
buildings for housing individuals and families.

Requirement of a course in "selecting a mate wisely"
in all secondary and post-secondary schools.

Increased variety and reliability of drugs for control
of fatigue, relaxation, alertness, personality manage-
ment, fantasies and other psychological states.

Development Of remote terminals in the home connected
to data banks and computer utilities to enable people
to work in homes rather than in Offices.

Increased effectiveness in appetite and weight control.

Emergence Of new rural societies where people work and
live in small rural communities.

Manipulation of the developing fetus to change its
sex, size, and other physical characteristics.

Use of learning centers in the home which include a
computer console, television set, film and tape

library.

Increased efforts to muffle the growing noise
pollution by enacting stricter controls.

Abolition of laws which discriminate toward unwed
mothers and their children.

Recognition of trial marriages.

3.52

3.48

3.48

3.47

3.47

3.43

3.39

3.39

3.38

3.38

3.36

3.35

3.33

3.33

 

 

59

Table 3 (continued)

 

M

Trend

Eben

 

36.

40.

37.

10.

14.

34.

42.
16.

13.

45.

28.

43.

46.

47.

Development of more sophisticated household equipment
(e.g., self-cleaning floor systems, diSposable appli-
ances, ultra-sonic cleaning devices, and air-filter
systems for dusting and scrubbing).

Increased numbers of low-cost buildings for home and
business use.

Development of physical and architectural surroundings
in the home which elicit a peaceful, meditative
response (e.g., quieting sounds, soft rugs, sounds of
rushing water, faraway oceans and cries of birds).

Liberalized laws concerning obscenity and pornography.

Utilization of specially trained family units to act
as professional parents.

Increased use of modular constructed homes (e.g.,
housing units built in blocks, each room completely
finished at the factory with electrical wiring,
plumbing, painted walls, and carpeted floors).

Increased state ownership and management of housing.
Increase in state supervision of parental child care.

Increased use Of psychological punishment for sociali-
zation of children (e.g., behavior modification
techniques).

Utilization of enzyme technology to develop new food
sources from cellulose and petroleum.

Increased number of Older adults maintaining separate
residences.

Mandatory sterilization (e.g., individuals with psycho-
pathological, physical, and mental handicaps).

Increased use of the computer for preparation of meals,
from storage to microwave ovens to the table.

Advanced methods of fabrication (e.g., fusing of
garments through seam bonding, shaping of the garment
as the fiber is woven or knitted).

Increased use of unisex fashions (e.g., stretch jump-
suits for men and women in endless styles, fabrics,
and color variations).

3.31

3.27

3.23

3.23

3.22

3.21

3.19

3.16

3.16

3.14

3.12

3.11

3.09

3.04

2.97

 

60

Table 3 (continued)

 

Trend

 

Mean
49. New genetic control techniques which allow changes in 2.94
morphological features, fads in faces, skin color,
and headshape.
38. Widespread use of paper, inflatable plastics, and 2.92
foams for walls and furniture.
8. iLiberalized laws concerning homosexual behavior 2.90
‘between consenting adults.
‘48. Availability of low cost, diSposable clothes made 2.83
from new synthetic fabrics designed for one wearing
and then disposal.
39. Increased decentralization of the kitchen (e.g., 2.65
refrigerators in the family room, master bedroom, or
in the nursery).
3. Matching compatible mates through highly accurate 2.59

personality tests and computerized matching systems.

 

 

 

61
and individually.

The mean for all trends stated on the questionnaire was 3.13,
thus home economics teachers' perceptions were approximately midway
‘between undesirable and desirable in reaponding to the degree of
desirability of the affect of all selected societal trends on

individual deve10pment and, therefore, family life.

Table 33 (Appendix C) presents the means, standard devia-
tions, and distribution of the responses for each trend on the
questionnaire. Nine had mean scores above 4.00; 18 were between 3.00

and 3.99; and 22 had mean scores between 1.00 and 2.99 (Table 4,

pages 62 through 65).

Hypothesis 3.1. MOntana home economics teachers' perceptions
of the extent of the effect of selected societal trends that could
affect individual deve10pment and, therefore, family life will not
be different among the categories of teaching experience.

Result: Hypothesis 2.1 was rejected for two trends (22 and
26) and was accepted for the other 47 trends.

The relationships between the 49 selected societal trends

and the categories of years of teaching experience were determined by

use of chi square. Only two trends, (22) the use of drugs for inducing

various psychology states and (26) increase in pOpulation mobility,
were found to have a significant relationship with the years of
teaching experience (Table 5, page 66). The length of teaching
experience did not seem to significantly influence the teachers'

perceptions of the other 47 selected societal trends that could affect

individual deve10pment and, therefore, family life.

 

 

62

Table 4

Means for 49 Items Listed in Rank Order--Degree of Desirability

 

 

 

Trend Mean
19. Reduction of unemployment. 4.43
12. Reduction of venereal disease rate through advances 4.40
in medical knowledge, adOption of compulsory phySical
examinations, medical care, and educational programs.
21. Increased importance given to the education of married 4.31
women (e.g., preparation for community service and
career deve10pment).
20. Elimination of discrimination against women in the 4.28
work force (e.g., equal pay, decision-making positions
in government, education, and business).
24. Increased efforts to muffle the growing noise pollu- 4.23
tion by enacting stricter controls.
35. Advanced home services which provide assistance with 4.19
personal needs (e.g., budgeting and financial
planning and problem solving).
31. Requirement of a course in "selecting a mate wisely" 4.11
in all secondary and post-secondary schools.
44. Increased effectiveness in appetite and weight control. 4.07
2. World-wide acceptance of use of oral contraceptives 4.01
or other simple and inexpensive means of fertility
control.
7. Decrease in the divorce rate among families with 3.95
children.
29. Emergence of new rural societies where people work 3.85
and live in small rural communities.
37. Development of physical and architectural surroundings 3.77
in the home which elicit a peaceful, meditative response
(e.g., quieting sounds, soft rugs, sounds of rushing
water, faraway oceans and cries of birds).
1. Liberalization of masculine and feminine roles (e.g., 3.75

husband incorporates household tasks in his scope of
activities and the wife assumes a role of wage
earner and housekeeper).

 

 

by

 

 

33.

46.

45.

40.

36.

11.

28.

34.

17.

18.

30.

13.

63

Table 4- (continued)

Trend

[he of learning centers in the home which include a
computer console, television set, film and tape library.

Advanced methods of fabrication (e.g., fusing of
garments thnough seam bonding, shaping of the garment

as the fiber is woven or knitted).

lkilization of enzyme technology to develOp new food
sources from cellulose and petroleum.

Phndatory sterilization (e.g., individuals with
psychopathological, physical and mental handicaps).

Increased numbers of low-cost buildings for home
and business use.

Development of more sophisticated household equipment
(e.g., self-cleaning floor systems, disposable appli-
ances, ultra-sonic cleaning devices, and air-filter

systems for dusting and scrubbing).

Abolition of laws which discriminate toward unwed
mothers and their children.

Increased number of older adults maintaining separate
residences.

Increased use of modular constructed homes (e.g.,
housing units built in blocks, each room completely
finished at the factory with electrical wiring,
plumbing, painted walls and carpeted floors).

Decrease of the work week to four days and the work
year to 39 weeks.

Development of remote terminals in the home connected
to data banks and computer utilities to enable peOple
to work in homes rather than in offices.

Increase of segregation of students according to
ability and interests in specialized secondary and

post- secondary schools .

Increased use of psychological punishment for sociali-
zatixnn of children (e.g., behavior modificaiton

techniques).

Legalization of abortion.

Mean

3.71

3.70

3.69

3.60

3.50

3.47

3.41

3.30

3.29

3.21

3.10

3.09

3.08

3.05

 

 

27.

38.

43.

14.

26.

47.

48.

16.

39.

41.

64

Table 4 (continued)
Trend

(heater government support of public services (e.g.,
education, scientific information, health services,

legal aid, child-care, parks and gardens, urban
passenger transportation, television and radio broad-

casting, books and magazines, zoos and museums,
street and highways, and mail service).

Widespread use of paper, inflatable plastics and
foams for walls and furniture.

Increased use of the computer for preparation of meals,
from storage to microwave ovens to the table.

Utilization of specially trained family units to act
as professional parents.

Increase in population mobility.

Increased use of unisex fashions (e.g., stretch jump-
suits for men and women in endless styles, fabrics,

and color variations).

Matching compatible mates through highly accurate
personality tests and computerized matching systems.

Availability of low cost, disposable clothes made
from new synthetic fabrics designed for one wearing

and then disposal.

Increase in state supervision of parental child care.

Increased decentralization of the kitchen (e.g.,
refrigerators in the family room, master bedroom,

or in the nursery).
Recognition of trial marriages.

Increased acceptance of pluralism in family forms
(e.g., nuclear, single parent, single adult living
alone, three-generation family, commune, corporate
family, group marriage and swinging).

Liberalized laws concerning homosexual behavior
‘between consenting adults.

Decreaseein single-family dwellings, rise in apart-
ment buildings for housing individuals and families.

Phan

2.96

2.89

2.85

2.79

2.75

2.74

2.63

2.58

2.56

2.52

2.48

2.46

2.46

2.35

 

 

 

65

Table 4 (continued)

 

 

 

Trend Mean

15. An increase in the proportion of children in child- 2.34
care institutions and boarding schools.

10. Liberalized laws concerning obscenity and pornography. 2.22

22. Increased variety and reliability of drugs for control 2.05
of fatigue, relaxation, alertness, personality manage-
ment, fantasies and other psychological states.

49. New genetic control techniques which allow changes in 1.91
morphological features, fads in faces, skin color, and
headshape.

25. Increased concentration of 2/3 of the American pOpula- 1.84
tion into 12 urban centers.

42. Increased state ownership and management of housing. 1.80

32. Manipulation of the deve10ping fetus to change its 1.77
sex, size, and other physical characteristics.

23. New and possible pervasive techniques for surveillance, 1.65

monitoring and control of all individuals and organi-
zations.

 

 

 

 

66
Table 5
Chi Square Values Showing the Relationship Between Years of Teaching

Experience and the Extent of the Effect on Individual Development
and Family Life of 49 Selected Societal Trends

 

 

 

 

Item Chi Square Item Chi Square
No. Valuea No. Value8
1 20.96 26 29.971) F]
2 14.10 27 21.98 -
3 14.77 28 18.24
4 14.91 29 17.50
5 16.94 30 14.03
6 15.61 31 17.74
7 25.37 32 15.52
8 15.71 33 11.32 'g
9 9.42 34 14.48 t"
10 11.75 35 17.75
11 9.90 36 15.52
12 19.38 37 11.32
13 15.04 38 14.48
14 11.25 39 10.74
15 12.95 40 15.20
16 8.31 41 7.19
17 9.09 42 14.91
18 11.23 43 13.47
19 20.40 44 15.39
20 11.42 45 18.07
21 11.98 46 26.00
22 27.03b 47 9.19
23 13.31 48 10.61
24 18.71 49 23.40
25 15.71

 

 

 

aCritical value of chi square at .05 level equals 26.30

bSignificant at .05 level

Item 22: Increased variety and reliability of drugs for control
of fatigue, relaxation, alertness, personality management, fantasies

and other psychological states.

Item 26: Increase in population mobility.

 

67
perceptions

Hypothesis 3.2. Montana home economics teachers'

of the degree of desirability of selected societal trends that could

 

affect individual deve10pment and, therefore, family life will not be

different among the categories of teaching experience.

Result: Hypothesis 3.2 was rejected for four trends (12, 27,

34 and 38) and was accepted for the other 45 trends.

The relationships between the 49 selected societal trends and

the categories of teaching experience were determined to be dependent

for trends (12) reduction of venereal disease, (27) government support
(34) modular constructed homes, and L;

 

of all types of public services,
(38) use of paper and plastics for walls and furniture (Table 6, page
68). For the remaining 45 trends, the length of teaching experience
did not seem to significantly influence the teachers' perceptions of

selected societal trends that could affect individual deve10pment

and, therefore, family life.

Hypothesis 4.1. antana home economics teachers' perceptions

of the extent of the effect of selected societal trends that could

affect individual development and, therefore, family life will not

be different among the categories of home economics teaching experi-

ence.
Result: Hypothesis 4.1 was rejected for two trends (1 and 7)

and was accepted for the other 47 trends.

Trends (1) liberalization Of masculine and feminine roles and
(7) legalization of abortion were found to have a significant rela-
tionship with years of teaching home economics (Table 7, page 69).
The number of years of teaching home economics did not seem to sig-

nificantly influence the teachers' perceptions of the other 47

68

Table 6

Chi Square Values Showing the Relationship Between Years of Teaching
Experience and the Degree of Desirability on Individual Development
and Family Life of 49 Selected Societal Trends

 

 

 

Item Chi Square Item Chi Square
No . Valuea No. Value3
1 12.38 26 22.79

2 14.33 27 30.26b
3 22.92 28 20.22
4 12.02 29 18.60
5 23.54 30 15.17
6 22.59 31 13.12
7 16.40 32 18.43
8 9.18 33 18.57
9 12.03 34 30.49b
10 24.90 35 .00
11 10.83 36 22.28
12 29.11b 37 17.73
13 11.75 38 28.76b
14 23.92 39 18.60
15 22.46 40 13.61
16 19.23 41 16.84
17 13.29 42 17.92
18 23.19 43 21.55
19 15.34 44 9.64
20 .00 45 15.69
21 .00 46 .00
22 17.62 47 22.83
23 16.40 48 18.13
24 .00 49 15.67
25 12.25

 

 

 

aCritical value of chi square at .05 level equals 26.30
bSignificant at the .05 level

Item 12: Reduction of venereal disease rate through advances
in medical knowledge, adoption of compulsory physical examinations,
medical care and educational programs.

Item 27: Greater government support of public services (e.g.,
education, scientific information, health services, legal aid, child-
care, parks and gardens, urban passenger transportation, television
and radio broadcasting, books and magazines, zoos and museums, street
and highways and mail service).

Item 34: Increased use of modular constructed homes (e.g.,
housing units built in blocks, each room completely furnished at the
factory with electrical wiring, plumbing, painted walls and carpeted
floors.

Item 38: Widespread use of paper, inflatable plastics and
foams for walls and furniture.

 

 

 

69

Table 7

Chi Square Values Showing the Relationship Between Years of Teaching
Home Economics and the Extent of the Effect on Individual Development
and Family Life of 49 Selected Societal Trends

 

 

 

 

Itmn Chi Square Item Chi Square
No. Valuea No. Value8
1 32.88b 26 26.26 R]
2 19.35 27 20.65 -
3 11.77 28 14.11
4 13.83 29 14.77
5 15.77 30 15.06
6 8.51 31 12.58
7 27.16b 32 7.82
8 14.37 33 16.79
9 5.46 34 12.59 L"
10 12.05 35 12.58
11 10.97 36 7.82
12 15.55 37 16.79
13 9.93 38 12.59
14 11.79 39 13.14
15 14.87 40 21.27
16 12.92 41 8.02
17 8.28 42 13.26
18 13.47 43 13.15
19 14.74 44 17.12
20 15.17 45 20.29
21 7.42 46 17.21
22 25.09 47 13.75
23 15.35 48 10.96
24 15.10 49 24.20
25 13.04

 

 

 

aCritical value of chi square at .05 level equals 26.30

bSignificant at .05 level

Item: 1: Liberalization of masculine and feminine roles (e.g.,
husband incorporates household tasks in his scope of activities and

the wife assumes a role of wage earner and housekeeper).

Item 7: Decrease in the divorce rate among families with
children.

70

selecmaisocietal trends that could affect individual development and,

therefore, family life.

Hypothesis 4.2. Montana home economics teachers' perceptions

of the degree of desirability of selected societal trends that could
affect individual development and, therefore, family life will not be
different among the categories of home economics teaching experience.

Result: Hypothesis 4.2 was rejected for five trends (5, 10,

27, 28, and 43) and was accepted for the other 44 trends.

The relationships between the 49 selected societal trends and
the categories of home economics teaching experience were determined

to be dependent for trends (5) recognition of trial marriages,

(10) changing of laws relating to obscenity and pornography, (27)

government support of varied public services, (28) older adults living

alone, and (43) use of the computer for preparation of meals (Table 8,
The number of years of teaching home economics did not seem

page 71).

to significantly influence the teachers' perceptions of the remaining

44 trends.

Hypothesis 5.1. Montana home economics teachers' perceptions

Of the extent of the effect of selected societal trends that could
affect individual development and, therefore, family life will not be
different among the educational level categories.
Result: Hypothesis 5.1 was rejected for seven trends (13, 14,
20, 22, 23, 42, and 44) and was accepted for the other 42 trends.
Only seven trends (l3) psychological punishment for sociali-

zation of children, (14) specially trained family units to act as

professional parents, (20) elimination of discrimination against women

 

 

71
Table 8
Chi Square Values Showing the Relationship Between Years of Teaching

Home Economics and the Degree of Desirability on Individual DevelOp-
ment and Family Life of 49 Selected Societal Trends

 

 

 

 

Item Chi Square Item Chi Square
No. Valuea No. Value8
1 14.66 26 21.17b
2 17.39 27 33.22
3 14.18 28 29.20b
4 17.11 29 20.61
5 30.49b 30 10.64
6 20.16 31 10.69
7 17.65 32 17.81
8 5.75 33 18.37
9 13.61 34 25.41
10 39.99b 35 .00
11 7.14 36 15.79
12 19.45 37 19.54
13 13.41 38 24.97
14 20.92 39 15.49
15 22.90 - 40 22.89
16 17.36 41 15.40
17 19.12 42 13.65
18 20.17 43 31.14b
19 12.74 44 9.02
20 .00 45 17.59
21 .00 46 .00
22 19.73 47 22.87
23 16.08 48 13.63
24 .00 49 14.35
25 12.82

 

 

 

aCritical value of chi square at .05 level equals 26.30
bSignificant at .05 level

Item 5: Recognition of trial marriages.

Item 10: Liberalized laws concerning obscenity and pornography.

Item 27: Greater government support of public services (e.g.,
education, scientific information, health services, legal aid, child-
care, parks and gardens, urban passenger transportation, television and
radio broadcasting, books and magazines, zoos and museums, street and
highways and mail service).

Item 28: Increased number of older adults maintaining separate
residences.

Item 43: Increased use of the computer for preparation of meals,
from storage to microwave ovens to the table.

 

72
in the work force, (22) use of drugs for personality management,
(23) social control of individuals and organizations by surveillance
and monitoring techniques, (42) state ownership of housing, and

(44) appetite and weight control were found to have a significant

relationship with educational level (Table 9, page 73). The

educational level did not seem to significantly influence the teachers'
perceptions of the other 42 selected societal trends that could

affect individual deve10pment and, therefore, family life.

Hypothesis 5.2. Montana home economics teachers' perceptions

 

of the degree of desirability of selected societal trends that could

affect individual development and, therefore, family life will not be

different among the education level categories.

Result: Hypothesis 5.2 was rejected for three trends (2,

12, and 31) and was accepted for the other 46 trends.

The relationships between the 49 selected societal trends
and the educational level categories were determined and three trends,
(2) world-wide acceptance of the use of oral contraceptives, (12)
reduction of venereal disease, and (31) requirement of a course in
selecting a mate, showed a dependent relationship (Table 10, page 74).
The level of education did not seem to significantly influence the

teachers' perceptions of the other 46 selected societal trends.

Hypothesis 6.1. Montana home economics teachers' perceptions

of the degree of desirability of selected societal trends that could
affect individual development and, therefore, family life will not be

different among the undergraduate institutions attended categories.

 

 

73

Table 9

Chi Square Values Showing the Relationship Between Educational
Level and the Extent of the Effect on Individual DevelOpment
and Family Life of 49 Selected Societal Trends

 

 

 

Item Chi Square Item Chi Square
No . Value‘I No . Value8
1 1.37 26 3.86
2 3.60 27 4.55
3 .44 28 8.32
4 2.01 29 9.03
5 1.04 30 .58
6 .85 31 2.04
7 5.24 32 .59
8 2.07 33 4.75
9 .22 34 3.14
10 2.63 35 2.04
11 4.20 36 .59
12 5.88b 37 4.75
13 10.27 38 3.14
14 10.93b 39 2.53
15 2.34 40 3.45
16 9.31 41 6.86
17 1.22 42 12.01b
18 2.89 43 5.69
19 5.96 44 9.87b
20 10.33b 45 4.92
21 4.94 46 5.37
22 10.18b 47 1.66
23 12.33b 48 6.53
24 7.08 49 3.76

25 1.08

 

 

 

aCritical value of chi square at .05 level equals 9.49

bSignificant at .05 level

Item 13: Increased use of psychological punishment for sociali-
zation of children (e.g., behavior modification techniques).

Item 14: Utilization of specially trained family units to
act as professional parents.

Item 20: Elimination of discrimination against women in the
work force (e.g., equal pay, decision-making positions in government,
education, and business).

Item 22: Increased variety and reliability of drugs for control
of fatigue, relaxation, alertness, personality management, fantasies
and other psychological states.

Item 23: New and possible pervasive techniques for surveillance,
monitoring and control of all individuals and organizations.

Item 42: Increased state ownership and management of housing.

Item 44: Increased effectiveness in appetite and weight control.

 

 

74
Table 10
Chi Square Values Showing the Relationship Between Educational

Level and the Degree of Desirability on Individual DevelOpment
and Family Life of 49 Selected Societal Trends

 

 

 

Item Chi Square Item Chi Square
No . Valuea No . Value8
1 .63 26 2.51
2 15 . 21b 27 . 86
3 4.07 28 8.34
4 3.19 29 1.95
5 1.32 30 3.06
6 2. 31 31 9. 63b
7 4.49 32 2.11
8 1.56 33 2.83
9 1.04 34 1.15
10 1.71 35 .OO
11 1.42b 36 7.27
12 15.55 37 2.33
13 8.63 38 3.09
14 1.84 39 3.54
15 .94 40 4.38
16 3.00 41 3.45
17 4.83 42 1.87
18 .66 43 1.91
19 6.56 44 1.07
20 .00 45 .78
21 .00 46 .OO
22 7.32 47 1.21
23 7.92 48 6.06
24 .00 49 6.24
25 3.31

 

 

 

aCritical value of chi square at .05 level equals 9.49
bSignificant at .05 level

Item 2: World-wide acceptance of use of oral contraceptives
or other simple and inexpensive means of fertility control.

Item 12: Reduction of venereal disease rate through advances
in medical knowledge, adoption of compulsory physical examinations,
medical care and educational programs.

Item 31: Requirement of a course in "selecting a mate wisely"
in all secondary and post-secondary schools.

—a-.
5’. a." it!
ill _
I

 

;’

 

 

. M O}. ab?

75

Result: Hypothesis 6.1 was rejected for three trends (10,

34, and 35) and was accepted for the other 46 trends.

Three items, (10) changing laws relating to obscenity and
pornography, (34) use of modular constructed homes, and (35) home

services which provide personal assistance, were found to have a

significant relationship with the undergraduate institution attended

(Table 11, page 76). The undergraduate institution attended did not

seem to significantly influence teachers' perceptions of 46 of the 49

selected societal trends that could affect individual development and,

therefore, family life.

Hypothesis 6.2. Montana home economics teachers' perceptions

of the degree of desirability of selected societal trends that could

affect individual development and, therefore, family life will not be

different among the undergraduate institutions attended categories.

Result: Hypothesis 6.2 was rejected for three trends (9,

34, and 48) and was accepted for the other 46 trends.
The relationships between undergraduate institutions attended
and three trends, (9) mandatory sterilization of individuals with

handicaps, (34) use of modular constructed homes, and (48) low cost,

disposable clothing, were dependent (Table 12, page 77). For the

remaining 46 trends, the undergraduate institution attended did not

seem to significantly influence the teachers' perceptions.

Hypothesis 7.1. Montana home economics teachers' perceptions

of the extent of the effect of selected societal trends that could

affect individual development and, therefore, family life will not be

different among the age categories.

 

 

Li

76
Table 11

Chi Square Values Showing the Relationship Between the Undergraduate
Institution Attended and the Extent of the Effect on Individual
Development and Family Life of 49 Selected Societal Trends

W

 

 

Item Chi Square Item Chi Square
No . Valuea No . Value“
1 5.45 26 12.27
2 9.05 27 13.22
3 5.66 28 10.62
4 5.86 29 8.97
5 3.51 30 5.59
6 7.21 31 10.54
7 11.43 32 6.67
8 5.13 33 5.95
9 8.92b 34 19.45b
10 15.84 35 17.49b
11 9.65 36 6.43
12 5.44 37 12.43
13 8.16 38 11.18
14 9.85 39 14.27
15 8.43 40 11.03
16 6.39 41 8.57
17 13.73 42 9.15
18 3.06 43 5.35
19 2.32 44 5.46
20 6.53 45 3.99
21 .00 46 14.15
22 9.98 47 11.23
23 13.33 48 9.57
24 11.74 49 12.78
25 4.36

 

 

 

 

“Critical value of chi square at .05 level equals 15.51

bSignificant at .05 level
Item 10: Liberalized laws concerning obscenity and pornography.

Item 34: Increased use of modular constructed homes (e.g.,
housing units built in blocks, each room completely finished at the
factory with electrical wiring, plumbing, painted walls and carpeted
floors.

Item 35: Advanced home services which provide assistance with
personal needs (e.g., budgeting and financial planning and problem
solving.

77
Table 12
Chi Square Values Showing the Relationship Between the Undergraduate

Institution Attended and the Degree of Desirability on Individual
Development and Family Life of 49 Selected Societal Trends

 

 

 

Item Chi Square Item Chi Square
No. Valuea No. Value8
1 7.53 26 10.69
2 2.86 27 8.16
3 9.11 28 4.63
4 5.49 29 7.20
5 13.08 30 9.55
6 3.13 31 15.09
7 5.56 32 4.58
8 4.92 33 5.84

9 18.14b 34 21.36b
10 10.86 35 .00
11 6.93 36 10.78
12 6.81 37 6.04
13 3.05 38 10.70
14 5.93 39 14.61
15 9.81 40 14.34
16 9.53 41 6.37
17 7.05 42 7.73
18 9.12 43 7.20
19 7.02 44 12.65
20 .00 45 7.86
21 .00 46 .00
22 10.72 47 7.83
23 3.64 48 20.91b
24 .00 49 7.17
25 13.76

 

 

 

aCritical value of chi square at .05 level equals 15.51
bSignificant at .05 level

Item 9: Mandatory sterilization (e.g., individuals with
psychopathological, physical and mental handicaps).

Item 34: Increased use of modular constructed homes (e.g.,
housing units built in blocks, each room completely finished at the
factory with electrical wiring, plumbing, painted walls and carpeted
floors).

Item 48: Availability of low cost, disposable clothes made
from new synthetic fabrics designed for one wearing and then disposal.

 

 

78

Result: Hypothesis 7.1 was rejected for seven trends (1, 4,
17, 20, 28, 30, and 42) and was accepted for the other 42 trends.

The relationships between the 49 selected societal trends and
the teacher age categories were determined. Seven trends: (1) liber-
alization of masculine and feminine roles, (4) pluralism in family
forms, (17) decrease in the work week, (20) elimination of discrimina-
tion against women in the work force, (28) older adults living alone,
(30)segregation of students according to ability and interests, and
(42) state ownership of housing, were found to have a significant
relationship with teachers' age (Table 13, page 79). The age of the
teachers did not seem to significantly influence their perceptions

of the other 42 selected societal trends.

Hypothesis 7.2. Montana home economics teachers' perceptions

 

of the degree of desirability of selected societal trends that could
affect individual development and, therefore, family life will not be
different among the age categories.

Result: Hypothesis 7.2 was rejected for nine trends (12, 23,
26, 27, 28, 34, 40, 41, and 43) and was accepted for the other 40
trends.

Nine trends: (12) reducrion of venereal disease, (23) use of
drugs for personality management, (26) population mobility, (27)
government support of varied public services, (28) older adults living
alone, (34) use of modular constructed homes, (40) low-cost homes,
(41) apartment housing for individuals and families, and (43) use of
the computer for meal preparation, showed a dependent relationship with
teachers' age (Table 14, page 80). For the remaining 40 items, age

did not seem to significantly influence teachers' perceptions of

79

.mflamson mo unuamwmama was ownmuonao cumum pomwOHOnH ”we auuH
.mHoosum humnnOOOmlumon was
mumvnOOOm pmsaamwooom ca mumuuouow was humafinm ou unannouom saucepan mo nouumwouwom mo OmmouoaH ”on auuH
.muonucwmou ouwumoom wafinfimudwma mufispm HOUHO mo Human: vommOHOnH "mm souH
.Ammonamsn use .noaumospo .uoosuu0>ow aw maoauamoe waaxma
IOOfimfioon .hmm Hosea ..w.ov wou0m xuoB one OH uuaoa_umnamwm coaumaaafiuomwv we nowumafiafiam ”om auuH
.wxooa mm ou Home xuoa Ono was show soon ca #003 xuoa onu mo ammouoon ”NH auuH
.Awaawafism was mewuuma macaw .hafiamm Oumuomuoo .onnaaoo .mafiamm cowumuoumwloousu .OOOHs waa>aa
wasps oawawm .uaoumo sawdfim .umeH05O ..w.0v mahom mafiamm ca amwflmusaa mo moamueooom commuuoaH no auuH
.Auoeooxomsos was nuance owes mo oaou a weapons omws_onu can mowufi>auoo mo sooum was
OH manna vaonomaon mouwuonuoonw cannon: ..w.ov moaou oaanfiamm was Onaanumma mo nowumuwamuonan ”H souH

 

 

 

 

Ho>on no. as unseemaowammty mo.H~ masses Ho>ua no. on campus and mo Osamb Hmowuwuom
we.m as = 4*
Hm.n we we.q on ~H.NH «N ca.» NH
mm.“ he nm.mH mm oo.o~ mm mm.m HH
mo.HH we Hm.~H em ~m.~H NN ao.~ 0H
om.eH no oH.HH mm oo. Hm «m.n m
nH.HH we oa.~H an mo.e~ 0N eo.ea m
~e.m me mm.m Hm ¢.w ma o~.m n
Ama.¢~ Ne hm.n~ om am.m ma «H.0H o
mm.s as pa~.ea am p-.a~ as as.» n
mo.n oc Ama.m~ mm co.oa ea pmN.mN e
on.m an on.ma nu HH.m ma mw.ed m
so.HH mm ew.aH cu NM.HH «a ma.n N
«m.m mm mo.HH mu e~.e ma AH¢.NN H
meaas> .oz sooam> .oz uosam> .oz sosam> .oz
endow «nu aeuH seesaw “no aouH shadow “no enuH oussvm “no Esau

 

 

 

 

 

 

oppose Hsooaoom eouooaom se up some season was uposaoaopoe
HoseapaeeH so sounds «so no spouse gap was ow< suppose seaseoausaum any weapons posas> museum «nu

ma OHan

80

.OHnmu Ono ow

mOO>o o>msouo«a ou owmuoum scum .mHOOa mo OOfiumOmOOOO Oom OOuOOOOO one mo om: pommOOoOH "me EOuH
.muaflfiamm pOm

mHmOnN>apON wOamoon you mwprHNOn uOmauOmOO OH moan .mwOHHHOsm MNHOOMIOHwOHm O“ Ommououn "He EOOH
.OmO mmOONmOA cOm use: OOm nwONpHaOn umOOJSOH mo mOOAEOO commouoOH "om aOuH

.muaon pouoouumOoo Omanuoa mo Om: commouoOH "an auuH

.nOOOOnHmOO communes wOHOamuOHwa nuance Oocao mo OOAEOO vomOOOOOH ”mN Baum

.moua>uom ONHAOO mo OOOOOOm uOOaOuo>ow Houmouw “NN amuH

.muadanoa.OONuOHOOOO Oa OOOOOOOH “0N aOuH

.mOONuONNOmeO pOm OHOOON>aOOH

Ham mo HOOuOoo OOO wONOouNOoE .OoOOHHNO>OOm How mOOvNOnoou O>Nms>uwe OHAHmmOO pOO soz umN amuH
.mamuwouo HOOONOOOOOO pOm sumo Advance .mOOHumOHOONO Hmoamhno hOomHOO

1800 «o OONOOOOO .prOHBOOM HmONpOE ON mmoOm>pm swoounu mum» snowman HOOOOO0> mo Oouuosfiom ”NH auuH

 

 

 

 

Ho>OH no. as uOmONmfiOwfimm mo.NN masses amped mo. an unseen and mo OOHO> HOONOHOUO
2 .2 S :
Hm.HH we N¢.nH on co. «N nmc.eN NH
mo.HH he 00. mm noo.eN mN no.m NH
co. co amm.mN cm mm.oH NN mm.na oH
ma.oa no «N.ma mm oo. HN om.eH m
Nm.HH «a mm.ea Nm GO. ON HN.m w
AMH.HM me ac.m Hm mc.w ma HH.oN n
Nw.m Ne mm.m om mo.m ma mo.w o
nam.mN He mm.NH mN mN.HH NH on.nH m
AoH.NN cc Amn.MN mN Hm.MH 0H Nm.NH c
cm.o~ mm poc.<e NN ea.a ma oo.¢H m
oo.w~ mm ANN.HN oN mm.¢a «H Nw.cH N
oc.HH mm mc.ea nN mm.NH ma mn.e H
OOOHO> .oz sesam> .oz OOOHm> .oz OOOHO> .oz
OOOOvm «no auuH oussvm «no BOON .5 OOOOrm “no EOuH OOOOOm HOD asuH

 

 

 

 

 

 

vaOOH Hmuoaoom nouooaom ac mo mafia haaamm pOm uOOaOOHO>On Hmavfi>HpOH
Oo huaaanmuumon mo summon one vOm 0&4 Oomauom OwanofiumHOm one wOfiaonm OOOHO> OOOOum H30

we wanna

81
selected societal trends that could affect individual development and,

therefore, family life.

Hypothesis 8.1. antana home economics teachers' perceptions

 

of the extent of the effect of selected societal trends that could
affect individual development and, therefore, family life will not be
different among the marital status categories.

Result: Hypothesis 8.1 was rejected for four trends (4,
10, 11, and 39) and was accepted for the other 45 trends.

The relationships between selected societal trends and the
teacher marital status categories were determined. Four trends:
(4) pluralism in family form, (10) changing laws relating to obscenity
and pornography, (ll) attitudes toward unwed mothers and their child-
ren, and (39) decentralization of the kitchen, were found to have a
significant relationship with marital status (Table 15, page 82).
Marital status did not seem to significantly influence the teachers'

perceptions of the remaining 45 selected societal trends.

Hypothesis 8.2. Montana home economics teachers' perceptions

 

of the degree of desirability of selected societal trends that could
affect individual deve10pment and, therefore, family life will not
be different among the marital status categories.

Result: Hypothesis 8.2 was rejected for two trends (4 and
22) and was accepted for the other 47 trends.

Trends (4) pluralism in family form and (22) use of drugs for
personality management showed a dependent relationship with teachers'
marital status (Table 16, page 83). For the remaining 47 items, mari-

tal status did not seem to significantly influence the teachers'

82
Table 15
Chi Square Values Showing the Relationship Between Marital Status

and the Extent of the Effect on Individual DevelOpment and
Family Life of 49 Selected Societal Trends

 

 

 

Item Chi Square Item Chi Square
NO. Valuea No. Valuea
1 15.06 26 12.27
2 8.44 27 18.91
3 4.54b 28 5.07
4 21.04 29 8.07
5 13.84 30 8.07
6 7.83 31 11.50
7 18.36 32 7.97
8 11.64 33 7.03
9 10.66b 34 17.11
10 24.82 35 5.90
11 21.11b 36 10.11
12 13.98 37 2.93
13 18.89 38 7.70b
14 7.92 39 22.05
15 15.25 40 11.24
16 7.81 41 8.81
17 6.34 42 7.05
18 13.98 43 17.75
19 6.29 44 13.00
20 15.23 45 12.30
21 .00 46 7.18
22 13.44 47 13.10
23 14.98 48 8.82
24 7.76 49 19.11

25 5.42

 

aCritical value of chi square at .05 level equals 21.03

bSignificant at .05 level

Item 4: Increased acceptance of pluralism in family forms (e.g.,
nuclear, single parent, single adult living alone, three-generation
family, commune, corporate family, group marriage and swinging).

Item 10: Liberalized laws concerning obscenity and pornography.

Item 11: Abolition of laws which discriminate toward unwed
mothers and their children.

Item 39: Increased decentralization of the kitchen (e.g.,
refrigerators in the family room, master bedroom or in the nursery).

83
Table 16
Chi Square Values Showing the Relationship Between Marital Status

and the Degree of Desirability on Individual Development and
Family Life of 49 Selected Societal Trends

 

 

 

Item Chi Square Item Chi Square
No. Valuea No. Valuea
1 7.44 26 9.97
2 9.85 27 13.49
3 13.69 28 20.13
4 21.92b 29 7.51
5 8.77 30 5.12
6 13.29 31 6.95
7 12.58 32 20.04
8 8.40 33 12.08
9 7.21 34 .00
10 13.22 35 9.42
11 15.92 36 15.42
12 5.86 37 2.91
13 7.79 38 18.63
14 7.13 39 11.33
15 13.72 40 14.04
16 7.97 41 11.60
17 10.88 42 8.68
18 12.95 43 17.07
19 .00 44 8.00
20 .00 45 13.74
21 8.36 46 .00
22 23.51b 47 5.84
23 .00 48 9.59
24 15.61 49 20.57

25 14.47

 

 

 

aCritical value of chi square at .05 level equals 21.03

bSignificant at .05 level

Item 4: Increased acceptance of pluralism in family forms
(e.g., nuclear, single parent, single adult living alone, three-
generation family, commune, corporate family, group marriage and
swinging).

Item 22: Increased variety and reliability of drugs for
control of fatigue, relaxation, alertness, personality management,
fantasies and other psychological states.

84

perceptions of selected societal trends.

Hypothesis 9.1. Montana home economics teachers' perceptions

 

of the extent of the effect of selected societal trends that could
affect individual development and, therefore, family life will not
be different among the number of children categories.

Result: Hypothesis 9.1 was accepted for all 49 trends.

The number of children teachers had did not seem to signifi-
cantly influence the teachers' perceptions of any of the selected
societal trends that could affect individual deve10pment and, there-

fore, family life (Table 17, page 85).

Hypothesis 9.2. Montana home economics teachers' perceptions
of the degree of desirability of selected societal trends that could
affect individual development and, therefore, family life will not
be different among the number of children categories.

Result: Hypothesis 9.2 was rejected for four trends (2, 14,
26, and 28) and accepted for the other 45 trends.

A dependent relationship existed between (2) world-wide
acceptance of the use of oral contraceptives, (14) specially trained
family units to act as professional parents, (26) increase in popula-
tion mobility and (28) older adults living alone, selected societal
trends and the number of children teachers had (Table 18, page 86).
The teachers' perceptions of 45 selected societal trends that could
affect individual development and, therefore, family life did not
seem to be significantly influenced by the number of children the

teachers had.

85

Table 17

Chi Square Values Showing the Relationship Between Number of
Children and the Extent of the Effect on Individual Develop-
ment and Family Life of 49 Selected Societal Trends

 

 

 

Item Chi Square Item Chi Square
No. Valuea NO. Value8
1 21.38 26 20.38
2 18.93 27 16.49
3 15.20 28 21.68
4 20.34 29 9.66
5 16.16 30 16.95
6 24.68 31 22.20
7 10.72 32 15.39
8 6.67 33 13.93
9 11.08 34 23.35
10 21.25 35 12.17
11 10.24 36 25.96
12 19.58 37 10.11
13 16.04 38 11.53
14 14.48 39 14.52
15 16.91 40 18.25
16 5.88 41 14.42
17 19.92 42 20.03
18 11.19 43 13.13
19 19.98 44 17.84
20 14.83 45 14.41
21 .00 46 16.92
22 18.97 47 9.42
23 20.14 48 12.18
24 14.13 49 17.54

25 8.24

 

 

 

aCritical value of chi square at .05 level equals 26.30

bNo items were significant at .05 level

86
Table 18
Chi Square Values Showing the Relationship Between Number of Children

and the Degree of Desirability on Individual Development and
Family Life of 49 Selected Societal Trends

 

 

 

Item Chi Square Item Chi Square
No. Valuea No. Value8
1 11.29 26 26.40b
2 32.10b 27 17.38
3 11.48 28 31.99b
4 14.27 29 15.53
5 23.21 30 17.75
6 15.75 31 20.67
7 12.55 32 17.44
8 15.46 33 21.72
9 12.84 34 25.35
10 19.19 35 .00
11 18.77 36 8.81
12 23.11 37 11.11
13 23.06 38 21.08
14 29.84b 39 14.22
15 12.74 40 10.60
16 22.00 41 15.85
17 9.93 42 17.19
18 19.86 43 13.86
19 12.71 44 11.89
20 .00 45 22.26
21 .00 46 .00
22 8.60 47 12.21
23 20.79 48 18.98
24 .00 49 11.65
25 12.57

 

 

 

aCritical value of chi square at .05 level equals 26.30
bSignificant at .05 level

Item 2: World-wide acceptance of use of oral contraceptives or
other simple and inexpensive means of fertility control.

Item 14: Utilization of specially trained family units to act
as professional parents.

Item 26: Increase in population mobility.

Item 28: Increased number of older adults maintaining
separate residences.

87

Hypothesis 10.1. Montana home economics teachers' perceptions

 

of the extent of the effect of selected societal trends that could
affect individual development and, therefore, family life will not
be different among the religious preference categories.

Result: Hypothesis 10.1 was rejected for two trends (7 and
32) and was accepted for the other 47.

The relationships between selected societal trends and the
teacher religious preference categories were determined. Two trends:
(7) legalization of abortion and (32) genetic engineering, were found
to have a significant relationship with religious preference (Table 19,
page 88). Religious preference did not seem to significantly
influence teachers' perceptions for the remaining 47 selected societal
trends that could affect individual development and, therefore,

family life.

Hypothesis 10.2. Montana home economics teachers' perceptions

 

of the degree of desirability of selected societal trends that could
affect individual development and, therefore, family life will not
be different among the religious preference categories.

Result: Hypothesis 10.2 was rejected for four trends (5, 9,
25, and 32) and was accepted for the other 45.

Religious preference had a dependent relationship with four
trends: (5) recognition of trial marriages, (9) mandatory steriliza-
tion, (25) concentration of the population into a few urban centers,
and (32) genetic engineering (Table 20, page 89). Religious prefer-
ence did not seem to significantly influence the teachers' perceptions
of the remaining 45 selected societal trends that could affect

individual development and, therefore, family life.

88

Table 19

Chi Square Values Showing the Relationship Between Religious Preference
and the Extent of the Effect on Individual Development and
Family Life of 49 Selected Societal Trends

 

 

 

Item Chi Square 1 Item Chi Square
No. Valuea No. Value8
1 10.71 26 14.22
2 4.41 27 19.67
3 9.78 28 12.37
4 7.33 29 12.98
5 7.44 30 11.26
6 13.40 31 9.74
7 24.91b 32 22.11b
8 6.61 33 11.68
9 10.79 34 11.75
10 19.07 35 8.08
11 11.08 36 12.01
12 10.66 37 13.47
13 7.01 38 14.31
14 8.03 39 14.12
15 14.19 40 14.59
16 12.64 41 11.18
17 8.66 42 11.38
18 5.37 43 13.54
19 11.25 44 7.37
20 7.57 45 13.16
21 .00 46 8.93
22 10.35 47 11.75
23 6.77 48 9.77
24 8.10 49 11.70

25 4.60

 

 

 

aCritical value of chi square at .05 level equals 21.03

bSignificant at .05 level

Item 7: Decrease in the divorce rate among families with
children.

Item 32: Manipulation of the developing fetus to change its
sex, size, and other physical characteristics.

89

Table 20

Chi Square Values Showing the Relationship Between Religious Preference
and the Degree of Desirability on Individual DevelOpment and
Family Life of 49 Selected Societal Trends

 

 

 

Item Chi Square Item Chi Square
No. Valuea No. Value8
1 18.57 26 13.62
2 20.63 27 16.14
3 14.01 28 16.26
4 13.27 29 13.81
5 6.92b 30 9.19
6 56.59 31 5.66
7 14.44 32 29.09b
8 17.56b 33 9.14
9 28.78 34 13.87
10 10.84 35 .00
11 17.08 36 13.72
12 11.54 37 13.47
13 11.75 38 14.31
14 8.01 39 14.12
15 12.06 40 14.59
16 7.87 41 11.18
17 17.08 42 11.38
18 6.40 43 13.54
19 13.52 44 7.37
20 .00 45 13.16
21 .00 46 8.93
22 6.37 47 11.74
23 10.07 48 9.77
24 .00 49 11.70

25 27.17b

 

 

 

aCritical value of chi square at .05 level equals 21.03

bSignificant at .05 level

Item 6: Legalization of abortion.

Item 9: Mandatory sterilization (e.g., individuals with
psychopathological, physical and mental handicaps.

Item 25: Increased concentration of 2/3 of the American
population into 12 urban centers.

Item 32: Manipulation of the deve10ping fetus to change its
sex, size, and other physical characteristics.

9O

Hypothesis 11.1. Montana home economics teachers' perceptions

 

of the extent of the effect of selected societal trends that could
affect individual development and, therefore, family life will not
be different among the categories of information sources used.

Result: Hypothesis 11.1 was rejected for five trends (7, 29,
30, 38, and 49) and was accepted for the other 44 trends.

The relationships between selected societal trends and number
of information sources were determined. Five trends: (7) legaliza-
tion of abortion, (29) development of new rural societies, (30) segre-
gation of students according to ability and interests, (38) use of
paper and plastic for walls and furniture, and (49) genetic engineer-
ing, were found to have significant relationships with the number of
information sources (Table 21, page 91). The number of information
sources did not seem to significantly influence the teachers' percep-

tions of the remaining 44 selected societal trends.

Hypothesis 11.2. Montana home economics teachers' perceptions
of the degree of desirability of selected societal trends that could
affect individual deve10pment and, therefore, family life will not be
different among the categories of information sources used.

Result: Hypothesis 11.2 was rejected for five trends (29, 30,
39, 41, and 44) and was accepted for the other 44 trends.

Five trends: (29) development of new rural societies,

(30) segregation of students according to ability and interests,

(39) decentralization of the kitchen, (41) apartment housing for
individuals and families, and (44) appetite and weight control, showed
a dependent relationship for the number of information sources used

(Table 22, page 92). For the remaining 44 items, information sources

91

Table 21

Chi Square Values Showing the Relationship Between the Number of
Information Sources and the Extent of the Effect on Individual
Development and Family Life of 49 Selected Societal Trends

 

 

 

 

Item Chi Square Item Chi Square
No. Valuea No. Valuea
1 18.91 26 13.04
2 24.62 27 19.04
3 21.81 28 27.39
4 13.84 29 36.93b
5 18.47 30 40.54b
6 14.54 31 25.05
7 40.10b 32 25.11
8 15.63 33 19.79
9 8.29 34 .00
10 19.53 35 24.08
11 19.79 36 15.85
12 19.29 37 29.00
13 19.93 38 37.46b
14 19.94 39 24.84
15 18.21 40 18.48
16 14.03 41 27.76
17 27.07 42 26.38
18 12.34 43 24.28
19 .00 44 16.67
20 .00 45 21.90
21 14.30 46 34.69
22 14.47 47 23.18
23 .00 i 48 7.62b
24 21.21 a 49 33.70

25 13.79 ;

 

 

aCritical value of chi square at .05 level equals 31.41

bSignificant at .05 level

Item 7: Decrease in the divorce rate among familes with children.

Item 29: Emergence of new rural societies where people work
and live in small rural communities.

Item 30: Increase of segregation of students according to
ability and interests in specialized secondary and post-secondary
schools.

Item 38: Widespread use of paper, inflatable plastics and
foams for walls and furniture.

Item 49: New genetic control techniques which allow changes
in morphological features, fads in faces, skin color and headshape.

92

Table 22

Chi Square Values Showing the Relationship Between the Number of
Information Sources and the Degree of Desirability on Individual
Development and Family Life of 49 Selected Societal Trends

 

 

 

Item Chi Square Item Chi Square
No. Valuea No. Value8
1 23.50 26 13.04
2 22.07 27 19.04
3 20.73 28 27.39
4 19.02 29 36.93b
5 28.15 30 40.54b
6 20.94 31 25.05
7 17.00 32 25.11
8 9.97 33 19.79
9 24.13 34 .00
10 19.72 35 .00
11 24.72 36 ~ 20.49
12 26.09 37 20.65
13 20.98 38 17.77
14 13.82 39 36.69b
15 27.84 40 18.29
16 20.79 41 31.60b
17 24.01 42 27.22
18 12.34 43 25.72b
19 .00 44 46.63
20 .00 45 19.62
21 14.30 46 .00
22 17.47 47 10.18
23 .00 48 10.25
24 21.21 49 15.73

25 13.79

 

 

 

aCritical value of chi square at .05 level equals 31.41

bSignificant at .05 level

Item 29: Emergence of new rural societies where people work
and live in small rural communities.

Item 30: Increase of segregation of students according to
ability and interests in specialized secondary and post-secondary
schools.

Item 39: Increased decentralization of the kitchen (e.g.,
refrigerators in the family room, master bedroom or in the nursery).

Item 41: Decrease in single-family dwellings, rise in apart-
ment buildings for housing individuals and families.

Item 44: Increased effectiveness in appetite and weight
control.

93
used by teachers did not seem to significantly influence the teachers'
perceptions of selected societal trends that could affect individual

development and, therefore, family life.

HypOthesis 12.1. Montana home economics teachers' perceptions

 

of the extent of the effect of selected societal trends that could
affect individual development and, therefore, family life will not
be different among the categories of professional meetings attended
(in-state) by teachers.

Result: Hypothesis 12.1 was rejected for four trends (18, 21,
22, and 36) and was accepted for the other 45 trends.

The relationships between four selected societal trends:
(18) use of the computer in the home for work, (21) increased import-
ance given to the education of married women, (22) use of drugs for
personality management, and (36) sophisticated housecleaning equip-
ment, and number of professional meetings attended categories were
found to be significantly related (Table 23, page 94). The number of
professional meetings attended did not seem to significantly influence

the teachers' perceptions of the remaining selected societal trends.

Hypothesis 12.2. Montana home economics teachers' perceptions

 

of the degree of desirability of selected societal trends that could
affect individual deve10pment and, therefore, family life will not be
different among the categories of professional meetings attended (in-
state) by teachers.

Result: Hypothesis 12.2 was rejected for five trends (14, 19,
22. 36, and 38) and was accepted for the other 44 trends.

Five trends: (14) specially trained family units to act as

94

Table 23

Chi Square Values Showing the Relationship Between Professional Meet-
ings Attended and the Extent of the Effect on Individual Development
and Family Life of 49 Selected Societal Trends ’

 

 

 

Item Chi Square Item Chi Square
No. Valuea No. Value8
1 9.92 26 13.10
2 12.94 27 18.39
3 14.64 28 16.35
4 5.41 29 14.62
5 13.40 30 16.50
6 9.27 31 15.75
7 8.73 32 11.78
8 6.84 33 11.67
9 22.13b 34 .00
10 11.70 35 .00
11 6.36 36 27.61b
12 7.22 37 10.03
13 5.83b 38 5.69
14 21.62 39 8.65
15 7.41 40 6.19
16 16.23 41 6.85
17 15.80b 42 16.58
18 76.40 43 7.32
19 .00 44 11.46
20 .00 45 16.22
21 32.57b 46 13.86
22 21.13b 47 9.96
23 .00 48 7.45
24 6.10 49 7.72

25 11.22

 

 

 

aCritical value of chi square at .05 level equals 21.03

bSignificant at .05 level

Item 9: Mandatory sterilization (e.g., individuals with
psychopathological, physical and mental handicaps).

Item 14: Utilization of specially trained family units to
act as professional parents.

Item 18: Development of remote terminals in the home connected
to data banks and computer utilities to enable people to work in homes
rather than in offices.

Item 21: Increased importance given to the education of married
women (e.g., preparation for community service and career development).

Item 22: Increased variety and reliability of drugs for control
of fatigue, relaxation, alertness, personality management, fantasies
and other psychological states.

Item 36: Development of more sophisticated household equipment
(e.g., self-cleaning floor systems, disposable appliances, ultra-sonic
cleaning devices, and air-filter systems for dusting and scrubbing).

95
professional parents, (19) reduction of unemployment, (22) use of
drugs for personality management, (36) sophisticated housecleaning
equipment, and (38) use of paper and plastic for walls and furniture
showed a dependent relationship with the number of professional
meetings attended (Table 24, page 96). For the remaining 44 items,
professional meetings attended did not seem to significantly influence
the teachers' perceptions of selected societal trends that could

affect individual development and, therefore, family lifeo

Hypothesis 13.1. Montana home economics teachers' perceptions

 

of the extent of the effect of selected societal trends that could
affect individual development and, therefore, family life will not
be different among the professional organization categories to which
teachers belong.
Result: Hypothesis 13.1 was accepted for all 49 trends.
None of the 49 trends were found to have a significant
relationship with the number of professional organizations to which

teachers belonged (Table 25, page 97).

Hypothesis 13.2. Montana home economics teachers' perceptions
of the degree of desirability of selected societal trends that could
affect individual development and, therefore, family life will not be
different among the professional organization categories to which
teachers belong.

Result: Hypothesis 13.2 was rejected for eleven trends
(2, 6, 15, 17, 21, 22, 27, 36, 39, 47, and 48) and was accepted for

all other 38 trends.

96

Table 24

Chi Square Values Showing the Relationship Between Professional Meetings
Attended and the Degree of Desirability on Individual Development and
Family Life of 49 Selected Societal Trends 6

 

 

 

Item Chi Square Item Chi Square
No. Valuea No. Value8
1 11.19 26 11.15
2 10.41 27 13.24
3 16.43 28 18.77
4 8.97 29 15.95
5 11.69 30 14.28
6 9.49 31 16.06
7 9.08 32 15.00
8 7.33 33 11.78
9 10.39 34 11.78
10 14.41 35 10.69b
11 14.35 36 22.88
12 .00 37 8.99
13 6.52 38 26.30b
14 22.54b 39 16.29
15 10.18 40 8.65
16 9.33 41 7.23
17 5.75 42 10.45
18 15.59b 43 11.58
19 75.89 44 6.70
20 .00 45 14.81
21 .00b 46 .00
22 32.44 47 12.24
23 20.82 48 16.76
24 .00 49 14.79

25 6.22

 

 

 

aCritical value of chi square‘at .05 level equals 21.03
bSignificant at .05 level

Item 14: Utilization of specially trained family units to act
as professional parents.

Item 19: Reduction of unemployment.

Item 22: Increased variety and reliability of drugs for
control of fatigue, relaxation, alertness, personality management,
fantasies and other psychological states.

Item 36: Development of more saphisticated household equipment
(e.g., self-cleaning floor systems, disposable appliances, ultra-sonic
cleaning devices, and air-filter systems for dusting and scrubbing).

Item 38: Widespread use of paper, inflatable plastics and
foams for walls and furniture.

97
Table 25
Chi Square Values Showing the Relationship Between Professional

Organizations and the Extent of the Effect on Individual
Development and Family Life of 49 Selected Societal Trends

 

 

 

Item Chi Square Item Chi Square
No. Valuea No. Value8
1 21.71 26 .00
2 23.54 27 10.78
3 13.39 28 15.40
4 16.00 29 20.25
5 13.02 30 13.33
6 25.30 31 16.52
7 18.51 32 19.03
8 14.01 33 11.48
9 19.58 34 13.00
10 10.66 35 14.34
11 12.97 36 14.57
12 13.33 37 24.05
13 8.71 38 23436
14 25.55 39 20.38
15 20.01 40 24.47
16 17.80 41 11.53
17 8.75 42 22.32
18 21.76 43 13.24
19 10.52 44 15.11
20 .00 45 12.63
21 23.89 46 23.62
22 14.90 47 16.90
23 6.48 48 19.11
24 20.87 49 23.82

25 12.38

 

 

 

aCritical value of chi square at .05 level equals 26.30

bNo items were significant at .05 level

98

The relationships between the 49 societal trends and the
professional organization categories were determined to be dependent
for trends: (2) world-wide acceptance of the use of oral contracep—
tives, (6) legalization of abortion, (15) increase in child-care
institutions, (17) decrease in the work week and year, (22) use of
drugs for personality management, (27) government support of varied
public services, (36) sophisticated housecleaning equipment,
(39) decentralization of the kitchen, (47) use of unisex fashions, and
(48) low cost, disposable clothing (Table 26, page 99). For the
remaining 38 trends, the number of professional organizations to which
a teacher belonged did not seem to significantly influence the
teachers' perceptions of selected societal trends that could affect

individual development and, therefore, family life.

IMPLICATIONS

The implications derived from the study for the deve10pment of
family life curricula were based on the assumption that if the pre-
dicted trends cited in this study actually occurred,fami1y life
curriculums would need to be revised in relation to these trends. The

extent of the effect and the degree of desirability of the trends

 

were determined by calculating the standard deviation6 from the group
mean.

6A general formula for calculating the standard deviation was
used. The formula was an. . The means used in calculation were

obtained from Tables 3 and 4. A deviation was calculated for each
trend. The mean for each trend was subtracted from the group mean.
Each deviation was then squared. The sum of the squared deviations
was found. This value was divided by N-49. The square root of the
result of the division procedure was extracted, which was the standard
deviation.

99

.mowunmm owuonuchm Bo: Eoum opus mmcuoHo ofinmmommfip .umoo 30H mo muwawnmafim>< "we EmuH
.mcownmmm xmmwaa mo mm: pmmmmuoaH "he EmuH
.cmnouwx msu mo coaumnwamuuamoop pmmmouoeH "mm EmuH
.ucoaawovm paonomson woumowumwzaom 0908 «0 ucmanHm>oQ "cm EmuH
.mmow>pmm owanoa mo uuoaaam ucoacum>ow noumouo "nu EmuH
.moumum Hmowononomma umnuo can mmwmmucwm .ucoamwmcwa huwamGOm
anon .mmmCuumHm .GOwummemu .mowwumm mo aouucoo mom mmsup mo >uHHanmemu paw mumwum> womomuocH "Nu EmuH
.awaoa pmfluuma mo cowumospo mnu ou co>ww mocmuuoaefi pwmmouocH "Hm EouH
.mxmms mm ou ummm xuoB sea was what meow Ou x003 xuoa mzu mo mmmouoon ”NH aouH
.mHoonom wcwpumon paw meowuouwumCH oumonpawno cw Contawso mo cowuuoaoun ecu aw mmmmuucfi G< “ma EmuH
coauuonm mo :oHumanmwmA "c aouH
.Houuaoo huwaauumm
mo memos o>wmcoaxmcw paw maeswm umnuo no mm>fluamomuuaoo Hmuo NO was mo woamuaooom upwanvauoz ”N EmuH

Ho>oH no. um unmowuficwfim om.o~ madame H0>~H mo. um oumsvm «:0 mo moan» Havauuuum

 

 

n
-.o~ me
nno.mm we nam.o~ on mn.HH «N 00. NH
Amn.wm sq 00. mm 00. mm oo.mH HH
00. cc co. «m nac.oo mm mm.qa 0H
co.oH we sw.- mm n~o.m~ an on.@ o
00. we c¢.HH mm CO. on mH.HH m
om.m~ ma mm.oa Hm co. ma Hm.o n
o~.~a Ne mm.HH om ~n.~a ma an.om o
oc.¢a He an.mH am nmm.o~ NH om.HH m
o~.ea oc HN.HH mm 0H.¢ 0H mm.mH e
nan.cm om nmm.am um nnc.w~ ma mm.hH m
mm.- mm Nw.0H om H0.~H «a nHo.mm N
mm.HH mm mm.wH nu no.~H ma “n.0H H
oo=Ho> .oz mosam> .oz mooaw> .oz moaam> .oz
oumavm gnu awuH mumsvm “an aouH onmsum H20 EwuH uumnvm “nu EUuH

 

 

 

 

 

 

 

 

mucosa Hmuofioom wouuoaum me «o swag mafiamm poo uaoaeoao>oo Hmawfi>fivaH no >uwawnmuwmma
«o gunmen ecu was maoauoNficmwuo Hmcoammowoum amoauwm manmcoaumaom osu wafi3oam mosam> ouwovm «no

@N wanmfi

100
The standard deviation calculated for the extent of the effect
was .33. For the degree of desirability, the standard deviation was

.78.

Extent of the Effect

Those trends which had a mean which was beyond two standard
deviations from the group mean in a negative direction were regarded
to have been rated as having a small effect. Those between one and
two standard deviations were considered to have some effect. The
group from one standard deviation negative to one standard deviation
positive having been rated "neutral" were considered to have a medium
effect. Those between one and two standard deviations positive were
considered to have a great effect and those beyond two standard
deviations positive, a very great effect. Table 27, page 101,
presents the ratings for the 49 trends.

The two trends (Table 27) which the teachers rated as capable
of having a small effect were related to the concepts of mate selection
by personality tests and computer systems and changing functions of
rooms in a home. It was inferred that since these trends were judged
as having little effect on family life, teachers will give little
emphasis to this content when planning curriculums for the future.

The five trends (Table 27) that teachers indicated would have
slightly more of an effect related to disposable clothing, liberalized
laws concerning homosexual behavior, use of paper and plastics for
‘walls and furniture, genetic engineering, and unisex fashions. Thus,
it appears that teachers might consider these items worthy of note for
inclusion in curriculum content revision but would probably not allo-

cate a great deal of time to them.

101

no. H u maoHumH>oo unmocmum 039

mm. H I fiOfiuwfiKrmfi thfiflmum 06.0w

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

N o mm
x mn.+ N x Ho.1 «N
x em.+ Hm x no.1 HH
x mm.+ mm x no.1 m
N om.+ oH x no.1 on
x on.+ NH x oo.1 oq
x om.+ o x MH.1 mm
x m¢.+ oN x mH.1 oH
x Hq.+ cm x «H.1 «H
x mm.+ NH x mH.1 em
N m~.+ H x mH.1 No
x om.+ n x o~.1 oH
x mN.+ mm x oN.1 MH
x mH.+ mm x NN.1 mq
x oH.+ nH x «N.1 mm
x oH.+ mm x mm.1 m
x NH.+ on x mm.1 me
x NH.+ ¢ x mm.1 we
x HH.+ He x mm.1 no
x HH.+ Hm x No.1 me
x mo.+ mm x we.1 on
x mo.+ cc x oc.1 w
x mo.+ wH x Hm.1 me
x No.+ mm x Hm.1 on
x No.+ mu x 55.1 m
poouw some amouw some
zuo> umouo asHooz maom HHmam any aoum hump amouo abHooz oaom HHmam ena Eouw
mcHumm aoHumHum> campar waHumm aOHumHuw> oawua

 

 

uuowwm men we uauuxm was you assume any mo comm
you waHumm use one: «nu Bonn aoHumHum> .oaoue kuoHoom nouomem

mm oHnt

scale.

toward

102

Thirty-three trends (Table 27) were rated at the middle of the
This tends to indicate that moderate attention would be directed
curriculum change in:

-New methods of clothing construction

-The use of the computer in the home for food preparation,
education, and work

-Liberalization of masculine and feminine roles

-Genetic engineering

-The use of drugs for inducing various psychological states

-01der adults living alone

-Utilization of enzyme technology for food

-Use of psychological punishment for socialization of children

-Sterilization of handicapped individuals

-State supervision of children, and ownership and management
of housing

-Modu1ar and low-cost housing

-Apartment living for families

-Selecting of marriage partners

-Trial marriages

-Preparation of professional parents

-Laws relating to obscenity and pornography

—Physical and architectural aspects of housing

-Sophisticated housecleaning equipment

-Attitudes toward unwed mothers and their children

-Noise pollution

-Appetite and weight control

-New types of rural societies

103
-Pluralism in family forms
-Government support of all types of public services
-Grouping of students by ability and interests
-Budgeting and financial planning for families
-Child-care institutions
-Government surveillance and monitoring of individuals and
organizations
Eight trends (Table 27) were rated as having a great effect on
the individual and family development. These ratings imply that
teachers would place considerable emphasis on concepts relating to
reduction of venereal disease, increased population mobility, women's
rights, legalization of abortion, leisure time, reduction of unemploy-
ment, and the concentration of the population into a few urban centers.
Only one trend (Table 27) was considered as capable of having a
very great effect on the individual and family life. This trend was
the world-wide acceptance of the use of oral contraceptives. It
appears that teachers may strongly emphasize ideas related to this

item when revising family life curricula.

Degree of Desirability

 

Those trends which had a mean between one and two standard
deviations from the group mean were considered to be undesirable. The
trends from one standard deviation negative to one standard deviation
positive, having been rated neutral, were considered to be neither
desirable nor undesirable. Those between one and two standard
deviations positive were considered to be desirable. Table 28, page

104, presents the ratings for the 49 trends.

104

om.H H n maOHumH>mv unmodmum 039

on.

1 l aoHuMH>ov oumvomum woom

 

 

+

N mo. 1 o

x om.H+ mH x NH. 1 NN
x NN.H+ NH x «N. 1 mm
x mH.H+ HN x wN. 1 me
x mH.H+ oN x mm. 1 «H
x oH.H+ «N x mm. 1 HH
x oo.H+ mm x mm. 1 oN
x mm. + Hm x mm. 1 No
x cm. + «q x we. 1 o

x mm. + N x on. 1 m
x No. + N x mm. 1 me
x NN. + mN x mm. 1 0H

x me. + Nm x Ho. 1 on

x N0. + H x no. 1 m

x on. + mm x No. 1 Q

x mm. + oq x No. 1 m
x om. + me x on. 1 He
x Nm. + oq x on. 1 mH
x on. + on x Hm. I oH

x NH. + mN x mo.H1 NN
x 0H. + cm x NN.H1 me
x mo. + NH x oN.H1 mN
x no. + NH x NN.H1 No

x mo. 1 mH x om.H1 Nm

x co. 1 om x w¢.H1 MN

momma memos
ecu aouw ecu Bouw
oHnmuHmoo Hmuuzmz oHnmuHmwocD coHumHum> comma oHnouHmmo Hmuuamz mHnmuHmmoaD aOHumHum> gamma

 

 

 

 

 

 

 

 

 

 

 

 

zuHHHnmuHmoo mo common can now waHumm van coo: onu aoum coHumHuw> .vooua HmuMHoom wouomHom

mN anmH

105

Eight trends (Table 29) were considered by teachers as being
undesirable for the individual and family life. These were related to:

-Social control of individuals and organizations by

surveillance and monitoring techniques

-Genetic engineering

-State ownership of housing

-Concentration of the population into a few centers

-Use of drugs for personality management

-Changing of laws relating to obscenity and pornography
If these projected trends materialize, it may be necessary to
reorient teachers' attitudes to help students accept different life
styles.

Thirty—one trends (Table 29) were rated neutral (neither
specifically desirable nor undesirable). They dealt with:

-Apartment housing for individuals and families

-Laws relating to homosexual behavior

-P1uralism of family forms

-Tria1 marriages

-Decentralization of the kitchen

-State supervision of children

-Low-cost, disposable clothing

-Matching mates with computerized systems

—Mandatory sterilization of individuals with handicaps

-Unisex fashions

-Popu1ation mobility

—Professiona1 parents

-Discrimination toward unwed mothers and their children

106

-Use of the computer in the home for meal preparation, work,

and learning

-Use of paper and plastic for walls and furniture

-Government support of varied public services

-Legalization of abortion

-Segregation of students according to ability and interests

-Psychologica1 punishment for socialization of children

-Shorter work week

-Modular constructed homes

-Sophisticated housecleaning equipment

-Low-cost homes

-Enzyme technology for food sources

~Advanced methods of garment construction

-Liberalization of masculine and feminine roles

-New types of physical and architectural home surroundings

-Development of new rural societies
The majority of trends could probably be implemented in the curriculum
without serious difficulties based on the teacher's personal biases
and without need to change attitudes.

There were ten trends (Table 29) which teachers indicated
would be desirable for the individual and family. They were related
to:

-Decrease in the divorce rate for families with children

-Wor1d-wide oral contraception

-A required course in mate selection

-Home services which provide personal assistance

-Noise pollution

107

-Women's rights

-More education of married women

-Reduction of venereal disease

-Unemployment
Since teachers perceive these trends as desirable, they may lend a
great deal of support to implementation of these ideas in the
curriculum.

IMPLICATIONS FOR DEVELOPMENT OF A MODEL FOR ESTABLISHING

BASES FOR CURRICULUM DEVELOPMENT

As a result of the data derived from the study and the review
of literature, several bases are indicated for development of family
life curricula. The bases suggested are: (l) acquiring knowledge
related to functions of families and homes (historical, cross-cultural
and longitudinal studies projected to the future); (2) recognizing the
multiplicity of cultural patterns and family forms; (3) determining
the basic needs of individuals and families; (4) developing political

awareness; and (5) helping teachers to anticipate change.7

Acquiring Knowledge Related
to Functions of Families
and Homes

 

Perhaps the most essential basis for establishing a family
life curricula is the need of obtaining knowledge related to functions

of families and homes. If teachers adopt the view that the family is

 

7These bases for development of family life curricula are
derived from: Marjorie East, "Family Life by the Year 2000," Journal
of Home Economics, 62:17-18, January, 1970.

 

108
an agent of social change,8 future family life programs will become
more deeply involved in the changes which will occur in the future.
The study of family functions can be used to derive knowledge needed
to determine what functions will be needed by the family of the
future. Present methods for the study of the future of the family
will need to be refined and new or alternative methods will need to
be considered. Information derived from such studies will need to be
translated into usable form and made available to teachers and students.
Recognizing the Multiplicity

of Cultural Patterns and
Family Forms

 

 

 

Although the multiplicity of family forms has been documented,
little is known about how these forms affect human development.
Inclusion in the curriculum of such concepts as variant family forms
and cultural diversity would be an essential first step. In order to
deal effectively with these concepts,not only is the knowledge derived
from research necessary, but the means of presenting the content to
students is critical.

The concepts of multiplicity in family forms and cultural
diversity will require of the student and the teacher a reorientation
of their thinking and methods of study. Relevant family life curricula
will need to incorporate ways of helping the students to make choices
among the various alternatives available to them. The student will

find he is faced with a bewildering array of alternatives. Value

 

8John N. Edwards (ed.), The Family and Change, (New York:
Alfred A. Knopf, 1969), p. 288.

9Marvin Sussman, "The Changing American Family," AAUW Journal,
65:10, November, 1971.

 

 

109
clarification content and techniques which would allow the student to
proceed through the value clarification process would enable the
student to answer his own questions based on his own value system.

Determining the Basic Needs
of Individuals and Families

 

The types of developments from various disciplines which will
have a direct or indirect bearing on curriculum change need to be
assessed even though needs of individuals and families have always
been basic to the making of curriculum decisions. A decision needs to
be made to determine what is of worth to individuals and families.
More thought will need to be directed toward helping individuals
develop a future-focused role image and to help them project a self-
concept which will enable them to live in a futuristic society.

Developing_Political
Awareness

 

Many of the societal trends which were abstracted from the
literature such as genetic engineering, state ownership of housing,
state control of child care institutions, surveillance, and monitoring
of individuals and legalization of abortion have a direct relationship
to legislation. The types of decisions made by politicians and
individuals in administrative positions will directly and indirectly
affect the individual and family. Involvement of individuals in
legislative decision-making processes will become increasingly more
necessary. Because decisions made today will in turn influence those
made in the future. Content, techniques for teaching the content, and
materials developed toward realizing this involvement will likewise

become more necessary.

110

Helping Teachers to
Anticipate Change

 

 

For the teacher of tomorrow, living and coping with change
will be a reality. Many of the predicted trends stated in this study,
if they occur, will require that the teacher reexamine old beliefs and
formulate new ideas or modify existing ones. Teaching methods will
need to be adapted by teachers to a futuristic content. A great deal
of the content may be controversial. Students may need to be allowed
to do more independent study, participate in methods that allow for a
large amount of discussion and interaction, do individual meditation
and reflection, and participate in field experiences which provide for
a variety of direct observations.

To supplement futuristic curriculum, materials such as text-
books will have to deal with controversial topics in depth and breadth.
Materials would need to include examples that illustrate variety and
diversity in life styles. New textbooks and other types of reading
materials will need to be written.

Preservice educational programs will need to provide opportuni-
ties for prospective teachers to experience a variety of family
patterns and life styles. Students will need to be equipped with
subject matter content and tools for the study of the future. Con-
tent, methods, and materials will need to be adapted to students of
all ages. If education becomes more of a family affair conducted in
the home and the computer is used as a basic tool, more emphasis will
need to be placed on helping prospective teachers to effectively use
complicated types of teaching equipment and to prepare materials to
use with this equipment. Perhaps the type of preservice teacher

education program of the future will be very diverse, allowing the

111

prospective teacher a variety of alternatives. It may provide the
individual an opportunity to select a particular family pattern or
life style or several and prepare him to work with individuals and
families in this type of setting.

In-service teacher education programs will probably be almost
mandatory due to the rate of change, especially in the knowledge
realm. In-service programs may be varied programs and not be conducted
in the traditional school or college setting. In-service programs
would probably include all of the changes in the pre-service teacher

education programs but be a continuous life-long experience.

Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Acceleration of change is one of the most significant
phenomena in the history of man. The literature appeared to indicate
a need for further study related to curriculum deve10pment for the

future.

SUMMARY

It was the purpose of this study to survey Montana home
economics teachers (1) to determine their perceptions of the extent
that projected future socital trends will affect individual develop-
ment and therefore family life; (2) to assess their perceptions of the
desirability of these projected societal trends on individual develop—
ment and therefore family life; and (3) to draw implications from the
above for the development of family life curricula. Literature
related to future societal trends that could affect individual
development and family life was reviewed. A questionnaire was
developed using 49 items derived from the literature search. The
questionnaire was designed in two parts, each of which elicited a
different type of information. The first part asked the individual
to react to the extent that the predicted societal trends would affect
individual development and family life; the second part asked for a

reaction to the desirability or undesirability of the trend on

 

112

113
individual development and family life.

The questionnaire was first pretested with 36 teachers attending
Michigan State University. It was pretested a second time with 28
women county extension agents in Montana. The questionnaire was
revised and mailed to 233 Montana home economics teachers. Responses
were received from 87 percent of the teachers. The data were statis-

tically analyzed and inferences drawn.

CONCLUSIONS

1. Montana home economics teachers perceive the extent of the
effect of 49 selected societal trends as being approximately midway

between "some"

and "great." On a scale of one to five, seven trends
were rated between 1.00 and 2.99; 41 were between 3.00 and 3.99; and
one was above 4.00.

2. Montana home economics teachers perceive the degree of
desirability of 49 selected societal trends as being approximately
midway between very undersirable and very desirable. On a scale of
one to five, 22 trends were rated between 1.00 and 2.99; 18 were
between 3.00 and 3.99; and nine were above 4.00.

3. Selected teacher characteristics were not consistently
associated with teachers' perceptions of selected societal trends.
The characteristics studied were years of total teaching experience,
years of teaching home economics, educational level, undergraduate
institution attended, age, marital status, number of children, relig-
ious preference, information sources used, professional meetings

attended, and membership in professional organizations. Although some

of the characteristics were found to be more related than others to

114
teachers' perceptions of the selected societal trends, none of them had
a significant relationship to most of the trends.

3.1 Educational level, age, information sources, and
professional meetings attended were found to be the characteristics
most related to the extent of the effect of the selected societal
trends on individual development and family life. This finding is
not consistent with findings reported in the literature reviewed.

3.2 Age and professional organizational membership were
found to be the characteristics most related to the degree of desira-
bility of the selected societal trends on individual development and
family life. This finding is not consistent with findings reported
in the literature.

3.3 Number of children, total teaching experience, and
experience in teaching home economics were found to have little
relationship to teachers' perceptions of either the extent of the
effect or the degree of desirability of the selected societal trends
on individual development and family life. This finding is similar
to the majority of findings stated in the literature.

3.4 Marital status, religious preference, and undergraduate
institution attended had no relationship to teachers' perceptions of
either the extent of the effect or the degree of desirability of the
selected societal trends on individual development and family life.

This finding is consistent with findings reported in the literature.

RECOMMENDATIONS FOR THE DEVELOPMENT OF FAMILY LIFE CURRICULA

The following recommendations are made for the development of

family life education in Montana. These recommendations are based on

115
the information derived from the study and from the review of related
literature and are presented within four categories: (1) content,
(2) techniques and materials, (3) pre-service home economics program,

and (4) in-service home economics programs.

Content

1. Develop and incorporate units on the family and change
in home economics programs.

2. Develop creative programs to encourage individuals of all
ages to consider learning as a life-long experience.

3. Encourage the expansion of sex education programs which
include the discussion of related futuristic topics.

4. Include leisure time activity content which focuses on the
individual and the family in the curriculum from pre-school to graduate
and adult education.

5. Develop curriculum modules on the future which focus on
the individual and the family and which can be included in existing
programs.

6. Anticipate from predicted societal trends the types of
home economics related occupations that might be relevant in the
future and develop course content for these occupations.

7. Develop curriculum content that will enable students at
all levels to live in a technological society; i.e., use of the
computer for shopping, banking, making managerial decisions, learning,

food preparation, and house cleaning.

Technigges and Materials
1. Emphasize human relations skills that will be needed to

live in a futuristic society; i.e., pluralistic life styles, family

116
apartment living, and living, learning and working in the home.

2. Develop value clarification materials and techniques which
would enable the teacher and student to teach and to proceed through
the value clarification process.

3. Develop techniques to enable students at all levels to
affect legislative decisions which have direct implications for
individuals and family life.

4. Adapt existing techniques and develop new ones for the
study of the future, especially those which would be appropriate for
the study of the individual and the family.

5. Develop materials and techniques which would help the
teacher and student present and discuss controversial subject matter.

6. Include futuristic types of content in information sources
that are most often used by teachers.

7. Compile reference lists of existing materials on the
future, especially as it relates to family life education.

8. Develop textbooks, bulletins, pamphlets, and learning

packages with futuristic content.

Pre-service Home Economics

Programs

 

1. Develop pre-service home economics teacher education pro-
grams which provide students with a variety of experiences with
different family patterns and life styles.

2. Design experimental teacher education programs which will
allow more flexibility in course content, techniques, student teaching

experiences, and other teaching related activities.

117

In-service Home Economics

Programs

1. Develop creative types of approaches to encourage teachers
to obtain advanced degrees.

2. Design experimental in-service home economics teacher
education programs that will utilize the available computer and tela-
communication systems technology.

3. Design experimental in-service home economics teacher
education programs for a variety of settings on and off campus.

4. Develop creative non-traditional continuing education
programs for women who are not presently employed but who desire to

return to teaching.

RECOMMENDATIONS FOR FURTHER RESEARCH

The following recommendations for further research were
considered appropriate in light of the information derived from this
study:

1. Studies of futuristic trends should be intensified to
derive data for curriculum development and for revision of teaching
methods and materials.

2. New methods for the study of the future should be developed
and old methods should be revised.

3. Research should be implemented to determine youths'
perceptions of societal trends and how these trends will affect

individuals and family life.

APPENDICES

APPENDIX A

Index of the Authors, Book or Periodical Titles,
and Pages for Each Item in the

Home Economics Curriculum Questionnaire

118

 

doucHHnu no monouowaoo

 

 

 

 

 

 

 

 

 

 

 

 

 

 

«H aouom omaom ouHsz "uaovaoum «nu ou uuomom .m aHpumz .awammom
HH uoH Hmausoa 3:44 aw>umz .aaauosm
Nn aOHuuwoawuH uouwwumz .vmox_ «
NN aneurysm one .> sauna: .moeon m
an .Nusaoaeooa Huaoom mafia .uaaaum
«monummeooo HouoHoom uHony one muooamoHo>wo uaoa< .m uuonom
«N UHNHuaoHom one HmuHMOHoasooH Meow mo mummoouom one .o ouovouna .aovuoo
anH ououom may use moaHe> .n ouovoonh .novuoo
ac. «mango can NHHaum may A.uoo .m snow .ouuascu N
uoHaoaoou «so: we Honunoo :.00Hono
e um 6.Huscw>avaH a4 ”measum «was o>auaauoua<= 111
.n anoeua< .uoauyz
one .uuonuum .aaouum
..x_aaawem .uoasum
mm Nassau «nu «6 «Hausa use ..m success .aoouum
Noaumm suspense any «names .suoumawm H
on 1m muwaoaoum meow you announce owes .Hoaaoouz nonzexu
anuH
Amvumem oHuHa HaoHvOHuum no soon wonua< oundnoHuoooo

 

 

 

 

 

ounaeoHunooo aoH90Huuoo moHaoaoou oaom «Au aH
aouH seem pom onowom was .moHuHH HooHpoHuom no moon .muo:u=< mo HunuH

mN OHHQH

119

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

NmN mummy con uuuz one suausm smnnusm .euassumm nH
mH moHaoaoom meow mo Hon50H unanumz .ummu
«am soosm museum aw>H< .uoammoa «a
«em soonm unease aa>a< .uoammoa
ooa umwunusm may assume .xooumawm ma
Hn~ mamas com unoz use accuse ameausm .nuasaoom NH
ma 6486» com 6862 one aususm expanse .nuaaxuom Ha
omN endow oom unoz one annuam sandman .nustuom oH
mqm sumo» com unuz any augusm aueausm .nuasauom a
omN .446» com uxoz one augusm ameauam .nuwssoom m
amueamm 6448» con uuuz any sneeze sanctum .euwssoum a
sea muse» com uuuz use 888034 86:80:: .nuassoum o
mH nOHBoeoom oaom mo Hacksaw huofiumz .umom
Nm aoHuummcmuH umumwuwz .vauz
mma .444» com uxuz may auauam amenuam .nuwaxuom m
mUHaoaoom «Box No Haausoo :.ooHono A.uaoov
c 6.Husew>wuaH a< “museum «use u>wumauuua<= 11: e
. ,.afluH
Amvomum oHuHH HooHVOHuom no Joan Hoaua< ouwwdaoHumoao

 

 

 

 

 

Asosaauaoov oN «Home

120

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.h muonun< .noaoHs

 

Nm oooN noow one one amanom .anom MN
mmoaoamomaoo HmuoHoom nHosa can uuaoamoHo>oo .m unonom .unua<
«N onHnnoHom was HmoHNOHoasome meow mo numwoonom was .n onopoonH .dovnoo
om _Nuwwoa;uun Hanuom Mano .noanum
.H muonun< .noaoHs
mm oooN new» one can nuanom .qan
an umnnsusn «an .n guano .wnoaaum am
an umnnsusn one cannon .Hoaeunz
an umnnsusn any .n guano .mnonuom Hm
HoH umHnnuom one meadow .xuoumaHm
man unaon com unoz can amausm smeansm .nuwssuum ON
on snow» con uxwz can engage aunansm .eunzsuum an
mm umnnausn men .o nonum .anaunoo
m umHnauah any .H onwnon .noHnonm wH
.o hdonun< .noaon
mm oooN use» can can scan»: .anmn
an umnnsusn «an anacon.nuue64z an
«mm onus» con uxoz can assume aaeansm .nunaauum on
auuH
onowom oHuHH HooHvOHnom no xoom nonua< onHuQGOHumoao

 

 

 

 

Aeosannaouo an «name

1‘

121

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MN 3mH>mM hnvnnnnm thno .mno>Hm
mm annnunh onH onnnon .xuonmnHm Nm
mnu «was» com uxaz men augusm aunansm .nunaauom Hm
NmN mason com unoz men amausm amennsm .nunaxuom on
on umnnausn can .u nuuom .xnuaunoo mm
.o Anonun< .nunon
mm oooN noon can can assume .anun
mmN anon» oon unoz one .nwnnnm annnnnm .nanxoom wN
no anew» .oom uxuz any annunm annnnnm .nanxoom
«« 1 m moHaonoom meow now announom UHom .HHonnoooz NN
moH Hoonm annnnm nH>H< .nonwoa
«H moHnonoom 080m mo Hnnnnoo hnofinnz .umnm oN
mm umnnsusn «an .o nuumm .snuaunoo mm
« umHnnunm one :.hnvoa nHHnm mH zonnoaoa: 111 «N
muonwnvumnoo HonoHoom nHomm one munmanoHu>un .m unonom .unua< A.nnoov
oN onHunoHom onn Hnuwononnuoa snow mo munnounom one .h mnovoonh .nounoo mN
amuH
Amvownm oHuHa HnOHVOHnom no xoon nonun< oannnOHumono

 

 

 

 

 

Auuaanunouv an «noun

122

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

emu onoon con nnoz one aoooon_aooonom .onnaaoom
o« 1m eoHaonoom «now now neeoenom eHnez.eeom .hoHnnnm
NH annom exwunnom :.ennnnm ena nH wannonm: 111
NN ueHnnunm 059 .H oHHano .neaeenm
.neonooooon .N nonoon .nnnaoooo
on HenOHneonom nH ennunm ena mo noHuenoHnnu n< one .h Mnenm .eHhoo mm
o« 1m eoHnonoom anon now uneconom oHne: eeom .hoHnnnm
eoHnonoom anon now neeoenom
no so =.onnos oononooon one: o non ononnoom.soz= .11 on
.o hnonun< .noneHs
mm oooN nee» one one nennom .nneM
Nmonooeoon .N Honoon .Hnnsoooo
Nn HenOHueunow nH ennunm ena mo nOHnenOanm no one .o xnenm .eHNon
.a.< oooN n.pmon eonHwom no
enenoeea hmwonooem mo eeHuHHHnHenommem
oHH mo neeoenom < uennunm onw1wnHoHoen .o onnaom .HHennem mm
eeonenmuenoo HeueHoom nHonH one enneanoHe>oo .m unenom .unea<
«N UHNHuneHom one HeonoHonnoeH «now no eueeoenom one .o onoooenh .noonoo
no nuonooeoon Honoom none .noanom
.o knonnn< .neneHz A.un00v
on coon noon one ooo ooanoe .ooon on
nenH
Hevomem oHuHH HeoHoOHnom no soon nonnnd onHennOHueeno

 

 

 

 

 

Aoooonnoooo an onoon

123

 

 

 

 

 

 

 

 

 

 

 

 

 

.o hnonun< .nenqu

 

Nm oooN neow 0:8 one neanem .nneM ««
mm 1m econonoom eaom now uneconom enn< .onnez
«H eanonoom meow mo Hennnoo muohnez_.ueem m«
non onoon com nnoz oon _aoonon.aooonoo .onnznooo no
NmN eneew oom uuez ena .aenunm nennnnm .nustoon H«
.o mnonnn< .noneHz
«m oooN nee» any one nennem .nneM o«
o« 1m eoHaonoom «son now neeuenom eHnez eeom .heHnnnm om
eoHnonoom «now now neeoenom
no no :.onnoz oononooon one: o non ononnooe 3oz: 1-- on
eUHnonoom eaom now neeoenom
no no :.onno3 oonoHooon onoz o non onoonoom 3oz: 111 nm
enunemuoenou HenOHoom nHenh one eunenano>on .m unepom .unoa¢
NN onHuneHom one HeowuoHonnoeH onow mo eueeoenom one .o enoooenh .noonoo
o« 1m eoHaonoum anon now neeuenom eHnez eeom .heHnnnm
nonnonon oon =.oco~ noon oon
an nH emHH mo 30H> enemmo Hennnoo neenum HHeB: 111 on
nuuH
“avowem eHnHH HeoHooHnom no soon nonun< onHennOHueena

 

 

 

 

Hoooonooooo on onoon

124

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.o hnonun< .nenUHB

 

mm OGON nnuw 05H one neanum onAQM
eeonenveenoo HeneHoom nHenH one eunenmoHe>en .m unonom .nnea<
«o onHnnoHom one HeoHuMHonnueH enom mo eneeoenom one .o enoooonh .noonoo m«
on nonnonan onn. .n noon“. .onoooom mo
eoHnonoou one:
No 1m now neeuenom :.oooN nee» ena nH new: on nenz: 111 N«
eoHnonoum meow
«n 1m now neeoonom :.oooN neon ena nH nee: on wens: 111 o«
neononmuenoo HeuoHoom nHena one ennunmoHe>wn .m unoaox .unun<
HN uHmHunoHom one HeOHuoHonnooH deem mo eueeuenom one .o unooounn .noonoo
R dongs—o8 nonoom none .nosno:
ueHnnnnh one
on .2382 on Icon no: Rangoon. 855: 1| no
nunH
Aevowem oHnHH HeUHoOHnom no 300m nonnn< enHennOHueuno

 

 

 

 

 

Noonannoov oN oHneH

APPENDIX B

Cover letter and Questionnaire

riar.» . l

0

«a

125

MONTANA STATE UNIVERSITY

 

 

Bozeman, Montana 59715
Tel. 406-994-3241
School of Home Economics

January 5, 1973

Acceleration of change is one of the most significant phenomena in

the history of man. The exponential rate of change indicates a

need for continuous revision of curricula in education for individual
development and therefore, family life. The enclosed questionnaire
identifies selected future societal trends which could affect indi-
vidual development and family life. These predictions were abstracted
from publications which deal with forecasts, trends and ideas about
the future.

The questionnaire is designed to obtain your ideas regarding the
extent and desirability of the effect that these predicted societal
trends could have on individual development and family life. These
predictions, subject to change based on your ideas, may be used for
developing curricula for family life education programs. This study
has the endorsement of Miss Flora Martin, State Supervisor of Home
Economics Education.

Your responses to the questionnaire items will be held in strict
confidence. We hope that you will find the questionnaire interesting
to answer. Although there are 11 pages, our pre-test data indicates
that it will require only 15 to 20 minutes of your time to complete.

A self—addressed, stamped envelope is enclosed for your convenience
in returning the completed questionnaire. Please complete and
return the questionnaire by January 20, 1973.
Thank you for your assistance.

Sincerely yours,

(Miss) Angelina Oberto
Assistant Professor

126

HOME ECONOMICS CURRICULUM QUESTIONNAIRE--

INSTRUCTIONS: Listed on the following pages are societal trends which
could affect individual development and therefore family
life. For each item presented in the questionnaire you
are asked to react in the following ways:

 

FIRST: To what extent will the change affect individual
development and therefore family life?

 

THEN: From your point of view will this effect be
desirable or undesirable for individual
development and therefore family life?

What the future holds is open to conjecture; there are
no "right" or "wrong" answers--your frank assessment
of each item is the best answer.

 

 

 

 

EXAMPLE

The teacher has indicated in the example below that she believes the
prediction "increased coeducational use of steambaths" will affect
individual development and therefore family life to SOME extent and
this effect will have a NEUTRAL degree of desirability.

 

 

KEY: Extent Desirability
1 Small 1 Very Undesirable
2 Some 2 Undesirable
3 Neutral 3 Neutral
4 Great 4 Desirable
5 Very Great 5 Very Desirable

 

DIRECTIONS: CHECK (y/) the one best response ig_each 2f_the two
sections to the right of the prediction.

 

 

 

Extent of the effect Desirability of the
on individual effect on individual
development and development and

therefore family life therefore family life

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PREDICTIONS EXTENT DESIRABILITY
1 2 3 4 5 1 2 3 . 4 5
1. Increased coeducational v/' v/0
,W

 

 

127

 

KEY: Extent Desirability
1 Small 1 Very Undesirable
2 Some 2 Undesirable
3 Neutral 3 Neutral
4 Great 4 Desirable
5 Very Great 5 Very Desirable

DIRECTIONS: CHECK (\/) the one best response igDeach g£_the two
sections to the right of the prediction.

 

 

 

Extent of the effect Desirability of the
on individual effect on individual

development and development and

therefore family life therefore family life

 

PREDICTIONS EXTENT DESIRABILITY

 

 

1 2 3 4 5 1 2 3 4 5

 

1. Liberalization of masqu
line and femine roles
(e.g.,husband incorpor-
ates household tasks in
his scope of activities
and the wife assumes a
role of wage earner and
housekeeper).

 

2. World-wide acceptance of w
use of oral contracep-
tives or other simple
and inexpensive means
of fertility control.

 

3. Matching compatible
mates through highly
accurate personality
tests and computerized
matching systems.

 

4. Increased acceptance of
pluralism in family
forms (e.g.,nuclear,
single parent, single
adult living alone ,
three-generation family,
commune, corporate fear
ily, group marriage and
swinging).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

128

 

 

 

 

 

KEY: Extent Desirability
1 Small 1 Very Undesirable
2 Some 2 Undesirable
3 Neutral 3 Neutral
4 Great 4 Desirable
5 Very Great 5 Very Desirable
DIRECTIONS: CHECK (v’) the one best response $2 each 2; the two
sections to the right of the prediction.
Extent of the effect Desirability of the
on individual Effect on individual
deve10pment and deve10pment and
therefore family life herefore family life
PREDICTIONS EXTENT DESIRABILITY
1 2 3 4 5 1 2 3 4 5
5. Recognition of trial

marriages.

 

6.

Legalization of abor-
tion.

 

7.

Decrease in the divorce
rate among families
with children.

 

Liberalized laws con-
cerning homosexual
behavior between
consenting adults.

 

Mandatory sterilization
(e.g., individuals with
psychopathological,
physical and mental
handicaps).

 

10.

Liberalized laws con-
cerning obscenity and
pornography.

 

11.

Abolition of laws which
discriminate toward
unwed mothers and

their children.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

129

 

 

 

 

 

KEY: Extent Desirability
1 Small 1 Very Undesirable
2 Some 2 Undesirable
3 Neutral 3 Neutral
4 Great 4 Desirable
5 Very Great 5 Very Desirable
DIRECTIONS: CHECK (y’) the one best response $2 each 2; the two
sections to the right of the prediction.
Extent of the effect Desirability of the
on individual effect on individual
development and development and
therefore family life therefore family life
PREDICTIONS EXTENT DESIRABILITY
l 2 3 l 2 3 4 5
12. Reduction of venereal

disease rate through
advances in medical
knowledge, adoption of
compulsory physical ex:
aminations, medical
care and educational
programs.

 

13.

Increased use of psy-
chological punishment
for socialization of
children (e.g., behav-
ior modification
techniques).

 

14.

Utilization of speci-
ally trained family
units to act as
professional parents.

 

15.

An increase in the pro-
portion of children in
child-care institutions
and boarding schools.

 

16.

Increase in state sup-
ervision of parental
child care.

 

17.

___ueeka-

Decrease of the work
week to four days and
the work year to 39

 

 

 

 

 

 

 

 

 

 

 

 

 

130

 

KEY: Extent Desirability
1 Small 1 Very Undesirable
2 Some 2 Undesirable
3 Neutral 3 Neutral
4 Great 4 Desirable
5 Very Great 5 Very Desirable

DIRECTIONS: CHECK (y/) the one best response ig_each.2£.the two
sections to the right of the prediction.

 

Extent of the effect Desirability of the
on individual ffect on individual

development and development and

therefore family life herefore family life

 

PREDICTIONS EXTENT DESIRABILITY

 

1 2 3 4 5 1 2 3 4 5

 

18. Development of remote
terminals in the home
connected to data banks
and computer utilities
to enable people to
work in homes rather
than in offices.

 

 

19. Reduction of unemploy-
ment.

 

20. Elimination of discrim-
ination against women
in the work force (e.g.
equal pay, decision-
making positions in
government, education,
and business).

 

21. Increased importance
given to the education
of married women (e.g.
preparation for commu-
nity service and career
development).

 

22. Increased variety and
reliability of drugs
for control of fatigue,
relaxation, alertness,
personality management,
fantasies and other
psychological states.

 

 

 

 

 

 

 

 

 

 

 

 

 

KEY:

 

131

Extent

1 Small

2 Some

3 Neutral

4 Great

5 Very Great

 

Desirability
1 Very Undesirable
2 Undesirable
3 Neutral
4 Desirable
5

Very Desirable

 

 

 

 

DIRECTIONS: CHECK (J) the one best response 3.3 each 23 the two
sections to the right of the prediction.
Extent of the effect Desirability of the
on individual ffect on individual
development and development and
therefore family life therefore family life
PREDICTIONS EXTENT DESIRABILITY
l 2 3 4 5 1 2 3 4 5
23. New and possible perva-

sive techniques for sur-
veillance, monitoring
and control of all in-
dividuals and organi-
zations.

 

24.

Increased efforts to J

muffle the growing nois
pollution by enacting
stricter controls.

 

25.

Increased concentration
of 2/3 of the American
population into 12
urban centers.

 

26.

Increase in population
mobility.

 

27.

Greater government sup-
port of public services
(e.g.,education, scien-
tific information,
health services, legal
aid, child-care, parks
and gardens, urban pas-
senger transportation,
television and radio‘
broadcasting, books and
magazines, zoos and mu-
seums, street and high-
ways and mail service.

 

 

 

 

 

 

 

 

 

 

 

 

 

KEY:

132

Extent

Small

Some
Neutral
Great
Very Great

MkWNH

M§LDNH

Desirability

Very Undesirable
Undesirable
Neutral
Desirable

Very Desirable

DIRECTIONS: CHECK (v/) the one best response ig_each‘2£_the two

 

sections to the right of the prediction.

 

PREDICTIONS

_hxtent of the effect
on individual

development and

therefore family life

Desirability of the
ffect on individual
development and
herefore family life

 

EXTENT

DESIRABILITY

 

1 2 3 4 5

1 2 3 4 5

 

28.

Increased number of
older adults maintain-
ing separate residences

 

29.

Emergence of new rural
societies where people
work and live in small
rural communities.

 

30.

Increase of segregation
of students according
to ability and inter-
ests in specialized
secondary and post-
secondary schools.

 

31.

Requirement of a course
in'helecting a mate
wisely" in all second-
ary and post-secondary
schools.

 

32.

Manipulation of the
developing fetus to
change its sex, size,
and other physical
characteristics.

 

33.

Use of learning centers
in the home which in-
clude a computer con-
sole, television set,
film and tape library.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.« er‘..’.;?D.-|,A1a1}bal..n 'i
o...

 

 

133

 

 

 

 

 

KEY: Extent Desirability
1 Small 1 Very Undesirable
2 Some 2 Undesirable
3 Neutral 3 Neutral
4 Great 4 Desirable
5 Very Great 5 Very Desirable
DIRECTIONS: CHECK (v/) the one best response ip_each‘p£_the two
sections to the right of the prediction.
Extent of the effect Desirability of the
on individual ffect on individual
development and development and
Fherefore family life therefore family life
PREDICTIONS EXTENT DESIRABILITY
1 2 3 4 5 1 2 3 4 5
34. Increased use of modu-

lar constructed homes
(e.g.,housing units
built in blocks, each
room completely finish-
ed at the factory with
electrical wiring,
plumbing, painted walls
and carpeted floors).

 

35.

Advanced home services
which provide assist-
ance with personal need
(e.g.,budgeting and
financial planning and
problem solving).

‘1

 

36.

Development of more
sophisticated household
equipment (e.g., self-
cleaning floor systems,
disposable appliances,
ultra-sonic cleaning
devices, and air-filter
systems for dusting

and scrubbing).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

134

 

 

 

 

 

KEY: Extent Desirability
1 Small 1 Very Undesirable
2 Some 2 Undesirable
3 Neutral 3 Neutral
4 Great 4 Desirable
5 Very Great 5 Very Desirable
DIRECTIONS: CHECK (y’) the one best respom ein each of the two
sections to the right of the prediction.
IExtent of the effect Desirability of the
on individual effect on individual
deve10pment and development and
therefore family life therefore family life
PREDICTIONS EXTENT DESIRABILITY
l 2 3 l 2 3 4 5
37. Development of physical

and architectural sur-
roundings in the home

which elicit a peaceful,

meditative response
(e.g., quieting sounds,
soft rugs, sounds of
rushing water, faraway
oceans and cries of
birds).

 

38.

Widespread use of paper,
inflatable plastics and
foams for walls and
furniture.

 

39.

Increased decentraliza-
tion of the kitchen (e.
g., refrigerators in
the family room, master
bedroom or in the
nursery).

 

40.

Increased numbers of
lowbcost buildings for
home and business use.

 

41.

Decrease in single-
family dwellings, rise
in apartment buildings
for housing individuals
and families.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

135

 

 

 

 

 

 

KEY: Extent Desirability
1 Small 1 Very Undesirable
2 Some 2 Undesirable
3 Neutral 3 Neutral
4 Great 4 Desirable
5 Very Great 5 Very Desirable
DIRECTIONS: CHECK (J) the one best response .i_rl each o_f_ the two
sections to the right of the prediction.
xtent of the effect I‘Desirability of the
on individual ffect on individual
development and development and
therefore family life therefore family life
PREDICTIONS EXTENT DESIRABILITY
l 2 3 4 5 l 2 3 4 5
42. Increased state owner-
ship and management
of housing.
43. Increased use of the

computer for prepara-
tion of meals, from
storage to microwave
ovens to the table.

 

44.

Increased effectiveness
in appetite and weight
control.

 

45.

Utilization of enzyme
technology to develop
new food sources from
cellulose and petroleum.

 

46.

Advanced methods of
fabrication (e.g.,fusi
of garments through
seam bonding, shaping
of the garment as the
fiber is woven or
knitted).

 

47.

Increased use of unisex
fashions (e.g., stretch
jumpsuits for men and
women in endless styles,
fabrics and color
variations).

 

 

 

 

 

 

 

 

 

 

 

 

 

136

 

KEY: Extent Desirability
1 Small 1 Very Undesirable
2 Some 2 Undesirable
3 Neutral 3 Neutral
4 Great 4 Desirable
5 Very Great 5 Very Desirable

DIRECTIONS: CHECK (\A the one best regponse ip each pf the two
sections to the right of the prediction.

 

#mtent of the effect Desirability of the
on individual effect on individual

development and development and

therefore family life therefore family life

 

PREDICTIONS EXTENT DESIRABILITY

 

l 2 3 4 5 1 2 3 4 5

 

 

48. Availability of low
cost, disposable
clothes made from new
synthetic fabrics
designed for one wear-
ing and then disposal.

 

49. New genetic control
techniques which allow
changes in morphologi-
cal features, fads in
faces, skin color, and
headshape.

 

 

 

 

 

 

 

 

 

 

 

 

 

COMMENTS:

 

137

PERSONAL DATA

 

DIRECTIONS: This section is for summary data only. It will not be

 

1.

(a)
(b)
(C)
(d)

(a)
(b)
(e)
(d)

used to identify you. PLEASE COMPLETE EACH OF THE
FOLLOWING ITEMS.

As of June 30, 1972, how many years of full-time teaching experi-
ence have you had?

 

As of June 30, 1972, how many years of full-time home economics
teaching experience have you had?

 

In what year did you complete each of your academic degrees and
what was your major(s) and minor(s) area of study for each?
PLEASE WRITE IN THE YEAR, MAJOR(S), AND MINOR(S).

Degree Year Major(s) Minor(s)

 

Bachelor's . . . . . . .
Master's . . . . . . . .
Educational Specialist .
Other (specify)

 

 

 

 

 

 

 

 

At what institution did you complete each of your academic degrees:
PLEASE PLACE THE NAME OF THE INSTITUTION IN THE NAME COLUMN AND
THE LOCATION OF THE INSTITUTION IN THE LOCATION COLUMN.

Institution

 

Degree Name Location

 

Bachelor's . . . . . . .
Master's . . . . . . . .
Educational Specialist .
Other (specify)

 

 

 

 

 

 

 

What is your age?

 

What is your marital status? PLEASE CHECK (J) THE APPROPRIATE
CATEGORY.

(a) Single

(b) Married
(c) Divorced
(d) Widowed

Do you have children? PLEASE INDICATE WITH A CHECK (./).

No
Yes -- How many?

 

8.

10.

11.

12.

138

What is your religious preference? PLEASE INDICATE WITH A CHECK
(J) AND SPECIFY WHERE APPROPRIATE.

(a) Greek Orthodox

(b) Jewish (specify sect)
(c) Mormon (specify sect)
(d) Protestant (specify denomination)
(e) Roman Catholic

(f) Other (specify)

 

 

 

 

What information sources (professional journals, periodicals,
newspapers, television, resource peOple) did you use for planning
your home economics classes for this school year? PLEASE LIST
EACH SOURCE BY NAME.

 

 

 

 

 

 

 

 

 

 

 

What professional (home economics and other) meetings have you
attended in the past year (September 1971 - August 1972)? PLEASE
LIST EACH MEETING BY NAME IN THE MEETING COLUMN AND THE LOCATION
OF THE MEETING IN THE LOCATION COLUMN.

PROFESSIONAL MEETING LOCATION OF MEETING

 

 

 

 

 

 

 

 

 

 

 

To what professional organizations (home economics and others) do
you hold membership? LIST EACH ORGANIZATION BY NAME.

 

 

 

 

 

If you would like a copy of the summary of this survey, please
check (v/).

 

APPENDIX C

Tables

 

 

139

Table 30

Paired T Test Value for Each of the Ratings of the Selected
Societal Trends as to the Extent of the Effect

 

 

 

 

Trend T Valuea Trend T Value8
1 .00 26 -1.10
2 1.88 27 - .39
3 - .82 28 .50
4 - .40 29 -1.06
5 .00 30 .16
6 .45 31 -1.28
7 -1.02 32 2.56b
8 1.67 33 2.48b
9 .41 34 .00b

10 .67 35 2.14
11 - .38 36 1.09
12 - .37 37 .67
13 - .95 38 .31
14 - .49 39 - .62
15 - .61 40 .51
16 .51 41 .78
17 1.86 42 1.45
18 .32 43 - .16
19 .00 44 .84
20 1.30 45 .10
21 - .10 46 -1.53
22 .09b 47 - .82
23 2.46b 48 .25
24 2.93 49 .40
25 .00

 

 

 

aCritical value of T at .05 level equals 2.03

bSignificant at the .05 level

Item 23: New and possible pervasive techniques for surveillance,
monitoring and control of all individuals and organizations.

Item 24: Increased efforts to muffle the growing noise
pollution by enacting stricter controls.

Item 32: Manipulation of the developing fetus to change its
sex, size, and other physical characteristics.

Item 33: Use of learning centers in the home which include a
computer console, television set, film and tape library.

Item 35: Advanced home services which provide assistance with
personal needs (e.g., budgeting and financial planning and problem
solving).

140

Table 31

Paired T Test Value for Each of the Ratings of the Selected
Societal Trends as to Degree of Desirability

 

 

 

Trend T Valuea Trend T Value3
1 - .46 26 1.19
2 1.26 27 - .16
3 1.29 28 .31
4 - .88 29 -1.57
5 - .89 30 - .90
6 .62 31 .15
7 -l.10 32 .20
8 1.07 33 .31
9 - .58 34 .00

10 .00 35 .46
11 - .36 36 .68
12 2.89b 37 1.00
13 - .14 38 .68
14 .19 39 - .44
15 -1.83 40 .15
16 1.51 41 .72
17 - .31 42 .91
18 1.22 43 .72
19 .42 44 .97
20 - .42 45 .53
21 1.77 46 .16
22 .50 47 1.46b
23 1.07 48 2.55
24 1.85 49 - .29
25 1.82

 

 

l 4-v~ Q"...";1K1VA.T

 

 

aCritical value of T at .05 level equals 2.03

bSignificant at the .05 level

Item 12: Reduction of venereal disease rate through advances
in medical knowledge, adoption of compulsory physical examinations,
medical care and educational programs.

Item 48: Availability of low cost, disposable clothes made
from new synthetic fabrics designed for one wearing and then disposal.

141

 

 

 

 

 

 

 

#1.- ..:¢wua
.hnnenwonnon
on on on no o on.n m~.m «on ooo nonoooooo mononooooo ooon oonnnonoonn .on
.AeneOHonen Hennea one HeoHehnn .HeonOHonnenono%mn
mH MN oH Nm o-\n oN.H HH.m moN nnHa eHenoH>HonH ..w.ev noHnewHHHnene Nnoueonez .m
.m .eanoe wnHuneenoo neeanon
HH MN «N on NH. oN.H om.N moN nOH>enon Henneeonon wanneonoo eseH oeNHHenmnHH .o
.nonoHHno
mN o« «H NH m NN.H No.m moN nnHB eeHHHnew wnone onen oono>Ho eon nH eeeonoeo .N
no no A an a oo.n oo.n «on .oononono no oonnoonnowon .o
on an a an o m~.n mm.m non .oowonnnos nonnn no oonnnomooo: .n
.AwnHwanm one eweHnnen.nnonw .NHHeem
onenonnoo .onnaaoo .NHHaem noHnenenONIOensu .enOHe
wnH>HH anoe eHwnHe .nnenen eHwnHe .neeHonn ..w.ev
on «m nn on n N~.n oo.m mom oanon annaon on sonnonono no oooooooooo ooooonoon .o
.enenehe wanonea oeeHnennnaoo one enema huHHenoenen
m on NN no no m~.n mn.~ non ooonoooo annwn: oooonnn ooooa ononnooaoo moneono: .m
.Honnnoo
huHHHnnem no enema e>HenonKonH one eHnnHe nonno no
on n« « m m mo.H oo.« moN me>Huneoennnoo Heno no own no ooneuneooe eoH31oHno3 .N
.Anoneexemnon one nonneo
ewe: mo oHon e eenneee emHa eon one eeHnH>Hnoe
mo enooe on: nH exeen oHoneenon eenenonnoonH onenenn
on oo o on N mn.n mo.m mom ..w.oo oonon oononaon ooo oonnooooa no nonooonnonoonn .n
m « m N H nonneH>eo
emeuneonem oneoneum new: nonenz .nenH

 

 

 

 

 

 

noemmm one No unenwm1lneuH even now eeenoneem ena mo nOHunanumHo one nOHueH>on oneoneum .neex

Nm eHneH

142

 

 

 

 

 

 

.AemenHmnn one noHueonoe .uneanne>ow nH mnoHuHeon
wonen1nOHeHoeo .Nen Hence ..m.eo eonom xnoa

oN m« o NH H mo.H mw.m moN eon nH neaoa umnHewe nOHueanHnoeHo mo noHneanHHm .oN

oo oo o on o on.n oo.o ooo .oooanonoaooo no nonnoooo: .on
.eeOHmwo nH neon nonnen mono: nH xnoz on eHnoen eHne
Inn On eeHnHHHun neunnaoo one exnen eneo on oenoon

oN mm mH NN m mH.H om.m moN Inoo 080: eon nH eHenHaneu enoaon mo uneEQOHe>eo .wH
.mxeea mm on new»

Nm on N NH m NH.H ow.m moN xnoa on» one e.meo nnow on new: xnoz ecu mo oeeenuoo .NH

mH Nm nH aN m nN.H oH.m moN .mneo oHnno Heunenen mo nOHeH>nenne onene nH eeeenonH .oH
.mHoocoe wnnoneon one enOHnnnHuenH eneo1oHHno

HN m« m mN N «H.H mn.m moN nH nonoHnoo «0 nOHunononn eon nH eeeenonn n< .mH
.mnnenen HenOHmeomonn ee uoe

mH Nm NH NN oH Hm.H NN.m MON On mann NHHaem oenHenu NHHeHoone mo nOHueNHHHnD .«H
.AmenoHnnoeu nOHneonuHoon
nOH>eeen ..w.ev nonoHHno mo nOHueNHHeHooe

nn no on on o oo.n on.o New non oooaoonooo noonoonooonoo no ooo ooooonoon .on
.enenwonn
HenOHueonoe one oneo HeOHoea .enOHueanexe Heo
IHmhcn NnoeHnnaoo mo noHnnooe .ewoeHaonx HeUHoea nH

on on o HN H «H.H «N.m moN moone>oe swoonsn enen emeeeHo Heenene> mo nOHnonoem .NH
.nenoHHno nHenu one enennoa

mH om NH Hm m «H.H mm.m moN oeann oneSOu oneanHnoeHo noHna e3eH mo nOHuHHon< .HH

m « m N H noHueH>eo
ewenneonem oneoneum nee: nonanz neuH

 

 

 

 

 

 

noooonooooo no onoon.

143

 

 

 

 

 

 

 

.eeHannanoo Hennn HHeam nH e>HH one

HH N« mH MN mo.H mm.m moN xnoa eHnoon enons eeHuoHooe Hennn son wo eonownonm .oN
.eeoneoHeen onenenee

o mm NN NN oo.H NH.m moN wanHeunHen eanoe neoHo wo neonnn oeeeenonH .oN
.AooH>nee HHea one ehesann one noenne
.enneena one noon .eonHeewea one exoon .wnHueeooeonp
OHoen one noHeH>eHen .nOHueunonmnenn newneeeen
nennn .eneonew one exnen .eneOIoHHno .oHe HeweH
.eeoH>nee nnHeen .nOHneanownH onHuneHom .nOHneonoe

NH «« mH mN mo.H Nm.m moN ..w.ev eeOHpnee OHHenn wo unonnne uneannooow neueeno .NN

mN o« HH NH mo.H NN.m moN .NnHHHnoa nOHneHnnon nH eeeenonH .oN
.eneuneo nennn NH ounH nOHneHnnon

«m N« o HH «H.H wo.m moN neoHnea< on» wo m\N wo noHnennneonoo oemeenonH .mN
.eHonunoo neuonnum wanoeno ha nOHunHHon

on oo on on on.n ooo ooo oonoo oonsono o5 onto... 3 onnonno ooooonoon .oo
.enOHueNHnewno one eHenoH>HonH
HHe wo Honunoo one manoanoa .eoneHHHe>nne

Nm Hm NH nH Nm.H Ho.m moN now eenoHnnoon ebHee>nen oHnHeeon one eez .NN
.eenene HeOHNOHonohen nonno one meHeeunew .nneaewe
1nen huHHenoenen .eeennneHe .noHneeren .eanuew wo

mH N« a «N NN.H m«.m moN Honnnoo now ewnno wo NuHHHAeHHen one hueHne> oeeeenonH .NN
.AnneanOHepoo neeneo one 00H>nem
hannaaoo nOw nOHnenenenn ..w.ov neaoa.oeHnnea

Nm m« « mH mo.H om.m moN wo nOHueonoe eon on ne>Hw eonennonEH oeeeenonH .HN

.mll w N nonueH>eo
eweuneunem oneonenm neat. neeanz nenH

 

 

 

 

 

 

AoenannOOV Nm «Hoes

144

 

MH oM oH MN o

MH MM NH oN 0

MH MM 0 MN H

MH oM oH MN N

0H o« «H oN «

oM NN NH MH MH

MN MM «H MN M

«H M« NH NN «

oH.H

oH.H

No.H

MH.H

oH.H

N«.H

NN.H

mo.H

MN.M

HM.M

MM.M

HN.M

oM.M

mM.M

N«.M

o«.M

.Amoan wo eeHno one eneeoo Mesenew .nene3.wanmnn

wo eonnoe .mwnn nwoe .eonnoe waneHno ..w.ev oenoneen
eaneuHoen .Hnweoeen e nHOHHe nOHna anon one nH

MoN ewnHonnonnne Hennnooanone one Heonehnn wo unmanOHe>oo

.AwnHonnnoe one wnHueno now neonehe nenHHw

InHe one .eOUHbeo waneeHo OHnoeIenan.eooneanne
oHAemoneHo .efieuehe nOOHw waneeHOIwHee ..w.ev
MoN unenanoe oHoneenon oeneOHneHnnoe anon wo unannOHe>en

.AwnH>Hom neHnonn one wanneHn
HeHonenHw one wanowonn ..w.ev women Henoenen nan
NON eoneueHeee eoH>onn gonna eeOH>nee one: oeone>o<

.AmnOOHw oeuenneo one mHHe3 oeunHen .wnHoaan
.wanHB HeUHnnoeHe nuHa hnouoew ena ne oeannHw
hHeneHnBoo noon noee .eHOOHn nH uHHnn mann wnHenon
MoN ..w.ev meson oononnnenoo neHnooa we on: oeeeenonH

.onononn
oneu one aHHw .uem nOHeH>eHou .eHoenoo nonnnaoo
MoN e eonHonH none: one: one nH onenneo wanneeH wo on:

.eOHueHnenoeneno HeOHehnn nonno one .eNHe .Kee
MoN muH owneno on ennew wanoHe>eo eon wo noHneHnanez
.mHoonom oneonoueelneon one mneonooee HHe nH
MoN :NHoeHs ones e wnHuooHem: nH eennoo e wo uneaeanvem

.eHoonoe mneonoooelueon
one oneonooee oeNHHeHoene nH eueeneunH one hnHHHne
MoN on wnHonoooe muneonne wo nOHnewenwee wo eeeenonH

.NM

.oM

.MM

.«M

.MM

.NM

.HM

.oM

 

M « M N H

eweunoonem
nflflflflflflflflflflflflflflflflflfluw

 

 

 

 

 

 

nonueH>eo
oneonenm

 

nee:

neoanz neuH

 

 

 

 

Hflflflflflflfluf
Noonannoov NM eHo—ew.

145

 

 

 

 

 

 

 

.AenoHneHne> noHoo one eonnnew
.eethm meeHone nH neaos one nee now eanmnanM

M MN oM oM M Mo.H NM.N MoN nouenne ..M.ev enOHneew NeeHnn wo men oeeeenonH .N«
.Aoenanx no ne>oa eH nenHw eon ee unenneM
eon wo Manene .MnHonOA neon ownonnn ennennew

HH NN NN MN m MH.H «o.M MoN wo MnHenw ..M.ev noHueonnnew wo eoonnen oeune>o< .M«
.nneHonuen one eeOHnHHeo eonw moonnom ooow

nn oo on on N on.n on.o ooo zoo oonoooo on noonoooooo oaoooo no oonooonnnno .oo
.Honunoo

on oo o oo o o~.n oo.o ooo. noonos ooo onnnoooo on ooooo>nnoonno ooooonoon .oo
.eHneu eon on ene>o e>e3ononn On eMenoue nonw .eHeen

oH NM MH MN oH HN.H mo.M MoN wo noHuenenenn now nonnneoo one wo eon ooeeenonH .M«

HH o« NH mN M MH.H oH.M MoN .MnHeno; wo uneaewenea one anenenso onene oemeenonH .N«
.eeHHHaew one eHenoH>HonH MnHenon now eMnHoHHnn anon

on no o on n oo.n no.o ooo unnooo on oonn .ooonnnoao onnaonuonoono on oooonooo .no
.een neonHenn one

NH o« MH MN « MH.H NN.M MoN oao: nOw ewnnoHHnn umoo13oH wo enenann ooeeenonH .o«
.ANneennn ena n« no
noonoen noneen .noon NHHaew eon nH enoueneMHnwen

M MN MN HM MH NH.H MM.N MoN ..M.ev nonounx eon wo nOHueuHHenunooeo oeeeenonH .MM
.onnannnw one eHHes now eaeow

« MN NM NN m «o.H NM.N MoN one eoHneeHn eHoeueHwnH .nenen wo een oeenneeoHa .MM

M « M N H nonneH>eo
ewennoonom oneoneum nee: nooanz aenH

 

 

 

 

 

 

AoennHun00vNM eHneH

146

 

 

 

 

 

 

 

 

 

MM.M H4909
.eneneoeon one noHoo
nnxe .oeoew nH eoew .eennneew HeOHMOHonnnon.nH
MH «N MH MN NH MM.H «m.N MoN newneno soHHe nOHna eenannoeu Honnnoo oHueneM 3oz .o«
.HeeoneHo nenn one
Maneea ono now oenMHeeo eOHnaew OHuenunhe sen nonw
N MN HN NM NH MH.H MM.N MoN eoen eennoHo eHneeoneHo .ueoo soH wo NnHHHneHHen< .M«
M « M N H nOHueH>eo
eMennoonem oneonenm new: neoanz auuH

 

 

 

 

 

 

nooannnoooo no onoon

147

 

 

 

 

 

 

 

.hnnenwonnon

M 9 MH «M NM MH.H NN.N MoN one Naneomno Manneonoo eseH oeuHHenenHH .oH
.AeneOHonen Heunea one HeOHehnn .HeOHMOHonuenonohen

«N MM MH «H M MH.H oM.M MoN nnHa eHenoH>HonH ..M.ev noHueNHHHnene Nnoneonez .m
.eanoe wannemnoo neosnen

M HH NM MN HN «o.H o«.N MoN nOH>enen Henweeoaon Manneonoo m3eH oUNHHenenHH .M
.nenoHHno

N« NM «H « M HN.H MM.M MoN nnHB eeHHHnew Mnone euen eono>Ho one nH eeeenoeo .N

MH MM MH NN NH NM.H Mo.M NoN .nOHunone wo noHneNHHeMoH .o

o on n no on 8n oin non .oooonnnoa nonnn no oonnnoooooo .o
.AMnHMane one eMeHnnea nnonM .NHHaew
onenonnoo .ennaaoo .NHHnew noHueneneMIeennu .enOHe
MnH>HH anoe eHMnHm .nnenen eHMnHe .neoHonn ..M.ev

M oH MM «M MH Mo.H M«.N MoN ennow NHHnew nH anHenan wo ooneuneooe oeeeenonH .«
.eaenehe Manonea oeNHneunnnoo one eueen NnHHenoenen

o on no on on om. oo.n oon ononoooo nnnon: nooonnn oonos onnnnooaoo nonnono: .o
.Honunoo
NnHHnnnew wo enema e>HenenNenH one eHnaHe nonno no

o« MM NH M « Mo.H Ho.« MoN ee>Hnneoennnoo Heno wo eon wo eoneuneooe eoHs1oHnos .N
.Aneneexeenon one nonnee ewes
wo eHon e meaneee ewH3_enn one eeHnH>Huoe wo enooe
eHn nH exeeu oHoneenon eeuenonnoonH onenmnn ..M.ev

MH NM MH M M Ma. MN.M MoN eoHon onnanew one enHHnonea wo nOHueeHHenenHH .H

emeuneonem oneonenm nee: neonnz aenH

 

 

 

 

 

 

NnHHHnenHmeo wo nonmeol1aouH noem now eeenonmem ena wo nOHuannueHo one nOHneH>eo oneoneuM .neez

oo onoon

148

 

 

 

 

 

 

 

.AeeenHenn one nOHneonoo .nnennne>ow nH enOHuHeon
MoneaanHeHoeo .Nen Henoe ..M.ev eonow nnoa

M« MM NH « o MM. MN.« NoN ena nH noses nmnHeMe noHneanHnomHo wo nOHuenHaHHu .oN

no oo n n o no. ooé oon .noosoonnnonno no oonnoooo: .on
.eeOwao nH nenu nonuen meson nH nnos on
eHnoen oHnene on eeHnHHHun neunnnoo one exnen eueo on

N MN MM NN M oo.H oH.M MoN oeuoennoo onon one nH eHeanneu euonen wo unmanOHo>eo .MH
.enees MM on nee»

oH NM MN NN M oH.H HN.M MoN nnos enn one eNeo nnow on Home nnoa on» wo eeeenoen .NH

« MH NN MN HN «H.H MM.N MoN .eneo oHHno Hennenen wo nOHeH>nenne onene nH eeeenonH .MH
.mHoonoe MnHoneon one enonunanenH eneo1oHHno

N MH NN N« HN Ho.H «M.N MoN nH nonoHHno wo nOHunononn one nH eeeenonH n4 .MH
.ennenen HenOHeeewonn me one

N MN NN «N MH «M.H MN.N MoN on ennnn NHHnew oonHenn .oHHeHoene wo nOHneuHHHno .«H
.NeenVHnnoon noHneoanooa
noH>enen ..M.ev nonoHHno wo noHueuHHeHooe

n on on on o 8n oo.o non non nooanonooo noonoononooonn no oos ooooonoon .on
.enenwonn
HenOHueonoe one oneo HeoHoen .enOHneaneNe Heo
1Hemnn NnoeHnnEoo wo nOHnnooe .ewoeHsonn HeOHoea nH

NM MM M H « No. o«.« NoN neone>oe nMnonnu euen eeeeeno Heenene> wo nonuonoem .NH
.nenoHHno nHenn one enennoa

NH «« MN NH N No.H H«.M MoN omenn onesOu oneanHnoeHo nonna eseH wo nOHuHHon< .HH

M « M N H nonnen>eo
eweunoonem oneoneuM nee: nonnnz neuH

 

 

 

 

 

 

Aoenannoov M.M 0H new.

149

 

 

 

 

 

 

 

.eeHannano Hennn HHeam nH m>HH one
oN HM «N M N MM. MM.M MoN xnoB eHnoen onena meHueHoom Hennn Ben wo eonewnenm .MN
.eeoneonen euenenee
N MM o« MH N MM. oM.M MoN ManHeunHen_manoe neoHo wo nonenn oeeeenonH .MN
.oon>nee HHea one ehesann one noenue
.maneena one moon .nenHweMeE one enoon .wnHueeooeonn
OHoen one nOHmH>eHeu .nOHneunonenenu newnomeen
nennn .eneonew one mxnen .eneo1oHHnu .oHe HeweH
.meOanem nuHeen .nOHueanownH UHwHuneHom .nOHueonoe
NH «N MN «N «H MN.H MM.N MoN ..M.ev meOH>nee OHHnnn wo unonnne unmanne>ow neueeno .NN
N MH M« MM M NM. MN.N MoN .MnHHHnon nOHueHnnon nH eeeenonH .MN
.mnenneo nennn NH ounH nOHneHnnon
M M NH o« N« NM. «M.H MoN neOHnea< enn wo M\N wo noHnenuneonoo oeeeenonH .MN
.eHonnnou neuonnne Manoene Mn noHnnHHon
NM M« MH H o MM. MN.« MoN eeHon ManonM ena ewanE on eunOwwe oeeeenonH .«N
.enonuennnewno one eHenoH>HonH
HHe wo Honnnoo one ManOn non .eoneHHHe>nne
o o nn nn no on... non oon non oooonsnoon onnoosnonn ononoooo ooo so: .on
.eenene HeuHMOHonoNen nonuo one eeHeeunew .uneaowenen
MuHHenoenen .eeenuneHe .noHueHeHen .enMHnew wo Honn
N MH MH HM H« oH.H Mo.N MoN 1noo now eMnno wo MnHHHneHHen one NueHne> oeeeenonH .NN
.Annenn0H0>eo neeneo one eponee
Mannano now nonuenenenn ..M.ev none: oeHnnea
M« M« M M o «N. HM.« MoN wo nOHneonoe ena ou ne>HM ooneunonnH oeeeononH .HN
M « M N H nOHueHbeo
eMenneonem oneoneum nee: nonnnz neuH

 

 

 

 

 

 

noooonooooo oo onoon.

150

HN

MH

NM

OH

MH

NM

HH

N«

MM

NM

NM

MM

««

MN

NM

«M

OH

«M

MN

MH

MH

«N

OH

MH

MN

OM

NM

MM.

«o.H

MM.

«o.H

MM.

No.H

NM.

«H.H

 

NN.M

N«.M

MH.«

MN.M

HN.M

NN.H

HH.«

Mo.M

MON

MON

MON

MON

MON

MON

MON

MON

.Aeoan wo eaHno one eneaoo hesenew .naue3.Manenn
wo eonnoe .eMnn uwoe .eonnoe ManaHno ..M.av aenonean
a>HneuHoan..Hnwaoean e uHOHHa nOHnB anon anu nH

emnHonnonnne Hennuoaanone one HeOHeNnn wo unaEMOHaoao,

.AMannnnoe one Maneno now enanehe nanHHw

1nHe one .eaOH>ao ManeaHo OHnoeIenan .eaoneHHnne
aHneeoneHo .eeauehn nOOHw ManeaHOIwHae ..M.av
unaaanoa oHonamnon oaneOHueHnnoe anon wo unannoHa>ao

.AMnH>Hoe naHnonn one wanneHn
HeHonenHw one Manamonn ..M.av moaan Henoenan nuos
aoneueHmee aoH>onn nOan eaOanae anon oaone>o<

.AenOOHw oananneo one eHHes oannHen .manaan
.ManH3.He0HnuoaHa new: Nnouoew anu ne oaneHnHw
MHauaHnaoo noon noea .enooHn nH nHHnn eann MnHmnon
..M.av mason oauonnuenoo neHnooa wo amn oameanonH

.NnennHH
aneu one nHHw .uae noneH>aHau .aHoenoo nannnaoo
e aonHonH nonna anon anu nH enannao ManneaH wo an:

.eonnoHnauoeneno HeOHmNnn nanuo one .aNHe .Nae

mun aMneno on ennaw MnHMOHa>ao any we nOHueHnanez
.eHoonue Mneonooaelumon one Mneonooae HHe nH

:MHaens auen e mnHuoaHae: nH aennoo e we unaaaanoam

.eHoonoe NneonooaeIneon
one Mneonooae oaNHHeHoane nH eneanaunH one NuHHHne
on MnHonoooe ennaonue wo noHuemanMae wo aeeanonH

.NM

.MM

.MM

.qm

.MM

.NM

.HM

.OM

 

 

«

 

M

 

N

 

 

nMeunaonam

 

nonneH>ao
onoooooo

 

neat

 

nanenz

 

nanH

 

 

noooonnooov oo onnon.

 

T

 

 

151

 

 

 

 

 

 

 

.AenOHueHneb nOHoo one eOHnnew
.eaHMne eeaHona nH nanoa one nan now eanenanM

M NH OM NN M MM. «N.N MON nonanne ..M.av enOHneew NaeHnn wo an: oaeeanonH .N«
.Aoananx no naboa eH nanHw ann me unaanew
one we Manene .mnHonon.neae nMnonnu ennanneM

on oo oo n c an. on.o oon no nonosn ..o.oo oonnoonnoon no ooonnos oooooooo .on
.anaHonuan one anHnHHao nonw eaonnoe ooow

on no on o n on. oo.o oon zoo oonoooo on ononoooooo oanooo no nonnoonnnoo .oo
.Honunou

oo no on o n on. no.o oon nonnos ooo onnooooo no ooooo>nooonno ooooonoon .oo
.aHnen anu on ena>o aoesonOHn on awenone eonw .eHeaa

« MN NM HN MH Mo.H MM.N MoN wo nonnenenann now naunnnoo anu we on: oaeeanonH .M«

N M OH M« MM «M. OM.H MON .MnHenon wo unanaMenea one anenanBo anene oaeeanonH .N«
.eaHHHnew one eHenoH>HonH Mnnenon now eMnHoHHnn unaa

H HH «N M« MH OM. MM.N MON 1nnene nH aeHn .eMnHHHaso NHHnewIaHMnHe nH aeeanoan .H«
.on: enanHenn one

MH M« NN OH M HO.H OM.M MON anon now mMnHoHHnn ne0013OH wo enannnn oaeeanonH .o«
.Abnaennn anu nH no
noonoan naueea .noon NHonew any nH enonenaMHnwan

N HH O« «M MH NM. NM.N NON ..M.ao nanonnx ann wo nOHueuHHennnaoao oaeeanonH .MM
.annannnw one eHHea now eneow

o on oo on nn on. oo.n oon ooo oonooono onoononnon .noooo no ooo ooonoooonz .oo

M « M N H nonueH>ao
aMeunaonam oneoneum nee: nannnz nanH

 

 

 

 

 

 

noooonnoooo oo onoon.

152

 

 

MH.M H<HOH

 

.anenmoean one noHoo
one .eaoew nH eoew .eannueaw HeOHMOHonnnoa nH
M ON «M H« NM. HM.H MON mawneno soHHe nOHn3 manonnnuan Honunoo OHnanaM 3oz .M«

.HemoneHo nanu one
Maneaa ano now oanMHeao eunnnew UHuanunMe 3an aonw

on oo on on oo.n oo.n oon oooa ooooono onoooooono .oooo 3on no nonnnoonnooo .oo

 

 

 

 

 

« M N H noHueH>ao

 

aweunaonam oneonenM nee: nananz EauH

 

 

 

 

 

 

AoannHunOOV MM aHnew.

153
Table 34

Professional JOurnals USed for Planning Home Economics
Classes During School Year 1972-1973

 

‘ _- :- i
- J;— t

 

 

 

 

 

 

 

 

 

 

Number Journal

of uses
52 Journal Of Home Economics
13 Illinois Teacher of Home Economics
11 Today's Education
10 American Vocational Journal
10 Tips and TOpics in Home Economics
4 Montana Education Association Journal
3 Journal of Marrigggyand the Family
1 The Family Life Coordinator
1 Journal of American Indian Education
1 Journal of Business Educgpgpp

 

1 Psycholpgical Digest

 

 

 

154

Table 35

Periodicals Used for Planning Home Economics Classes
During School Year 1972-1973

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Number Periodical Number Periodical
of uses Of uses
155 Forecast 4 Psychology Today
154 What's New in Home 3 ElEEQEE
Economics 2 EELQQ
47 Better Homes and Gardens 2 Everybody's MOney
26 Woman's Day 2 Intellectual Digest
24 Changing Times 2 Nutrition Today
24 Good Housekeeping 2 Prevention
23 Family Circle 2 22822
20 Parents 1 American Home
15 Consumer RsPOrt 1 Arts and Crafts
14 .5293113 1 Bon Appetite
13 Ladies Home Journal 1 Business World
12 Seventeen 1 Educator
11 Time 1 Farm Journal
9 Sphere 1 Forbes
8 Life 1 Golden Hands
8 Newsweek 1 Let's Live
8 Today's Health 1 Madamoiselle
7 Teen Times 1 Furriage
6 Consumer Bulletin 1 Natural History Magazine
6 Readers Digest 1 Outdoor Life
6 RadbOOR 1 POpular Pbchanics
5 U.S. News and World Report 1 POpular Science
4 American Home 1 Stony of Life
4 Forum 1 2322
4 House Beautiful 1

 

Town and Country

 

 

 

 

Liv—5';

155

Table 36

Newspapers Used for Planning Home Economics Classes
During School Year 1972-1973

 

 

 

 

Number Newspaper
of uses
18 Billings Gazette
17 Great Falls Tribune
7 Daily Missoulian
7 Mbntana Standard (Butte)
5 Spokane Review
5 Women's Wear Daily
3 Wall Street Journal
2 Independent Record (Helena)
2 New YOrk Times
1 Bozeman Daily Chronicle
1 Christian Science Monitor
1 Havre Daily
1 Los Angeles Times

1 Intheran Standard

 

156

Table 37

Television Programs Used for Planning Home Economics
Classes During School Year 1972-1973

 

 

 

 

'1

Number Program '
used

2 CBC Broadcast

2 CBS News I

1 Life, Health and the American WOman

1 Parent Game

1 Sesame Street

1 Today Show

4 Other, unspecified

 

 

 

157

Table 38

Resource Peeple USed for Planning Home Economics
Classes During School Year 1972—1973

 

==================================
NUmbers People =Numbers PeOple
used used
19 Nurse 4 Policeman
18 Other Teachers in the Family Planning Repre-
School System sentative
15 Gas Company Home Service 3 Florist
Advisor 3 Mother
14 Beautician 3 Mother and Baby
14 Businessman 3 Sewing with Knits
14 Insurance Agent Instructor
l3 Banker 3 Social Worker
13 Minister 3 State Employment Service
12 Doctor Representative
11 County Extension Agent 3 Student
10 University Professor 2 Chef
8 Guidance Counselor 2 Baker
County Health Department 2 Eiiizzisecompany Repre-
Personnel
7 Fireman 2 4-C's Speaker
7 Fabric Store Owner 2 Home Economist
6 Meat Cutter 2 Homemaker
6 State Department of Public 2 Indian WOmen
Instruction Personnel 2 Real Estate Agent
5 Advisory Council 2 Singer Sewing Machine
Beauty and Fashion Company Demonstrator
Consultant 1 Alterationist
5 Clothing Store Owner 1 American Cancer Society
5 Lawyer Representative
5 Nursery School Teacher 1 Appliance Salesman
5 Parents 1 Architect
4 Arts and Crafts Demon- 1 Bank Financial Officer
strator 1 Bridal Consultant
4 Headstart Worker 1 Candlemaker

 

 

 

158

Table 33 (continued)

w

Numbers PeOple
used

 

Car Dealer

Cook

County Attorney
Dietitian

Furniture Store Clerk
Food Sanitation Engineer
Foreign Student

Garden Club Member
Grocer

Gynecologist

 

Interior Decorator
Jeweler

Mental Health Clinic
Representative

Mobile Home Salesman
Model

Motel Owner
Pbrtician

HHHHHHHHHHHHH

Pharmacist
Psychologist
Public Relations
Sheriff

Waitress

weaver

Weight Watcher Representative

l-‘t-‘r-‘HHD-‘r-‘r-‘t-‘l-‘l-‘H

Young Married Couple

 

159

Table 39

Other Types of Resources Used for Planning Home Economics

Classes During School Year 1972-1973

 

 

 

Number Other NUmber Other
of uses of uses
51 Books and Textbooks 10 Pattern Books (Vogue,
40 Field Trips* EggpligitY, Butterick.
( 7) Grocery Store 8 Cookbooks
( 4) FUrniture Store 8 J. C. Penney Company
( 3) Day Care Center Materials
( 2) Clothing Store 7 U.S. Government Printing
( 2) Hardware Store Office Bulletins
( 2) Phat Shop 6 antana Cowbells Bulletins
( 2) Mortuary Games
( 2) Home 4 Individualized Instruction
Program--Brookings, S.D.
( 2) H°8pital 4 USDA Bulletins
( 1) Antique Dealer 3 College Notes
( 1) Bank 3 Credit Bureau mterials
( 1) College 3 F.H.A. Materials
( 1) Environmental Center 3 Montana Department of
( 1) House Tour Health
( 1) Hobby ShOp 3 Sears Educational Material
( 1) locker Plant 3 Simplicity Educational
( 1) Pbbile Home material”
( 1) Orphan Home 2 gzpfheogagigzafc2282::Ion
( 1) Paint Store Association Pamphlets
( 1) Police Station 2 HELPS (Learning Packages)
( 1) Restaurant 2 Heme Economics Curriculum
( 1) Senior Citizens Home Guide for Boys-MOntana
( 1) Welfare Department 2 fizgglizlfducational
15 Curriculum Guides-antana 2 Ohio Curriculum Guide
” 2213:2223: 5:23:12: 2 mm rrrrrr
the Superintendent of 2 State Dept. of Health Films
Public Instruction-Mbntana 2 Teaching Materials from
10 Cooperative Extension Texas Technological

Service Bulletins

College

 

160

Table 39 (continued)

 

 

 

Number Other Number Other
of uses Of uses
1 Better Homes and Gardens I Oregon Curriculum Guide
Materials 1 Minnesota Curriculum Guide
1 Family & Sex Education
Curriculum Guide 1 NASA Bulletins
1 Federal Trade Commission 1 Pendleton WOolen M1113
Materials
Report
1 Florida Curriculum Guide 1 SECUS Materials
1 General Foods Materials 1 Vogue Teaching Materials
1 General Mills Materials 1 Wheat Flour Institute
Materials
1 Idaho Curriculum Guide

 

* The numbers in parentheses indicate the number of times each of the
various types of field trips was used by teachers.

 

161

Table 40

Professional Meetings Attended (In-state) by Home Economics
Teachers from September 1971 to August 1972

 

 

 

Number Meeting
attended
100 antana Education Association
68 Area Home Economics Teachers Meeting Sponsored by
the Office of the Superintendent of Public Instruc-
tion
32 Montana Vocational Association
18 Montana Home Economics Association
8 Montana Federation of Teachers
5 Area Vocational Teachers Sponsored by the Office
of the Superintendent of Public Instruction
3 American Indian Education
3 Nutrition
2 Alpha Delta Kappa
2 Consumer Affairs Council
2 Fort Benton Individualized Instruction
2 Montana Personnel and Guidance Association
2 North Central MOntana Home Economists - Glasgow
2 Northern MOntana Counseling Association
1 Counseling of Exceptional Children
1 Five Valleys Reading
1 Inservice Education--Great Falls Pfiblic Schools
1 Gerontology Workshop
1 antana Business Educators Association
1 Mbntana Dietetics Association
1 Montana Fbrensic Education
1 Montana Library Association
1 Special Education and Guidance
1 Vocational Rehabilitation Counseling

 

 

162

Table 41

Professional Organizations to Which Home Economics

Teachers Hold Membership

 

 

Number

Organization

 

125

61

25

13

HHHp—IHHHHHHNNNNNNNCJCJ

National Education Association - MOntana Education
Association

American Home Economics Association - antana Home
Economics Association

American Vocational Association - MOntana Vocational
Association

Delta Kappa Gamma

American Federation of Teachers - antana Federation
of Teachers

Department of Home Economics of the National Educa-
tion Association

Kappa Omicron Phi

Phi Upsilon Omicron

Alpha Delta Kappa

Montana Coaches' Association

Montana Industrial Arts Association
National Council on Family Relations
National Council of Teachers of Reading
Northern.antana Counselors Association
Phi Kappa Phi

American Council on Consumer Interests
Association of Adventist Educators
Association of Phntal Deficiency
Consumer Affairs Council

Council on Exceptional Children
International Reading Association

Lewis and Clark Reading Council
National Council for the Social Studies
National Forensic Education Association

North American Indian Affairs Council

 

 

BIBLIOGRAPHY

 

BIBLIOGRAPHY

Abell, Helen C. "The Differential Adoption of Homemaking Practices
in Four Rural Areas of New York State." Unpublished Doctor's
Dissertation, Cornell University, 1951.

Baier, Kurt and Nicholas Rescher (eds.). Values and the Future. New
York: The Free Press, 1969.

 

Bailey, Robert Leslie. "An Analysis of Change Factors in the Modifi-
cation of Instructional Programs in Selected Departments of
the University of Oklahoma," Dissertation Abstracts, 29A;1698,
December, 1968.

 

Bjork, Walter Eugene. "A Study of the Influence of the Role of the
Curriculum Consultant on Curriculum Implementation," Disser-
tation Abstracts, 31A:3404, January, 1971.

 

Boulding, Elsie. "The Family as an Agent of Social Change," The
Futurist, 6:186-191, October, 1972.

Byrd, Flossie M. ”A Definition of Home Economics for the 703,"
Journal of Home Economics, 62:411-415. June, 1970.

 

Burns, Richard W. and Gary D. Brooks (eds.). Curriculum Design in a
Changing Society. Englewood Cliffs, New Jersey: Educational
Technology Publications, 1970.

 

College of Home Economics. Families of the Future. Ames, Iowa: The
Iowa State University Press, 1972.

 

Doyle, Frank J. and Daniel Z. Goodwill. An Exploration of the Future
in Educational Technology. Bell, Canada: H. Q. Business
Planning, January, 1971.

Duncan, Thomas Reed. "A Study of Innovative and Non-Innovative
Principals and Their Use of Information Sources in Curriculum
Decision Making," Dissertation Abstracts, 29A:4512, June, 1969.

 

East, Marjorie. "Family Life by the Year 2000," Journal of Home
Economics, 62:13-18, January, 1970.

Edwards, John N. (ed.). The Family and Change. New York: Alfred A.
Knopf, 1969.

 

Farson, Richard E., Philip M. Hauser, Herbert Stroup, and Anthony J.
Wiener. The FUture of the Family. New York: Family Service
Association of America, 1969.

163

 

 

 

 

1
EH!
q

 

 

 

 

164

Fergusen, George A. Statistical Analysis in Psychology and Education.
New York: MCGraw-Hill Book Co., 1966.

Foster, William R. "The Elementary School Principal and His Relation-
ship to Reading Curriculum Change," Dissertation Abstracts,
29A:3797, May, 1969.

Gabor, Denis. Innovations Scientific, Technological, and Social. New
York: Oxford University Press, 1970.

Girshefski, Sister Mary Jeanne. "Circumstances Affecting Curricular
Change as Exemplified in Selected Women's Colleges," Disser-
tation Abstracts, 29A:2605, February, 1969.

Good, Carter V. (ed.). Dictionaryyof Education. 2nd ed. New York:
McGraw-Hill Book Company, 1959.

Gordon, Theodore and Robert H. Ament. Forecasts of Some Technological
and Scientific Developments and Their Societal Consequences.
Middletown, Connecticut: The Institute for the Future,
September, 1969.

 

Hall, Gene Erwin. "A Comparison of the Teaching Behaviors of Second
Grade Teachers Teaching Science A Process Approach with Second
Grade Teachers Not Teaching a Recently Developed Science
Curriculum," Dissertation Abstracts, 29A:4348, June, 1969.

Helmer, Olaf. Social Technology. New York: Basic Books, 1966.

Hill, Reuben. "The American Family of the Future," Journal of
Marriage and the Family, 26:2028, February, 1964.

 

Johnson, Beverley B. "Practical Preparation for the let Century,"
Phi Delta Kappan, 54:518-521, April, 1973.

Kahn, Herman and Anthony J. Wiener. The Year 2000. New York: The
MaCMillan Company, 1967.

 

Kardas, Barbara J. and Harriet Talmage. "Characteristics of Teacher
Participation in Curriculum Planning and Reported Acts of
Implementation." Paper prepared for the American Educational
Research Association, March, 1970, Minneapolis, Minnesota.

Kerelejza, Joan Dolores. "The Relationship of Closed and Open Minded-
ness to Factors That Selected Groups of Teachers Regard as
Barriers to Curriculum Change," Dissertation Abstracts, 28A:
3561, March-April, 1968.

 

Kline, Charles Ewart. "Leadership Behavior, Curricular Implementation
and Curricular Change," Dissertation Abstracts, 30A:957,
September, 1969.

Krey, Robert Dean. "Factors Relating to Teachers' Perceptions of
Curricular Implementation Activities and the Extent of
Curricular Implementation," Dissertation Abstracts, 29A:4231,
June, 1969.

 

 

165

Lake Placid Conference on Home Economics. Proceedings of the Fourth
Annual Conference, Lake Placid, New YOrk, 1902.

 

Marien, Michael. Alternative Futures for Learnipg. Syracuse, New
York: Syracuse University Research Corporation, 1971.

IMHale, John. The Future of the Future. New York: George Braziller,
1969.

Miller, Frank Richard. "Increasing Curricular Change Through Project
Organization," Dissertation Abstracts, 31A:5087, April, 1971.

Pbrphet, Edgar, and Charles 0. Ryan (eds.). Designipg Education for
the FutureL_No. 2. New YOrk: Citation Press, 1967.

 

Oskamp, Edwin. "An Investigation of the Determiners of the Curriculum
in Three Elementary Schools in West Milford Township,"
Dissertation Abstracts, 29A:2153, January, 1969.

Pollack, Otto. "The Outlook for the American Family," Journal of
Marriage and the Family, 29:193-205, February, 1967.

 

Proceedings of the National Research Conference on Consumer and
Homemaking Education. Columbus, Ohio: The Center for Voca-
tional and Technical Education, October, 1970.

 

Rodman, Hyman. Teaching About Families. Howard A. Doyle Publishing
Company, 1970.

 

Rogers, Everet M., and F. Floyd Shoemaker. Communication of Innova-
tions. New YOrk: The Free Press, 1971.

 

Sandow, Stuart Anthony. "The Pedagogical Structure of Methods for
Thinking About the Future: An Instructional System for
Planners.” Unpublished Doctor's dissertation,Syracuse
university, 1971.

Schlater, Jean Davis (Director). National Goals and Ghidelines for
Research in Home Economics. Association of Administrators of
Home Economics. East Lansing, Pfichigan: Michigan State
University, 1970.

 

Schon, Donald A. "Forecasting and Technological Fbrecasting,"
Daedalus, 96:759-770, Summer, 1967.

Shane, Harold G. "looking to the Future: Reassessment of Educational
Issues of the 1970's," Phi Delta Kappan, 54:326-337, January,
1973.

 

Snedecor, George W. Statisticgl Methods. Ames, Iowa: Iowa State
College Press, 1959.

 

- .nwnar‘ - "- . J—Ifi'-"

166

Somerville, Rose M. (Chairman). "Family Life and Sex Education:
PrOposed Criteria for Teacher Education," The FamilyyCoordi-
nator, 19:183-185, April, 1970.

Sussman, Marvin B. "The Changing American Family," AAUW Journal,
65:10-12, November, 1971.

Sussman, Marvin B., et. a1. Report to the President: White House
Conference on Children. Forum 14. Washington, D. C.:
Government Printing Office, 1971.

Terril, Terry Lee. "A Study of Differences Between Selected Suburban
Teachers Designated as Ready and NOn-Ready for Curriculum
Change Based on Their Judgments Concerning Professional
Attitudes and Demographic Variables," Dissertation Abstracts,
30A:2313, December, 1969.

Toffler, Alvin. Future Shock. New York: Bantam Books, 1970.

 

Van Til, William (ed.). Curriculum: Quest for Relevance. Boston:
Houghton Mifflin Company, 1971.

Waldron, James S. "The Delphi Process: Some Assumptions and Some
Realities." A paper presented for presentation at the 1971
Annual Meeting of American Research Association, 1971.

Williamson, Robert C. Marriage and Family Relations. New YOrk:
John Wiley and Sons, 1972.

Willover, Donald J. "The Teacher Subculture and Curriculum Change."
Paper presented at a Faculty Seminar, May, 1968, Temple
University, Philadelphia.

Winch, Robert F., and Louis Wolf Goodman (eds.). Selected Studies in
Marriage and the Family. 3rd ed. New YOrk: Holt, Rinehart
and Winston, 1968.

Zimmerman, Robert Edgar. "Toacher Perceptions and Personality
Characteristics Associated with Innovation," Dissertation
Abstracts, 31A:6462, May-June, 1971.

 

167

General References

"Alternative Life Styles: An Individual's Choice," Journal of Home
Economics, 64:4-8, October, 1972.

 

Beckwith, Burham Putnam. The Next 500 Years. New York: Exposition
Press, 1967.

 

Binstock, Jeanne. "Motherhood: An Occupation Facing Decline," The
Futurist, 6:99-102, June, 1972.

Burnley, Rose Marie. "Kitchens of Tomorrow," Forecast for Home
Economics, 16:35+, November, 1970.

 

"Enzyme Technology Man Boom in 1980's," The Futurist. 6:24, February,
1972.

 

Farrell, Edmund J. Deciding the Future: A Forecast of Responsibili-
ties of Secondary Teachers of English 1970-2000 A.D. Urbana,
Illinois: National Council of Teachers of English, 1971.

 

Freeman, Orville L. "American Life in the Year 2000," The Futurist,
1:76-77, October, 1967.

 

Goldmark, Peter C. "Tomorrow We Will Communicate to our Jobs," The
Futurist, 6:55-58, April, 1972.

Manno, Anne. "Food Technology to Alter Our Eating Habits," Forecast
for Home Economics, 16:23+, November, 1970.

 

McConnell, Edie. "What Will Today's Demands Mean for Tomorrow's
Woman?" Forecast for Home Economics, 16:26+, November, 1970.

 

McHale, John. "Future Cities: Notes on Typology," The Futurist,
3:126-127, October, 1969.

 

Mead, Margaret. "Future Families," Transaction, 8:52-53, September,
1971.

 

Michael, Donald. "An Ironic and Tentative World," The Futurist,
1:21-22, April, 1967.

 

"New Habitats for a More Populated WOrld," Forecast for Home
Economics, 16:30+, November, 1970.

Rivers, Caryl. "Grave New World," Saturdaijeview, 23-27, April 8,
1967.

 

Seaborg, Glenn T. "Women and the Year 2000," The Futurist, 1:17-18,
April, 1967.

 

 

168

Shetler, Richard L. "Major Problems of Society in 1980," The Futurist,
1:5, January/February, 1967.

 

"Shopping in the Future," Penney's Forum, New York: J. C. Penney
Company, Fall/Winter, 1968.

 

"Tomorrow is Built Today," The Futurist, 6:1-4, February, 1972.

 

"What to Wear in the Year 2000," Forecast for Home Economics, 16:F-37,
November, 1970.

 

 

   

S

”71111111111111[11111111111111111111‘5