DEVELOPMENT or A HOME Econowcs ’
cummcuwM FOR THE UNJVERSITE DE LMONCTDN

TheSis for the Degree of Ph. D.
MICHIGAN STATE UNIVERSITY
Sr. ROSILD'A GHISLAINE CORMIER

19:69

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MICHIGAN STATE ly'iVERSITY
INSTRUCTIONAL RE°0 2%ENTER
133 ERICKSON HA )

EAST LANSING, MICHIGAN 48823

ABSTRACT

DEVELOPMENT OF A HOME EOONOMICS CURRICULUM
‘FOR THE UNIVERSITE DE MONCTON

BY

Sr. Rosilda Ghislaine Cormier

The purpose of this study was to develop guidelines
for a home economics curriculum for the Université de
Moncton, Moncton, New Brunswick, Canada. In order to
provide a sound curriculum, a rationale had to be developed
as a basis for the study.

A review of writings of selected theorists of
curriculum development was made in search of the most
relevant sources of information that could be used as
bases for develOping a curriculum. It appeared that the
leading curriculum theorists were basically in agreement
with the following sources of information on curriculum
development: the society, the learner, and the subject
Specialists, and these were chosen for this particular
study.

Consequently the information needed for the new
home economics curriculum for the Université de Moncton

was searched through a study of:

Sr. Rosilda Ghislaine Cormier

l. the French-Canadian family

2. the educational system of New Brunswick

3. home economics in North America, its past
and present developments with its prospects for the
future.

Analysis of the above sources revealed three
general findings with relevance for the curriculum:

1. Due to technical and societal evolution, the
French—Canadian family has become more urbanized, more
consumer-oriented and less self-sufficient, but is still
very family oriented.

2. New Brunswick needs new kinds of educational
programs at all levels. The French-speaking pOpulation
especially is lacking in professional and technical
education. The shortage of French-speaking home economists
is critical.

3. Home economics programs in the United States
and Canada are enlarging their sc0pe and becoming more
family oriented. Projections for the future of home
economics are in terms of a family focus with an inter-
disciplinary approach.

The generalizations appeared to hold the following
implications for a home economics curriculum at the

Université de Moncton:

Sr. Rosilda Ghislaine Cormier

1. A program in home economics at the university
level is imperative for the French-speaking population of
New Brunswick.

2. The new program in home economics should
include at first a major in home economics education and
a major in dietetics in order to meet the most crucial
needs of the French-speaking population.

3. The new curriculum should be family-service
oriented with special emphasis on the disadvantaged
family.

4. It should have a core emphasis upon family
education, function and values.

5. The new curriculum ought to be interdisci-

plinary in nature.

DEVELOPMENT OF A HOME ECONOMICS CURRICULUM

FOR THE UNIVERSITE DE MONCTON

BY

Sr. Rosilda Ghislaine Cormier

A THESIS

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

DOCTOR OF PHILOSOPHY

Department of Secondary Education and Curriculum

Home Economics Education

1970

ACKNOWLEDGMENTS

The author is deeply indebted to her committee
chairman, Dr. Twyla M. Shear, for her guidance and inspira-
tion throughout the course of this study. In addition the
author would like to thank the other members of her com-
mittee, Dr. Beatrice Paolucci and Dr. Troy Stearn.

The author is very grateful to the members of her
Religious order, Les Soeurs Notre-Dame du Sacré-Coeur,
for their encouragement and support during her period of

study.

ii

TABLE OF CONTENTS

ACKNOWLEDGMENTS . . . . . . . . . . .
LIST OF TABLES . . . . . . . . . . .
LIST OF FIGURES . . . . . . . . . . .
Chapter
I. PURPOSE OF THE STUDY . . . . . . .
II. PROCESS OF CURRICULUM DEVELOPMENT . .

III.

Definition of Curriculum . . . . .
Curriculum Objectives . . . . . .
Formulation of Objectives . . . .
Learning Experiences . . . . . . .
Organization of Learning Experiences .
Continuity . . . . . . . . .
Sequence . . . . . . . . . .
Integration . . . . . . . . .
Evaluation . . . . . . . . . .
Concepts Useful in Curriculum Planning .
Depth . . . . . . . . . . .
Breadth . . . . . . . . . .

Summary . . . . . . . . . . .
SOURCES OF THE CURRICULUM . . . . .

Social Characteristics of New Brunswick
National Origin . . . . . . . .

Religious Values . . . . . . .
Family Values . . . . . . . .
Educational System of New Brunswick . .
Secondary Education . . . . . .
Higher Education . . . . . . .

Development of Home Economics in New
Brunswick . . . . . . . . . .
Role of Secondary Education . . . .
Role of Higher Education . . . . .
Status in Higher Education . . . .

Mount Allison University . . . .

iii

Page
ii
vi

vii

18

19
19
20
21
23
23
24

31
31
32
34
35

Chapter

University of New Brunswick . . . . .
Université de St. Joseph . . . . .
The College de Bathurst, 1e College Jésus-
Marie de Shippegan, le College St. Louis
d'Edmonston and le College Maillet de
St. Basile . . . . . . . . . .
Influence of United States on the Development
of Home Economics in New Brunswick . . .
History of Home Economics in the United

States . . . . . . . . . . . .
Contemporary Status of Home Economics in

the United States . . . . . . . .
Future Prospects for Home Economics in the

United States . . . . . . . . . .

IV. IMPLICATIONS FOR A HOME ECONOMICS CURRICULUM
FOR THE UNIVERSITE DE MONCTON . . . . . .

The French-Canadian Family . . . . . . .
Education in New Brunswick . . . . . . .
Home Economics in Canada . . . . . . .

Home Economics in New Brunswick . . . .
Home Economics in the United States . . . .
Recommended Guidelines . . . . .

Guideline 1: The New Curriculum Should
Have as Its Instructional Core the
Analysis of Family Structure and
Functioning . . . . . . . . . .

Guideline 2: The Value Orientation of the
Curriculum Be That of Assistance to
Families in Particular to the Families Who
Need Help Most--the Disadvantaged
Families . . . . . . . . . . .

Guideline 3: An Interdisciplinary Approach
Should Permeate the Total Curriculum.
Synthesis of the Knowledge Drawn from the
Physical, Biological and Social Sciences
and the Arts Should be Applied to Improve
the Lives of Families . . . . . .

PrOposed PhiIOSOphy of Home Economics for the

Université de Moncton . . . . . . . .

Summary . . . . . . . . . . . . .

V. OPERATIONAL GUIDELINES FOR A CURRICULUM IN
HOME ECONOMICS FOR THE UNIVERSITE DE MONCTON .

Guideline 1. The New Curriculum Should Have

as Its Instructional Core the Analysis of
Family Structure and Functioning . . . .

iv

Page

36
36

38
38
39
4O

47

51
52
53
53
55

56
56

57

58

59

6O
61

64

Chapter Page

Guideline 2. The Value Orientation of the
Curriculum Be That of Assistance to
Families That Need Us More, the Dis-
advantaged Families . . . . . . . . 65
Guideline 3. An Interdisciplinary Approach
Should Permeate the Total Curriculum.
Synthesis of the Knowledge Drawn From the
Physical, Biological and Social Sciences
and the Arts Should Be Applied to Improve
the Lives of Families . . . . . . . . 66
Learning Experiences . . . . . . . . 66

VI. GUIDELINES FOR EVALUATING PROPOSED CURRICULUM. 68

BIBLIOGRAPHY . . . . . . . . . . . . . . 72

LIST OF TABLES

Table Page

1. New Brunswick French-speaking high school
graduates predicted to enter the university . 26

2. University student enrollment from the

population of 18-24 year olds, 1952-53 to
1962-63 0 o o o o o o o o o o o o 27

vi

LIST OF FIGURES

Figure Page

1. Relationships of curriculum components . . . 6

vii

CHAPTER I

PURPOSE OF THE STUDY

In 1963 the Université de Moncton was chartered by
the New Brunswick Legislative Assembly as the sole degree-
granting French-language university in the province. This
followed a recommendation made by the Deutsch Royal Com-
mission Study on Higher Education in New Brunswick in 1962.
Included in the future plans of the Université de Moncton,
was the following:

'Organization of courses leading to the bachelor's
degree in nursing and home economics, for which
planning has been carried out in association with
the University's affiliated girls' college Notre-

Dame d'Acadie (Deutsch, 1962, p. 40).

But as a consequence of the Deutsch Royal Commission
Study on Higher Education in New Brunswick, Notre-Dame
d'Acadie College in resuming its function transferred
students to the new campus of the Université de Moncton.

Because of this recommendation the writer is now
assuming a leadership role at the Université de Moncton
in organizing a new school of home economics. This role
involves the task of developing the curriculum. The

Université de Moncton is a new university, therefore,

there is no tradition or established curriculum to adapt

or change. The Opportunity, the challenge is to provide a
sound program in keeping with contemporary demands. Thus

the purpose of this study is to develop a curriculum

 

leading to a baccalaureate degree in home economics at the

 

Université de Moncton.

 

Although pOpular writings and other mass media
constantly remind educators of the importance of planning f1
relevant educational programs, Dressel emphasizes the
importance of having a rationale to support a curriculum
and reasserts this pOpular demand for relevant curricula:

It is not enough that the curriculum comes into
existence; the fundamental thinking underlying
it must be such that it is capable of developing
and relating itself to changing conditions
(Dressel, 1964, p. 143).

Another leading curriculum theorist, Ralph Tyler,
also says that "Instruction cannot be left to chance or to
intuition, it requires rational planning" (Tyler, 1961,

p. 48).

Although educators agree with the above statements,
acknowledging that curriculum develOpment must be based
upon sound curriculum theory, they somewhat disagree over
the sources of information most useful in curriculum
development. While some emphasize the importance of
studying individuals or people as the basis for the cur-
riculum, others emphasize the changing problems of con-
temporary society as most relevant, and educational

philosophers hold that there are some basic values which

are crucial to any curriculum development.

‘It therefore seems logical that the first step to

take at this point in developing a new curriculum would be
to review the literature discussing curriculum theories.
A selection of these sources of information about curricu-
lum develOpment which appear most generally agreed upon by
curriculum theorists and which appear to be most feasible
as a guide for curriculum development in the writer's

present context will then be made.

.U.‘A. _-_'O -7
all

I‘N‘w '

The following chapter will then present a review
of literature pertaining to curriculum deveIOpment from
which some guidelines will be drawn as a framework for
deveIOping the home economics curriculum at the Université

de Moncton.

CHAPTER II

PROCESS OF CURRICULUM DEVELOPMENT

An adequate coverage of literature relating to
curriculum development is a difficult task to do in one
chapter. However, an attempt will be made to bring out
the points of View of some leading curriculum theorists.
Although Taba (1962, p. 413) and Beauchamp (1968, p. 55)
state that there is not a well defined curriculum theory
as yet, most theorists do say that there is need for a
set of related statements that give meaning to a school's
curriculum. This chapter will discuss certain aspects of
curriculum about which related statements must be made to
give that meaning: definition of the curriculum, curricu-
lum objectives, selection and organization of learning

experiences, and evaluation.

Definition of Curriculum
Curriculum is defined differently by various cur-
riculum development theorists. Taba defines curriculum
in terms of what it should contain: a statement of aims
and specific objectives, selection and organization of
content, certain patterns of learning and teaching, and a

program of evaluation of the outcomes (Taba, 1962, p. 10).

Krug, on the other hand, defines curriculum as “the means
of instruction used by the school to provide opportunities
for student learning experiences leading to desired out-
comes" (Krug, 1957, p. 3).

Smith, Stanley and Shores (1957) as well as Ander-
son (1956) define curriculum in terms of learning experi-
ences set up by the school environment. !

Beauchamp (1956) states that curriculum is a E
written document composed of at least four elements called
the design elements: a statement of document intent, a
statement of objectives, an instructional guide, and an
evaluation scheme.

Although there are numerous definitions of cur-
riculum the various writers, of which Taba (1962), Krug
(1957), Smith, Stanley and Shores (1957), Anderson (1956)
and Beauchamp (1956) are representative, basically agree
as to the steps in the process of curriculum development:
(1) selection of objectives, (2) selection of learning
experiences, (3) organizing learning experiences, and
(4) evaluating the results. Dressel views the importance
of identifying these stages in the development of a cur-
riculum even at the risk of giving "an erroneous con"
ception of the discreteness of the stages and the inviol-
ability of a particular sequence" (Dressel, 1966, p. 25).
A pattern in curriculum development therefore becomes

essential as a guideline as shown by Dressel's (1966)

illustration of the stages and of the complex relation—

ships existing among the components of curriculum.

 

 

 

Course or
Curriculum

 

 

 

 

 

 

 

 

 

Figure l.-~Relationships of curriculum components.

Curriculum Objectives

 

Curriculum cannot be left to chance or to intui-
tion, it requires rational planning. The first step in
curriculum planning is to decide what ends to seek, that

is, what objectives to pursue or what changes in students'

behavior are to be developed (Tyler, 1961, p. 48). Edu—
cational objectives are consciously willed goals, value
judgments, that become the criteria by which materials
are selected, content is outlined, instructional pro—
cedures are develOped, and tests and examinations are
prepared (Tyler, 1950, p. 3).

It seems safe to say that the curriculum theorists
agree on the importance of the objectives as revealed in
the following statements:

Learning must be given direction, meaning, and
organization by objectives which relate each
unit and course to other courses and to the
curriculum. . . . There must be some clearly de-
fined purposes, objectives, or goals which give
direction to the growth of the educational in-
stitution and which make it possible to develop
a coherent and consistent program with a unity
apparent to students, to faculty, and to the
clientele generally (Dressel, 1966, pp. 19-20).

The objectives reflect the controlling ideas
and sentiments contained in the universals.

. . . Educational objectives will be found in
the beliefs, attitudes, knowledge, and skills
required for effective participation in the
common life of the social group (Smith, Stanley
and Shores, 1957, pp. 8, 107).

Aims or objectives might be described as a
philosophy of education and are only a step
toward translating the needs and values of
society and of individuals into an educational
program. . . . Objectives also serve to clar-
ify the types of powers, mental or otherwise,
which need to be developed. . . . Objectives
are needed to provide a common, consistent
focus for the multifarious activities which
we call curriculum (Taba, 1962, pp. 196-197).

A profession is a purposeful human enterprise
with ends that are consciously willed. . .
Objectives provide the base from which

n .1! I a—p—r ‘
l
I

J
.3; ‘

curriculum decisions are made, and serve as a
guide to overall development and as a criteria
by which the value of various program com-
ponents may be judged (Denemark, 1963, p. 10).
Bloom (1956) and Taba (1962) emphasize the im—
portance of objectives for purposes of evaluation:
Objectives are not only the goals toward which
the curriculum is shaped and toward which in-
struction is guided, but they are also the
goals which provide the detailed specifica-
tions for the construction and the use of
evaluative techniques (Bloom, 1956, p. 27).

Objectives serve as a guide for the evaluation
of achievement (Taba, 1962, p. 197).

To be convinced of the importance of educational
objectives in curriculum development is only one major
step. The next problem is that of selecting objectives
and bases or sources for their selection. Tyler (1950)
enumerates and discusses the main sources of information

for the selection of objectives.

 

a. Study of the learners themselves—~what are
their needs.

b. Study of contemporary life outside the
school-~education should help community
utilize most effectively its resources.

c. Subject specialists-~this is the source
of objectives most commonly used.

d. The use of philosophy in screening objec-
tives.

e. The use of psychology of learning in
screening objectives-~un1ess the objec-
tives are in conformity with conditions
intrinsic in learning they are worthless
as educational goals (Tyler, 1950, pp.
4-27).

“ac-1!“...
I , ‘0'
i

Smith, Stanley and Shores (1957) refer to the cul-
ture, human needs, and democratic ideals as the sources
for determining educational objectives. Taba (1962) also
shares the view that the best sources for the selection
of objectives are the analysis of culture and society,
information about learning process and nature of learners,
the knowledge of the discipline itself, and the values [1
and philosophies of the people concerned (Taba, 1962, I
pp. 10-11). I-”
These statements made by different curriculum
theorists, on the bases, or sources, for selecting edu-
cational objectives are by no means contradictory; they
only reinforce each other.
Whatever the sources used, they need to be ap—
plied as a collective set of screens in order to assure
that only content and learning experiences that are

relevant find their way into the curriculum.

Formulation of Objectives

 

In selecting the appropriate objectives for a
curriculum one has to be reminded that there are three
levels of objectives: societal, institutional, and
instructional. At the most general level there are
societal goals and/or objectives which are broad and
far-reaching. Such objectives have their origins in the

hopes and aspirations of the public at large. To promote

10

the development of every human being to his fullest
capacity is one example of such an objective. However,
(aach educational institution, a college of home economics
fzar example, interprets these broad societal goals in
txerms of its own unique nature and purposes. In keeping
mnith the above broader goal a home economics program
nright have to foster human growth and development at
enzery stage of the family life cycle as one of its goals.
Ihit.for direct implementation in instruction, such as
pfilanning an instructional unit or a daily lesson plan,
true classroom teacher must work out even more specific
ijistructional objectives. For example an instructional
cflajective related to the above might be to describe the
dENJelopmental characteristics of Canadian females in each
of? five stages of the family life cycle. Although they
art: not identical, the objectives at all three levels--
scuzietal, institutional and instructiona1--should be
corusistent (Brackenbury, 1967, pp. 89-90) and with each
prrrjressive step downward they become more operational.
It follows that every educational institution,

canery'curriculum, and even every daily lesson plan, has
its jlists of goals or objectives. Yet often expected
reSLths are not realized because of failure to state and
Purenie meaningful purposes. Although one can differ-
entiate between the levels of objectives, there is still

time importance of stating these objectives clearly and

11

operationally. Again decisive statements from curriculum
theorists emphasize this.

A statement of objectives should describe both
the kind of behavior expected and the content
or the context to which that behavior applies
(Taba, 1962, p. 201).

The most useful form for stating objectives

is to express them in terms which identify

both the kind of behavior to be developed in
the student and the content or area of life

in which this behavior is to operate (Tyler,
1950, p. 30). ‘

An objective states a desired outcome of
education. . . . Objectives, to be effective,
must define the student behavior which is
desired and must define it in such a way
that it can be identified as it develops
(Dressel, 1966, pp. 21-22).

Learning Experiences

 

Learning experiences should be selected both for
their significance for social change and for the meaning
they can have for the learner in terms for his purposes
and concerns. If the individual is to learn, the experi-
ences have to be carefully selected and planned with spe-
cific objectives in mind. Learning experiences should
contribute to creative living, thus implying an explora-
tion and expression of ideas and activities which result
in inner satisfaction and the urge to expand exploration.

The importance of planning learning experiences
relevant to the desired outcomes expressed in the objec-
tives cannot be stressed enough. Selected statements

from specialists in the curriculum field confirm the

11'

12

importance of relating learning experiences to objec-

tives.

Recent psychological investigations have re-
vealed that transfer depends, not upon the
existence of abstract and unitary powers in
the mind but upon the applicability to two
or more situations of similar principles,
procedures and skills (Smith, Stanley and
Shores, 1957, p. 590).

An environment should be provided which stim~
ulates an assimulation of desired attitudes.
The problem of balance of depth and coverage
cannot be solved by consideration of the
selection of content alone; it involves also
parallel plans for designing learning experi—
ences . . . (Taba, 1962, pp. 277, 278).

A student must have experiences that give him
an opportunity to practice the kind of be-
havior implied by the objectives. There are
many particular experiences that can be used
to attain the same educational objectives
(Tyler, 1950, p. 44).
Organization of Learning Experiences
In order for educational experiences to produce
a cumulative effect, they must be so organized as to rein-
force each other. Tyler (1950), Taba (1962) and Dressel
(1966) enunciate clearly that the criteria to be met in

building an effectively organized group of learning

experiences are continuity, sequence, and integration.

Continuity

 

Continuity refers to the vertical reiteration of

major curriculum elements (Tyler, 1950, p. 55). It is

essential to provide for a progressively more demanding

4 N": ..A._- ‘
' v -v

'Vm—fl.

13

performance (Taba, 1962, pp. 290, 292). And learning
provided by earlier experiences must be used in later

ones(Dressel, 1966, p. 31).

Sequence

A sequence of learning experiences is necessary
to master certain behaviors sought: to acquire an
abstract concept, to develop a method of analyzing prob—
lems, to master a skill in analyzing data, and to learn
a method of inquiry (Taba, 1962, pp. 290, 292). It
emphasizes the importance of having each successive
experience build upon the preceding one while going more
broadly and deeply into the matters involved (Tyler, 1950,
p. 55). The continuing use of an idea must proceed to

even greater depth and complexity (Dressel, 1966, p. 31).

Integration

 

Integration refers to the horizontal relationship
of curriculum experiences. It is recognized that learn-
ing is more meaningful when facts and principles from
one field can be related to another, and to experiences
external to the classroom (Taba, 1962, p. 298 and Dressel,

1966, p. 31).

Evaluation

 

Although there is a tendency to View evaluation

as a final decision about the success of a program, a

In“ ”n“...

14

curriculum or a college, evaluation is an on-going pro—
cess which includes major steps. Tyler (1950) identifies
four main steps in the evaluation procedure:

a. The decision about a formulation of objec-
tives.

b. The identification of the situations which

will give the student the chance to ex—

press the behavior that is implied by the

educational objectives.

c. The decision upon the terms or units that
will be used to summarize or to appraise

the record of behavior obtained.

d. Once an evaluation instrument is constructed,

it must be checked for its objectivity, re-

liability, and validity (Tyler, 1950, pp.

75-77).

Taba (1962) enumerates the same steps in the pro-
cess of evaluation in different terms: (1) clarifying
objectives, (2) determining and gathering the evidence
needed, (3) interpreting the evidence, and (4) using the
information gained to make decisions (Taba, 1962, p. 218).

Evaluation without objectives is non-existent.
Objectives represent roads to travel, directions to go,
by describing the behaviors sought. The selection of an
objective represents a value judgment which presupposes
the presence of values, beliefs, or conscious attitudes.
Thus valuing is a part of selecting objectives but in the
final analysis

The process of evaluation is essentially the pro-
cess of determining to what extent the educa-
tional objectives are actually being realized by

the program of curriculum and instruction (Tyler,
1950, p. 69).

15

Concepts Useful in Curriculum Planning

 

Many concepts are commonly used in curriculum
planning but some do require more attention in designing
a balanced curriculum than others. Two such concepts

are depth and breadth.

222:2

Depth is usually achieved through a department
major or through a concentration built around some prob-
lem, geographical area, cultural group, or broad divi-
sional grouping of disciplines (Dressel, 1966, p. 33).

In home economics depth versus breadth is a very
crucial issue. It means the difference between a general-
ist and a specialist. A home economist, by the very
nature of her profession should be a generalist; yet be-
cause specialists are needed to supply the information
to the generalist-practitioner, depth is also necessary
for some in the field. The question then remains as to

the level of depth or concentration necessary.

Breadth

According to Dressel (1966) there are many
approaches in defining breadth in curriculum. Breadth
can mean coming into contact with the major divisions of
knowledge, or with the major problems that have concerned
man throughout history, or with the distinctive method—

ology of the various disciplines, and/or finally, with

16

systems of values and/or cultures very different from his
own.

Any one of the definitions of breadth mentioned
seems to coincide with the notion of breadth in home
economics. Furthermore, home economics is an applied
field concerned with the social or behavioral sciences, ,
the arts, the biological sciences, and the physical sci- , '
ences. It is therefore in the above four areas that the
concept of breadth in a home economics curriculum is

relevant.

Summary

In summary, a theory may be defined as a set of
related statements that are arranged in such a manner
as to give functional meaning to a series of events. A
curriculum theory is a set of related statements that
gives meaning to a school's curriculum. Although there
is some disagreement among curriculum theorists as to
the definition of curriculum, most of them agree that
there are four major steps in curriculum development:
selection of objectives, selection of learning experi-
ences, organization of learning experiences, and evalua-
tion.

Two major concepts in curriculum development,
depth and breadth, are major considerations for balancing

the curriculum. Depth is concerned with concentration in

17

an area of study and breadth is concerned with integra-

tion across areas of study.

CHAPTER III

SOURCES OF THE CURRICULUM

A review of selected curriculum literature, as
evidenced in the previous chapter, is confirmation that
logically derived educational objectives may be based upon
three main sources: (1) society; (2) the learners, and
(3) the subject matter specialists.

Choice of these three main sources of information
for the selection of educational objectives is not intended
to minimize the importance of philosophy and psychology of
learning in screening objectives. But because this study
is particularly concerned with the selection of institu—
tional objectives for a new school of home economics, the
kinds of knowledge on human learning as well as from
educational philosophies will not be used here as promi-
nently as would be apprOpriate in preparing instructional
objectives.

Throughout this chapter an attempt will be made to
determine the bases for specifying home economics objec—
tives and/or emphases which appear to be most relevant for
the French—speaking population of New Brunswick. This will

be done by looking at the social characteristics, the

18

19

educational characteristics, and the develOpment of home

economics in New Brunswick.

Social Characteristics of New Brunswick

 

National origin, religion, and family values are
three factors in the social milieu of New Brunswick that 3

seem to have implications for curriculum. g

National Origin

 

In no other country do the effects of national

fi_ufib- _.\

origin, language, and religious differences show more
clearly than in Canada. The history of Canadian education
is a story of geography, racial rivalry, politics and
religion (Harris, 1966, p. 17).

Two groups of pioneers sailed to the Canadian
wilderness, the one from France, the other from the
British Isles. Eventually the two national factions
fought. But in the end, instead of one subjugating and
abandoning the other, the two agreed to co-exist in one
new nation (Price, 1962, p. 148). Thus, two languages
and two cultures survived; and from the days of the early
settlers, Canada has been trying to solve two dilemmas:

1. How to achieve quality education

2. How to acknowledge the different ethnic
groups (Cramer and Browne, 1965, p. 147).

The province of New Brunswick in the early days

was in French hands and was known then as Acadie. When the

20

misfortunes of war forced France to abandon the Acadians,
they formed a united group of farmers firmly attached to
the land, their country and their religion; a group whose
loyalty to their faith and their national origin was to
remain unshakable (Cramer and Browne, 1965, p. 17). Today,
the French—speaking people constitute almost 40 per cent

of the New Brunswick pOpulation.

Religious Values

 

In Canada there is no state religion but Catholics
are the majority group. Close to eight out of ten
Canadians stated in 1963-64 that they belonged to one of
the three numerically largest denominations: Roman
Catholic, 45.7 per cent; United Church, 20.1 per cent; and

Anglican, 13.2 per cent (Canada Year Book, 1963-64, pp.

 

175—176). French Canadians have not yet completely
separated "nationality" and "religion." In the past when
the French school pOpulation was homogeneous, French
Canadian meant Catholic, but today this identification
cannot be made because French-speaking peOple of other
creeds have joined the group.
In great part, the French Canadian family was able
to maintain its unique characteristics through its
strong religious traditions and consensus which
permitted the religious authorities to unite the
people along broad religious principles. The

Church was the primary integrating force (Elkin,
1964, p. 66).

21

Family Values

 

Lacroix comments on the French Canadian values and
concludes that the national values they consider most
worthy are (a) to be recognized as a nation different from
the English and (b) to be free to attain greater social,
economic, and political development (Lacroix, 1965, p. 29).
At the family level, the French Canadians value the family
very highly and strong family ties still exist. According
to Garigue, this strong family attachment results from the
creation of a symbolism for Opposing the English element of
the country (Garigue, 1962, p. 95).

Yet Elkin remarks that the French Canadians are
hindered in attaining greater social and economic develOp-
ment by their strong attachment to the family.

The family has always been a strong and revered unit
in French Canada. From a personal point of View,
this has given the nation a strong sense of security;
from an economic point of view, however, this spirit
has been partially responsible for holding back
French Canadians in the economic and commercial
world (Elkir, 1964, p. 68).

Today, it seems fair to say that the French
Canadian family is becoming less distinguishable from the
English Canadian family and that the problems faced by
the two ethnic groups are very similar. Tremblay observes
that today efficiency has replaced fidelity to tradition
as a norm for evaluation (Tremblay, 1962, pp. 17-30).

While technology is asking for skilled specialists, more

peOple are requesting further Opportunities in liberal

‘1‘:

-_ -«-—»—-.— ._ _
\I A. “III! .

22

education. The family and the school are faced with a new
responsibility for preparing young people for the multiple
alternatives of continuous decision-making.

Furthermore, statistics on the living conditions
of the salaried French Canadian family do not differ much
from the rest of the Canadian population:

Ninety—six percent of the homes have a radio;

92 percent, a refrigerator; 86 percent, a washing

machine; 85 percent a telephone; 84 percent, a

television set; and 69 percent, an automobile

(or two) (La Banque Royale du Canada, 1963, p. 3).
The salaried family uses 68.7 per cent of the budget for
food, clothing, and shelter; the remaining 31.3 per cent
is spent for other "felt needs" such as traveling, leisure,
education and insurance (Tremblay and Fortin, 1959, p. 6).
Education and leisure account for the least expenditure.
When strongly "felt needs” are for furniture and an auto-
mobile, they are purchased on credit. Among family
aspirations are better education, long- and short-term
security, better housing, more leisure and vacation, and
better furniture (Lacroix, 1965, p. 33).

In 1967 the Canadian family was described as
follows:

It is a companionship family, emphasizing intimate
interpersonal association. It is characterized by
the giving and receiving of affection; the assump-
tion of equality of husband and wife; democracy in
family decisions, with a voice and a vote by the
children; the personality development of its members
is a family objective; freedom of expression con-
sistent with family unity; and the expectation

that the greatest happiness is to be found in the
family (Royal Bank of Canada, 1967, p. 159).

21.4.. -au. -

“3‘ 'n ‘
.'

23

Educational System of New Brunswick

 

An overview of the educational system in New
Brunswick, particularly secondary and higher education,
seems imperative as a basis for curriculum objectives in
the Université de Moncton's new school Of home economics.

The control of education, its past development, and future

li-I-fl

plans for develOpment, as well as the student pOpulation,
financing, and curricular offerings are aspects that will

be discussed.

Secondary Education

 

In New Brunswick as in other provinces in Canada,
the provincial government determines what shall be taught
in the public schools. It also endeavours to prescribe the
minimum qualifications of teachers and accepts responsi-
bility for training those teachers. Recently the Byrne
Royal Commission (1963) was given the responsibility to
study the great inequality of opportunity that exists,
especially in the educational system. Until the survey
New Brunswick was divided into numerous school districts;
some were flourishing while others, because of financial
difficulties, were merely surviving. An effort was made
to equalize the Opportunity for good education throughout
the Province and great enthusiasm has been shown in
implementing the Byrne Commission recommendations. The
number of school districts has been decreased very

noticeably and a great program of centralization is in

24

progress. This should result in better education in the
economically deprived areas of the Province and gradually
the children will be getting quality education throughout
the whole Province.

A more comprehensive program including technical
and vocational training, is being organized now at all 3
levels in the schools. Educators and parents are begin-
ning to accept the fact that the world of today has changed

extensively in recent years from the world of the past;

W‘s—.b— -- _..

that perhaps the Old methods of schooling do not ade-
quately prepare for living in today's world. There are
today many important, satisfying, well-paid jobs which
while they do not require a college education, neverthe—

less demand long training and a high level of skill.

Higher Education

 

Even though efforts to establish a sound educa-
tional structure, including facilities for higher educa-
tion, were among the first undertakings Of the pioneer
settlers, the attainment of an adequate system of higher
education for the Province has been, and remains, elusive.
In particular, a sparse population has made it very dif—
ficult to bring together the relatively large numbers of
students required for effective instruction at reasonable
cost (Deutsch, 1962, p. 9).

A Royal Commission on Higher Education in 1854

considered that education in New Brunswick could best be

25

develOped through a unified system embracing all levels of
instruction. However, this structure did not come into
being, and during subsequent years the Legislative Assembly
chartered a number of other degree-granting universities

to undertake independent development (Deutsch, 1962, p. 10).

For the past twenty years, particularly, higher 3
education in New Brunswick has encountered problems of an
unprecedented variety and magnitude. The number of New i
Brunswick students entering universities has increased at i7

a remarkable rate. The growth is particularly significant
among the French—speaking students who are seeking higher
education in increasing numbers (see Table l). Neverthe-
less, the prOportion of the Province's young peOple
receiving higher education is falling well below the
national average (see Table 2). While enrollment is
increasing, existing institutions find it exceedingly
difficult to maintain existing academic standards for
their present student enrollment.

The increasing demand for university graduates will
not be felt least within New Brunswick itself. The
Province is rapidly changing from a society based
largely on small-scale farming, fishing and logging
to one of increasing industrial growth and urbaniza-
tion. Complex problems of urbanization, processing
and marketing have already brought about profound
changes in the resource-based industries and can be
expected to cause additional important changes in
future years. . . . At the same time the Province

is develOping secondary industry, commerce and

other services with all the sophisticated techniques
which they entail. . . . The Province's ability to
adjust quickly and smoothly to these changes within

26

TABLE l.--New Brunswick French-speaking high school
graduates predicted to enter the university.*

 

 

Year Per Cent
1964-65 30
1965-66 31
1966—67 32
1967-68 33
1968-69 34
1969-70 35
1970-71 35
1971-72 37
1972-73 38
1973—74 39
1974-75 40

 

*
Memoire soumis a la Comm1551on du Financement de

l'Enseignement Supérieur par l'Université de Moncton
(unpublished material), October 5, 1964, p. 16.

27

oMH onw

.voma cm Honouoo .AHMHHOUOE cocmwansmcsv CODOQOE mp wuflmno>flca.a mom unmanwmsm

pcoEocmHomcm.H op ucoEoococh 5O coammflfifiou mH m mHESOm ouflosz

.4.

 

 

 

 

m.s mme.sa ooo.ama o.m oos.aea oom.mos.a moumoma
N.» Nmm.ma smo.sma m.s oom.mma oom.mas.a NSIHGSH
s.m HHR.HH oom.mma s.o oom.mHH ooa.mmo.a Houomma
m.m cos.OH ooa.mma H.G oom.aoa oom.soo.a omummma
m.m Hom.m ooe.oma m.m ooo.mm ooo.mae.a mmnmmmfl
m.m mom.m oom.msa s.m oos.em oos.maw.a mmnsmma
s.s omm.s omm.msfi o.m oom.me oom.ssm.a smummma
m.s mmm.s ooo.msa s.e oop.ms oom.ssm.a omummma
H.s mma.s com.msfi e.e oom.mw ooo.mmm.a mmuemma
m.m mmo.m oom.asa N.s ooa.sm ooo.mmm.H «mummma
s.m mom.o oom.msa H.s ooo.mo ooo.smm.a mmummma
ado eao
.mu» smumfl .mu» smlma
ucoo mom pcoEHHoucm coflumaomom Demo Mom ucoEHHOncm cofluwasmom
OHpcmem I mocfl>oum nsom mcmcmo nmow

 

«.mmimmma on mmlmmma
.mcao moo» emuma mo COHDOHOQOQ one Eonm pcoEHHouco ucopsum wuflmuo>flcsni.m mqmde

28

the framework of a bi-cultural community will

determine its future prosperity and welfare. To

take full advantage of these Opportunities, the

Province will require an increasing number of

university graduates to serve the needs of

industry, commerce, government, the professions

and, indeed, of education itself . . . (Deutsch,

1962, p. 13).

By 1960 another commission on higher education in
New Brunswick, headed by John J. Deutsch, was appointed by
the Provincial Government. At the time of the study,
there were six universities operating in New Brunswick.
The Oldest and largest was the University of New Brunswick
in Fredericton, a non—sectarian institution sponsored by
the Provincial Government. Next in age and size was Mount
Allison University, an affiliate of the United Church of
Canada. The remaining four universities, all affiliated
with the Roman Catholic Church were St. Joseph's with
Operations in Moncton and Memramcook; Sacred Heart in
Bathurst; St. Thomas in Chatham; and St. Louis in Edmonston.
By virtue of the charters issued to them by the Legislative
Assembly, all six universities had full power to grant
degrees at all levels in any field of study. Although the
sc0pe of courses Offered differed greatly from university
to university, each university could offer any course it
wished.
In 1962 the University of New Brunswick, with the

most varied curriculum of the six universities, enrolled

nearly one-half of the full-time university and college

students attending institutions in the Province. In

29

addition to undergraduate degree programs in arts and
science, it had develOped professional schools and degree
programs in business, education, physical education, law,
nursing, engineering and forestry, and had a growing
enrollment in postgraduate work, particularly at the

master's level.

‘ " “W
L'," ‘.

Mount Allison, with roughly one-quarter of the i

I

total enrollment, had taken as its priority concern the i
develOpment of a liberal arts and science program. ' i “‘

Accounting for one~eighth of the Province's total
enrollment, St. Joseph had continued its traditional
emphasis on the classical arts degree, but had made plans
and tentative beginnings toward the develOpment of a much
wider range of university courses, including specialized
work in commerce, social science, pure science and engineer-
ing, with limited develOpment of postgraduate studies. The
three other universities, Sacré Coeur, St. Thomas and St.
Louis, each with about five per cent of the total enroll—
ment, had restricted their activities mainly to the develop-
ment of undergraduate liberal arts courses with a strong
classical emphasis (Deutsch, 1962, p. 17).

Until the Deutsch Study (1962) the Provincial
Government policy on financial assistance for universities
promoted the development of the University of New Brunswick,
but not church-affiliated institutions. In 1951, however,

the Government broadened its support to include relatively

MICHIGAN STATE UNIVERSITY
INSTRUCTIONAL RESOURCES CENTER
133 BhCKSON HALL
EAST LANSING, MICHIGAN 48823

30

small annual Operating allowances to each of the five
church-affiliated institutions.

Between 1956 and 1962, the enrollment of New
Brunswick residents at all universities increased 40 per
cent. Although the increase was substantial, the propor—
tion of the Province's youth receiving higher education
did not keep up with develOpments elsewhere in Canada.

In 1961-62, the Province increased its percentage of
college students only 8.6 per cent whereas the national
figure was 12.2 per cent (Deutsch, 1962, p. 51).

According to the Deutsch Commission an estimate
of at least 7,000 New Brunswick students will seek to
attend universities and colleges by 1970-71. French-
speaking students increased the most rapidly during the
last decade.

The past seven years have been a period of dynamic
change and progress for higher education in New Brunswick.
Following recommendations made by the Royal Commission on
Higher Education in New Brunswick, published in 1962,
major changes have been made in the structure of the
Province's institutions Of higher learning. These include
the establishment and initial development of the Université
de Moncton as the major new area of expansion in higher
education in New Brunswick. The Université de Moncton
became the sole degree-granting French-language university
with its affiliated colleges of St. Joseph, Bathurst, and

St. Louis.

31

Not much has been said about vocational education
"per se" and its place in the new structure of higher
education in New Brunswick. But one can conclude that all
the changes cited by the Deutsch Study as occurring in
New Brunswick do claim special types of professional
training. However, in discussing the implementation of

the Deutsch Report in Chapter IV entitled Immediate

 

Requirements, the authors recognize the need for voca-

 

tional education:

. . At the same time, it appears that there is
an unfilled need for post-secondary technical and
vocational training related to local industry and
for programmes to improve and up—grade the educa-
tion and skills of the adult population (Deutsch,
1967, p. 52).

DevelOpment of Home Economics in
New Brunswick

 

 

It is of primary importance to review the history
of home economics in New Brunswick before proposing a new
curriculum. In particular the contribution of higher
education to home economics is worth appraising and the
dynamic changes happening in home economics in the
secondary schools have implications for any new home

economics curriculum.

Role of Secondary Education

 

Until quite recently emphasis in the home economics
secondary school programs in Canada was limited to cooking

and sewing, and consequently the teacher training tended

32

to be organized around these two areas. There is, however,
at this time a shift from the traditional curriculum to a
family and consumer-oriented program. In New Brunswick a
renewed and vigorous program in Family Life Education is
now being implemented. This new curriculum under the
leadership of the home economics supervisor of the Province
offers electives in home economics for all high school boys
and girls. The new high school curriculum in home eco-
nomics offers two main programs: a technical or college
preparatory program, and a program in service occupations
preparing for the world of work immediately following high
school graduation. Whereas foods and clothing still

remain a part of the new program, much emphasis is now
being placed in the areas of consumer education, child

care, housing, home management and family relations.

Role of Higher Education

 

The develOpments which led to the introduction of
home economics into higher education in Canada were (1) the
formal teaching of sewing, cooking and housewifery to girls
and women in EurOpe and in the United States; (2) the home
economics programs in the Land Grant Colleges of the mid—
western United States; and (3) the activities of women's
organizations with reference to the formal teaching of
home economics (Rowles, 1964, p. 7).

The history of home economics in higher education

in Canada starts with the Ontario Normal School of Domestic

33

Science and Art, and the Lillian Massey School of House-
hold Science and Art. The two schools did not provide
programs leading to the baccalaureate degree, but they
were forerunners of the first home economics degree pro-
gram established by the University of Toronto in 1900
(Rowles, 1964, p. 14).

Nine Canadian universities introduced home econo-
mics degree programs during the first three decades of the
twentieth century and the number continued to increase to
eighteen by 1967.

Until a few years ago a graduate of home economics
from a Canadian university, was more likely to have majored
either in Foods and Nutrition or Clothing and Related Arts
(sometimes called the Teaching Major or the General Course).
In most universities, these were the only two majors
offered. Undergraduate programs for the dietitian tend
to be adequate because the Canadian Dietetic Association
requires certain specific training before graduates are
accepted as dietetic interns. For the teaching major the
undergraduate programs vary from province to province and
reflect standards specified by boards of education.

It is commendable that the education of home
economics teachers has always been on the "avant-garde" in
New Brunswick. While a two-year teacher's training pro—
gram beyond high school became a requirement for all

teachers in the Province of New Brunswick only a few years

34

ago, such a requirement for home economics teachers has

been in existence since 1949.

Status in Higher Education

 

It appears that most of the schools of home
economics across Canada are expanding their programs
beyond dietetics and nutrition to include other areas
such as home management, family consumer studies, family
relations and child development.

At the time when the home economics curriculum in
the New Brunswick secondary schools consisted mainly of
cooking and sewing, a two-year program was considered
quite sufficient to prepare home economics teachers. It
seems apparent that the new program emphases mentioned
earlier can best be taught by home economists who have had
at least four years of teaching preparation in home eco-
nomics. The other Atlantic Provinces are also revising
their home economics programs both at the secondary and
at the university level. The province of Quebec with its
completely revised educational program, following the
Parent Study, is now providing a new kind of home economics
program in their "College Enseignement Général et Pro-
fessionel." The three schools of home economics and
dietetics at MacDonald College (McGill University),
Université de Montreal and Université Laval are involved

in providing education for their home economics teachers.

35

The Province of Ontario has now hired a consultant in home
economics to study its present curriculum. The MacDonald
Institute (University of Guelph) has made complete change
in its curriculum and the school Of home economics became
recently the School of Consumer and Family Studies. Also
the schools of home economics in Western Canada have been
no less active in revising their curriculums in keeping
with the new social and technological changes.

Mount Allison University.--In New Brunswick, home

 

economics had its beginning at Mount Allison University,
in Sackville, with the opening of the Massey—Treble School
of Household Science in 1904. On May 6, 1904, the New
Brunswick Board of Education agreed to accept as qualifica-
tions for teaching household science in the public schools
"the Diplomas or Certificates granted by the Mount

Allison Ladies College to persons holding (a) Teacher's
License in New Brunswick" (Rowles, 1964, p. 7). But it
was not until 1924 that Mount Allison University did offer
a four-year program leading to the degree of bachelor of
science in household science.

Today Mount Allison University is still offering a
four-year degree program in home economics, but the teacher
training in home economics has become the main responsi-
bility of the New Brunswick Teachers College which has

offered a two—year program since 1949.

36

The present program in home economics at Mount
Allison University consists Of a major in dietetics and
nutrition and a major in general home economics. A
graduate from the four—year degree home economics program
at Mount Allison University can still teach home economics
in the New Brunswick secondary schools, but is asked to
take additional courses in education to fulfill the require—
ments of the Department of Education of New Brunswick.

University of New Brunswick.--The Teachers' College

 

in Fredericton affiliated with the University of New
Brunswick, still Offers a two-year program in English for
home economics teachers. The university of New Brunswick
in Fredericton and the Université de Moncton both

initiated a two-year transitional program leading to a
Bachelor Degree in Teaching in Home Economics. These two
programs taught in English and French respectively, were
planned jointly so as to complete the preparation received
in the two-year program at the Teachers' College in
Fredericton, New Brunswick. A large number of home
economics teachers have been attending summer schools and
evening classes in order to be able to teach home economics
adequately. It is also hoped that the two-year program in
home economics at the Teachers' College in Fredericton will
soon become a four—year one.

Université de St. Joseph.--Until twenty years ago,

 

there was no French-speaking institution of higher learning

37

in New Brunswick which offered home economics. From 1949
to 1958, the Université de St. Joseph Offered a four-year
degree program in home economics at its affiliated women's
college, Notre—Dame d'Acadie. The courses were taught
under the direction of the Sisters of Notre—Dame du Sacre1
Coeur. The home economics degree was then offered under
the guidance of persons who viewed the education of women
differently from the education of men. In addition to a
liberal education, it was most appropriate and essential
for a girl also to learn to be a good housewife and mother.
With this philosophy of women's education supporting the
program of home economics, it was inevitable that the
degree program had to change or disappear, because upon
graduation the students were unable to obtain a profes-
sional position in the world of work. Subsequently the
course was discontinued after some ten years of existence
and provisions were made to train personnel to devise a
more relevant program. The plan for renewal was imple-
mented with the opening of the Université de Moncton in
1963 with provision for:

Organization of courses leading to the bachelor's

degree in nursing and home economics, for which

planning has been carried out in association with

the University's affiliated girls' college, Notre—

Dame d'Acadie (Deutsch, 1962, p. 40).

But as a consequence Of the Deutsch Royal Com-

mission Study on Higher Education in New Brunswick, Notre-

Dame d'Acadie was absorbed by the Université de Moncton

and the students were transferred to the new campus.

38

The College de Bathurst, le College Jesus—Marie de

 

Shippegan, 1e College St. Louis d'Edmonston and le College

 

Maillet de St. Basile.--The history of home economics in

 

the French-speaking institutions of New Brunswick would not
be complete without mentioning the Université de Moncton's
affiliated colleges. The College de Bathurst with its
annexed College Jesus-Marie and the College Maillet have
been offering electives in home economics for the last few
years. These electives consist of general courses in Foods
and Nutrition, Clothing, Home Management or Interior
Design. The purpose of these offerings given within a
Bachelor of Arts program is to provide to the college girls
a large range of choices among electives. Home economics
is believed to be more useful than some academic courses in
a girl's education. It is assumed that these courses will
remain as such because the French-speaking students in New
Brunswick are too few in number to offer many full pro-
fessional programs in home economics. Financially and
practically, to acquire and maintain adequate facilities
and well-qualified personnel for a sound program for three
or four French-speaking institutions is inconceivable at
present.

Influence of United States on the

Development of Home Economics
in New Brunswick

 

 

 

The history of home economics in Canada being

closely related to the American history of home economics,

IL

39

New Brunswick was subsequently influenced by the United
States. Many New Brunswick home economics graduates have
been and are still coming to the United States for
graduate studies in home economics. Furthermore, for the
last five years the consultant for the New Brunswick new
home economics curriculum in the secondary schools has
been an American home economist.

History of Home Economics
in the United States

 

 

Although the early history of home economics in
the United States closely parallels the development of
education for women, the birth of the profession is
usually credited to the 1898-1908 Lake Placid Conferences
(E. McGrath, 1968, p. 10).

These conferences resulted from a concern by
representatives of numerous fields of learning who
recognized the need to aid women to learn to manage
efficiently the business of the household and to under-
stand the aesthetic and ethical basis of daily family
living. The 1902 conference defined home economics as the

. . study of the laws, conditions, principles,
and ideals pertaining to and relating to man's
immediate physical environment and his nature
as a social being (Lake Placid Conference on
Home Economics: Proceedings, Of the Fourth
Annual Conference, 1902, pp. 70-71).
Home economics as a field of study at the univer-

sity level began with the land-grant colleges and was

structured to serve the needs of homemakers as well as to

40

educate teachers for aspects of homemaking in a variety

of teaching settings. Passage of the Smith-Lever Act in
1914 and the Smith—Hughes Vocational Education Act in

1917 further stimulated the home economics movement. The
former Act encouraged extension teaching, while the latter
meant new responsibilities for the land-grant colleges in
educating home economics teachers to staff the secondary
home economics educational programs.

Contemporary Status of Home
Economics in The United States

 

 

Presently the home economics profession is going
through a severe self-criticism and evaluation. For many
home economists it is challenging, for others it is
threatening. Evaluation of home economics and the
questioning of its identity is not new. In 1936, Lawrence
Frank said in his paper on "The Philosophy of Home
Management," the same thing as was said in 1968:

Marriage and family life, child-bearing and
rearing, the masculine and feminine roles and
aspirations, indeed the whole pattern of life
and its background of ideas and beliefs have
been altered so quickly that we are all more
or less bewildered and perplexed (Frank, 1938,
p. 10).

Because the same questions are being asked today is not

necessarily an indication that home economics has failed.

Budewig said that ideas evolve and survive or die depending

on their environmental nourishment (Budewig, 1964, p. 13).

Simply because home economics came along with agriculture,

‘7): l Tfi'fl‘ m

“fir-E?"

41

or the manual training movement, or took advantage of the
scientific progress and developed along these lines for
several decades, does not necessarily indicate that it was
its nature to do so (Budewig, 1964, p. 13).
Home Economics is a product of the modern world
along with the ideas and ideals of humanitarianism,
freedom, and democracy. It developed with the
rise of science and technology, the industrial
revolution, and the theory of evolution in the
nineteenth century (Budewig, 1964, p. 16).

Home economics like many other professions has
shifted in intellectual and empirical focus from an
identification with the traditional functions of the
family to continued interest in the family more from a
behavioral point of view, and to an interest in a wider
number of institutionalized areas which are related to the
individual and the family. Because many more human con-
cerns are now being expressed overtly by home economists
it has created a problem of identity among the members of
the profession.

One can face a problem of identity by taking an
(this) easy and somewhat valid solution--we should not
presume to try to satisfy all social needs, to be all
things to all men (Committee on Undergraduate Education,
Michigan State University, 1967, p. 74). And yet, the
McGrath Report says, "it is abundantly clear that in the
future the knowledge encompassed within home economics

must be made available in more ways to more people"

(McGrath and Johnson, 1968, p. 85).

42

Home economics, is indeed facing many problems,
and Dressel in a recent paper identifies three of these as
predominant: (l) a lack of a clearly and generally
accepted focus or purpose, (2) the domination by women,

(3) the unclear relationships to other fields or disci-
plines within the University (Dressel, 1968, p. 6).

The reason for a lack of a clearly and generally
accepted focus or purpose in home economics could be
largely attributed to the changes that home economics has
had to face recently. The problems of family life in an
increasingly urbanized culture have become more complex,
involving new economic, social and psychological factors.
Home economics, onCe thought of as consisting mainly of
the skills of food preparation and clothing construction,
assumed new dimensions in response to the changing con-
ditions of the family and the increasing body of scientific
knowledge related to those conditions. And yet in a report
of a national study of home economics in the Public
Secondary Schools by Beulah Coon in 1959 it was stated
that three—fourths of the time spent in home economics
classes was in foods and clothing areas. Only 25 per cent
of the time was allocated to child develOpment, housing,
home management, consumer education and health and home
nursing together (Coon, 1959, p. 110). The above survey
reveals that not all the home economists are responding

to the changing conditions of family, thus explaining

43

some of the problems in home economics (Coon, 1959,
p. 110).

Dressel's comments on "a lack of a clearly and
generally accepted focus or purpose in home economics"
(Dressel, 1968, p. 6) is relevant. The underlying
philOSOphy could well be accepted theoretically, yet not
be implemented in curriculum practices.

The second problem of home economics, mentioned
by Dressel, is the domination of the field by women. Since
home economics is almost exclusively a women's field, it
follows that it is faced with a problem peculiar to women
in education in general. The emancipation of women has
moved slowly since the industrial revolution. National
commissions on the status of women in the United States
claim important changes for the promotion of women. Still
women are not fully accepted in higher education. There
is a "new generation of women," who are overlooked.

These women are able to prepare themselves for
making a living and for marriage and parenthood.
They have rediscovered and accepted themselves
as having strong potential contributions to make
to all phases of society. . . . They are free to
decide in large measure, what their role will be
(Lippeat and Brown, 1965, p. 35).
Many professional and non-professional women are proving
everyday that these two roles are compatible; and the

combination of marriage and career is now an irreversible

trend.

44

The third main problem stated by Dressel is the
unclear relationship to other fields and disciplines.
Close relationship between home economics and other
disciplines has to be maintained because of the very
nature of home economics itself. With the focus or pur-
pose of home economics not being carefully expressed
inside the field and to outsiders, it becomes very hard
to see the differentiation between home economics and the
disciplines from which it draws its knowledge for applica-
tion to family problems. A clarification of philOSOphy
might give a sense of direction and might solve many
secondary problems. It is hoped that the new trend among
different departments toward multi-disciplinary research
will help home economics to clarify its own philosophy and
objectives.

Among statements that have been made in relation
to the philosophy and nature of home economics is a major
document called gome Economics New Directions--A Statement

of Philosophy and Objectives. In 1956, the American Home

 

Economics Association appointed a committee to review its
past, survey its present and make suggestions for its
future. The findings of the committee as presented in

Home Economics New Directions were as follows:

 

1. . . . the underlying philosophy and basic
tenets of the founders of home economics
still apply and must guide new directions
for the profession. . . [We need] a new
order of emphasis on meeting family needs
and wants.

45

Home economics is . . . primarily concerned
with strengthening family life. . . . [it]
synthesizes knowledge drawn from its own
research, from the physical, biological

and social sciences and the arts and applies
this knowledge to improving the lives of
families and individuals.

[Home Economics] is the only [professional]
field concerned with helping families shape
both the parts and the whole of the pattern
of daily living. The emphasis that it gives
to various aspects of living determined by
the needs of individuals and families in the
social environment Of their times.

We believe that the clearest new direction

for home economics is to help people identify
and develop certain competencies that will be
effective in personal and family living regard-
less of the particular circumstances of the
individual or family.

These competencies are to:

a. establish values and select goals.

b. create an environment conducive to the
healthy growth and develOpment of all
family members.

c. achieve good interpersonal relationships.

d. nurture and foster proper growth and
develOpment of the young.

e. make and carry out intelligent decisions
regarding the use of resources.

f. establish and work toward goals for
financial security.

g. plan consumption of goods and services.

h. purchase appropriate consumer goods and
services.

i. effectively perform the tasks of maintaining
a home to further individual and family goals.

j. enrich personal and family life through the
arts and humanities and through refreshing
and creative use of leisure.

46

k. take an intelligent part in legislative
or other social action programs.

1. develop mutual understanding and appre-
ciation of differing cultures and ways
of life, and co—operate with people of
other cultures who are striving to raise
levels of living.

5. Comparing today's world with the world of fifty
years ago, it is easy to identify a dozen or
more fundamental changes which demand new
capacities on the part of family members.

These changes require vision and intelligence
from those professions created to help families.

6. In meeting the challenge of better education
for its professional workers, home economics
must establish clear objectives, re-evaluate
them continuously and set new directions in
the light of:

a. those individual and family competencies
to which the profession can contribute.

b. the nature of the social and scientific
forces which currently influence day-to-day
living.

c. the philOSOphy and trends Of basic education
within which professional education in home
economics must be coordinated.

d. develOpment in its own and other fields of
study which provide new bases for helping
families.

7. College and university . . . programs should
provide opportunity for the depth of education
needed for leadership in particular aspects of
the home economics profession and the breadth
of education needed by those who assume leader-
ship in civic and community affairs related to
family welfare (Committee on Philosophy and
Objectives of Home Economics, 1959, pp. 9-14).

It is evident that through this particular study,
accomplishments of the past were acknowledged and future

directions were given in calling for a new order of

47

emphasis in meeting family needs and wants. Although this
document was highly praised by the members of the pro-
fession, its implementation was debated.

Future Prospects for Home

Economics in the United
States

 

 

Shortly after the publication of New Directions,

 

the executive committee of the National Association of
State Universities and Land—Grant Colleges was asked by
the Home Economics Division to support a study Of the
"problems, objectives, and future of home economics" in
their member institutions. In 1964 the Carnegie Corpora-
tion agreed to support the study and the Institute of
Higher Education of Teachers College, Columbia University
contracted to conduct it. Earl McGrath, Director of the
Institute and director of the study, made the report of
the findings in 1968. From the report entitled The

Changing Mission of Home Economics (McGrath and Johnson,

 

1968), observations and recommendations are stated as
follows:

1. As the constitution of the American Home
Economics Association declares, it has been
concerned with the 'well-being of individuals
and of their families, the improvement of
homes, and the preservation of values signifi-
cant in home life.’ Recent policy statements
by the leaders of the field reaffirm this con-
centration on the family. 'We believe this
focus to be not only appropriate but preferable
to any other presently conceivable alternative'
(McGrath and Johnson, 1968, p. 84).

48

Since the early days of home economics, the
character and the problems of the American
society have radically changed. The role of

the American homemaker is continuing to change.
The economic affluence of the nation repre-
sented in the growth of its gross national
product guarantees a continually rising standard
of living and increased leisure for most American
families. The American family has been trans-
formed over the past century from a producing

to a consuming unit (McGrath and Johnson, 1968,
p. 82).

If a single term is needed to indicate the core
of home economics, we believe 'family service'

to be as good as any. Although other professions
ranging from medicine to social work encompass

in their purview one or another kind of service
to families, none of them so directly aims to
serve the over—all well-being and maintenance

of the family unit as does home economics
(McGrath and Johnson, 1968, p. 85).

The home economics teacher must learn to take
her students where she finds them. We must
abandon deliberately and finally the prim,
sheltered, traditional world of the classroom
arranged for nice middle-class children. We
must start dealing with the strange, harsh, and
sometimes frightening realities of the real
slum world and the behavior of the student from
these disadvantaged families. For them, life is
often hard, cruel, and deprived. They cannot
be reached by those teachers who want to keep
their hands germ-free and their minds neatly
ordered in the conventional lesson plans
(McGrath and Johnson, 1968, p. 91).

If home economics is to move in the mainstream
of professional education in the United States,
it must broaden its basic undergraduate program
through increased liaison with other academic

disciplines (McGrath and Johnson, 1968, p. 89).

The scope of concern in the broad undergraduate
major should range from human development to
consumer economics. This scope will require
close integration with the basic analytic
disciplines such as biology, sociology and
psychology (McGrath and Johnson, 1968, p. 88).

49

6. The broad curriculum, whether in 'home
economics education' or 'general home
economics,‘ must be a systematic and inter-
disciplinary major rather than a congeries
of snippets of specialization. Its instruc—
tional core ought to be the analysis of
family structure and functioning; its value
orientation, that of assistance to families;
and its goal, the creation and enhancement
of viable family life. These integrating
principles provide the unity of concepts,
skills, and values distinctive and necessary
to the core of home economics (McGrath and
Johnson, 1968, p. 88).

7. Home economics at the undergraduate level can
best confirm its heritage and meet present
challenges by retaining a strong generalist
major, while expanding its interdisciplinary
base in order to fully comprehend contemporary
social problems and those of family life
(McGrath and Johnson, 1968, p. 88).

The McGrath Report like New Directions values the

 

 

past accomplishments of Home Economics in North America.
It brings to awareness the socioeconomic changes affecting
family life and points out new paths to follow if home
economics is going to keep pace with the changing society.
However, the McGrath Report takes a more direct stand and
urges that rapid alteration and adaptation are imperative
if home economics is to survive in higher education.

An analysis of the social and educational character-
istics, and the develOpment of home economics in New
Brunswick reveals the following:

1. there is a strong family value orientation

particularly among the French-speaking

people of New Brunswick

2. because of technology, the family has become
consumer-oriented

50

home economics programs, both secondary and
college level, across Canada now focus on
the family instead of centering emphasis on
the traditional home production skills

the philosophy on the education of women has
changed from home-oriented education to one
which provides for professional education
also

there is no adequate family life education
program offered at the post secondary level
for the French-speaking population

the Université de Moncton was chosen as the
center for the development of a French
program in home economics

as stated in the published literature on
philoSOphy and purpose, the profession of
home economics places its priority value on
families and service to families.

MICHIGAN STATE UNIVERSITY
INSTRUCHONAL RESOURPES CENTER
133 ERICKSON HALL
EAST LANSING, MICHIGAN 48823

CHAPTER IV

IMPLICATIONS FOR A HOME ECONOMICS
CURRICULUM FOR THE UNIVERSITE

DE MONCTON

The intent of this study is to develop guidelines
for a home economics curriculum in a new French-language
university: the Université de Moncton in New Brunswick,
Canada. Curriculum experts are firm in their thinking that
a rational approach to curriculum development is essential.
Thus Chapter II is devoted to the steps involved in a
rational approach to curriculum development. Chapter III
focuses on significant aspects Of society to consider in
curriculum development. It also discusses the field of
home economics, its historical develOpment in Canada, its
philosophy and purposes as a total field, its education
problems and plans, and its present status.

From the presentation of selected curriculum
sources in the prior chapter, implications will be drawn
as directions for the home economics curriculum at the

Université de Moncton.

51

52

The French—Canadian Family

 

The French—Canadian family as well as the Canadian
family in general, has been deeply affected by the technical
evolution. Efficiency is replacing tradition, and the
family is faced with a new responsibility for preparing
young peOple for the multiple choices of continuous
decision-making. The family is not prepared to face this
modern phenomenon and a new approach to education is needed
to prepare the kind of families the Canadians want for the
future.

Because of these new kinds of problems that the
French—Canadian families in New Brunswick are facing due
to the technical evolution, special help should be provided
to families to assist them to adapt to the complexities
introduced by change, both now and in the future. For
instance, a home economics program at the Université de

Moncton should help families in becoming effective con-

 

sumers, achieving effective family relations, coping with

 

housing problems and affecting the many other complex
decisions that the family has to face everyday. Conse-

quently the new curriculum should be consumer-family

 

oriented including experiences designed to prepare pro-
fessionals with a sound understanding of family problems,

in particular, the problems relating to consumption of

 

goods and services, and of communication and interaction

 

within the family itself, and between the family and the

rest of society.

53

Education in New Brunswick

 

The recent educational changes in New Brunswick, in
particular the establishment of the Université de Moncton
and the new home economics program in the secondary schools,
have direct implications for a new curriculum in home
economics. The changes in the home economics programs in
the secondary schools from a production to a consumption
orientation with a family focus is challenging home eco—
nomics at the university level to provide programs that
are less traditional in emphasis. In order to prepare
teachers who will be able to teach toward the goals of the
secondary school program the university must respond by
providing the competencies needed in both pedagogy and
subject matter.

Time has come for the home economists at the
college level to share the leadership with the department
of education in broadening the scope of home economics in
New Brunswick. Such a broadening of scope is consistent
with the purposes of the profession as reflected in New

Directions and recommended in the Changing Mission of

 

 

Home Economics.

 

Home Economics in Canada

 

Home economics in Canada has developed through its
environmental nourishment. It is a product of Canadian
history; it is now shifting from an identification with the

traditional functions of the family to continued interest

54

in the family from a behavioral point of View. Colleges of
home economics that were strictly nutrition and dietetics
oriented are adding social sciences and education courses
to their programs. Without minimizing the importance of
dietetics and nutrition in the family, there is a great
need to take a wholistic view of the individuals and of
families. Thus the social science aspects of the home ._
economics field, human growth and development, family
management and decision—making, consumer economics and L‘
interpersonal relations in the family need to be included
in college programs.

The developmental trends in home economics across
Canada have implications for a new curriculum in home
economics. In particular, the general shift from the tra-
ditional programs in dietetics and nutrition to include
other areas of home economics is an indication of the
changing needs of the Canadian people. For example, the
school of home economics at the University of Guelph made
an extensive study of its program and its relevancy to
contemporary needs of families resulting in a new program
called family and consumer studies. Their findings on the
contemporary needs of families encourages the Université
de Moncton to consider a program also directed toward

family and consumer studies.

55

Home Economics in New Brunswick

 

The English—speaking pOpulation of New Brunswick
has been fortunate to have a school of home economics at
Mount Allison University for over forty years, and a two-
year teacher education program at Teachers College in
Fredericton. The French-speaking population on the con-
trary had only very limited offerings in home economics
in higher education; and the shortage of professional
French-speaking home economists is critical. When new
home economics programs are being introduced in all the
secondary schools of the province it is obviously a
serious omission in teacher education that no home
economics teacher education programs have been Offered
in French. Also the shortage of French-speaking nutri-
tionists is acute in New Brunswick's Health Department
and in hospitals.

The implications are clear that the new curriculum
of home economics at the Université de Moncton will have
to remedy the most urgent problems and needs, that is,

the new curriculum should include home economics education

 

and nutrition programs. This does not imply, however,

 

that recognition may not be given to other important
specializations within home economics, but priority should

be given to the areas of most urgent needs.

56

Home Economics in the United States

 

The history of home economics in Canada is linked
with the development of home economics in the United
States to such an extent that home economics developments
in Canada are almost parallel. Home economics in the
United States is constantly trying to adapt itself to the
changing demands on the family and new insights are evolv-
ing from continuous research in the field, and in related
disciplines. Because of this existing parallel between
home economics in the United States and because of the
needs of the French—speaking population in New Brunswick,

two important documents, New Directions and Changing

 

Mission of Home Economics, published within the last

 

decade, give clear recommendations or guidelines and

directions for a program in home economics.

Recommended Guidelines

 

It appears from the above discussion of the
analysis of the French—Canadian family in New Brunswick;
the overall education program in New Brunswick; home
economics, its growth and direction of development in
Canada as a whole, in New Brunswick, and in the United

States that the following guidelines are evident.

57

Guideline 1: The New Curriculum
Should Have as Its Instructional
Core the Analysis of Family
Structure and Functioning

 

 

 

 

This recommendation is in agreement with a state-

ment from New Directions which said that, ". . . the well-

 

being of individuals and of families, the improvement of
homes, and the preservation of values significant in home 3
life still apply and must guide new directions for the pro-

fession" (Committee on Philosophy and Objectives of Home

 

Economics, 1959, p. 3). The McGrath Report also supports ' f'
this underlying philosophy of home economics (McGrath and
Johnson, 1968, p. 105). The new home economics curriculum
at the Université de Moncton will be based on an instruc-
tional core focused upon analysis of the family and family
values. Such analysis will include individual roles of
family members, develOpmental growth and needs at various
stages of the family life cycle, family functioning in
relation to the management of personal and family
resources, and the interrelationships of individuals in
families and the family to the larger society. This pro-
posed core curriculum will be discussed in more detail in
the next chapter.

A third document, and this time from Canada,
endorses the two previous statements. A monthly bulletin,

The Canadian Family in 1967, published by the Royal Bank

 

of Canada, has this opening statement:

58

The conscience of Canada as she enters her second
century of Confederation should be determined upon
restoring and preserving the great principles of
individual and national life: the family. The
harmonious family forms the nearest to complete
basis for the happiness and prosperity of the
person as well as the necessary foundation of
society. . . . The family is the smallest of
social institutions, but it holds first rank in
importance. We must not let it dissolve, not
only because of its national importance or its
religious significance but because by its dis-
solution every human being in Canada would lose
some of his humanity (The Royal Bank of Canada,
1967, p. 149).

Guideline 2: The Value Orientation
of the Curriculum Be That of Assist-
ance to Families in Particular to
the Families Who Need Help Most--
the Disadvantaged Families

 

 

 

 

 

Again, New Directions supports the above recommenda-

 

tions by the following quote: ". . . home economics is to
help peOple . . . regardless of the particular circumstances
of the individual or family" (Committee on PhilOSOphy and
Objectives Of Home Economics, 1959, p. 8). And the McGrath
Report: ". . . we must start dealing with the strange,
harsh, and sometimes frightening realities of the real slum
world . . ." (McGrath and Johnson, 1968, p. 112). Although
the McGrath Report stresses that home economics should be
made available in more ways to more peOple, it seems
realistic to say that a new school of home economics could
not be all things to all peOple. Therefore, because of the
urgent need to work with the families with the most need,

the school chooses to concentrate its efforts on helping

59

first the economically, socially and educationally dis-

advantaged families.

Guideline 3: An Interdisciplinary
Approach Should Permeate the Total
Curriculum. SynthesIs of the
Knowledge Drawn from the Physical,
Biological and SociaI Sciences and
the Arts Shouldgbe Applietho Improve
the LIVes of Families

 

 

 

 

 

 

 

This third recommendation is supported by the
Committee on Philosophy and Objectives of Home Economics:

. . . home economics synthesizes knowledge drawn from the

physical, biological and social sciences . . ." (Committee

on PhilOSOphy and Objectives of Home Economics, 1959,

p. 4). And from the McGrath Report: ". . . home economics
. . must broaden its basic undergraduate program through

increased liaison with other academic disciplines"

(McGrath and Johnson, 1968, p. 89).

Since the Université de Moncton is new and still
enrolls a small number of students, it follows naturally
that there should be a close liaison among schools and
faculties within the University. Staff members can be
urged and encouraged to share their experiences and knowl-
edge with peOple outside their own discipline. Steps
should be taken to combine courses of the new schools of
social work and home economics. On the part of the per-
sonnel of both schools, there should be recognition of a

common interest; to help the French-speaking population of

New Brunswick, and that a combination of efforts and

60

strengths could lead to a better service to families.
Social work majors could take courses such as home manage-
ment, consumer education, family finance and family
relations from home economics; and home economics students

majors could take courses in the philosophy, history and

 

structure of social work. h
Because home economics is an applied field pro- L

fessional home economists must be able to draw upon knowl-

edge from the physical and behavioral science disciplines

in order to contribute to the solution of family problems. 3

Proposed Philosophy of Home Economics
for the Université de Moncton

As discussed in the recommendations the new school
of home economics at the Université de Moncton will have a
family service oriented program with special focus on the
disadvantaged family. It is consistent with the goal of
the Université de Moncton itself, that is, the pursuit of
knowledge for a better and greater service to the French-
speaking pOpulation of the Atlantic provinces (Université
de Moncton's Calendar, 1967-68, pp. 19-24). Whatever
Inajor a home economics student might choose at the
Université de Moncton, whether it be dietetics or educa-
ticna, his total effort should be geared and directed
\vithin the purpose of the school. It is intended that the
gyraduates of the school of home economics from the

Lhmiversité de Moncton will be contributing to the Welfare

61

of the families in the areas of their expertise as do
social workers, public health nurses, and others. Their
service will be that of family specialist dealing with
the problems of food, clothing, shelter, family relations
and child care. They should be above all specialists who
can help others to decide about the everyday and long-
range problems of family life. They will most likely be
the generalist home economists who could bridge the
academic world with the real world, and be the representa-
tive of the family in this mass society. The home
economics curriculum projected for the Université de
Moncton therefore should be broad, systematic and inter-
disciplinary, rather than composed Of "congeries of
snippets of specialized knowledge" (McGrath and Johnson,

1968, p. 88).

Summary

Problems of the French-Canadian family inherent in
a technological society imply a greater need for education
in family—consumer decision making and family relationships.

The broadened scope of the home economics curricu-
lum in the secondary school with its family and consumption
orientation as Opposed to the traditional production
emphasis calls upon college and university programs to

respond likewise to remain relevant.

62

Statements of philosophy and objectives of home
economics as a professional field proclaims that the well
being of individuals and families is its central focus.
This reinforces the position that a family centered
approach of home economics in higher education is called
for. Thus the following guidelines are drawn:

1. The new curriculum should have as its

instructional core the analysis of family structure and

 

functioning.
2. The value orientation of the curriculum be

that of assistance to families, in particular, to the

 

families that need us more, the disadvantaged families.

 

3. An interdisciplinary approach should permeate

 

the total curriculum. Synthesis of the knowledge drawn
from the physical, biological and social sciences and the

‘arts should be applied to improve the lives of families.

 

 

«a

CHAPTER V

OPERATIONAL GUIDELINES FOR A CURRICULUM
IN HOME ECONOMICS FOR THE

UNIVERSITE DE MONCTON

The purpose of this study is to develop guide—
lines for a home economics curriculum at the Université
de Moncton. As stated in the steps of the rational pro-
cess for developing curriculum, the objectives were
selected through the study of factors in the society,
values of the French-speaking people of New Brunswick,
and developments in home economics.

Since 1967 a new school of home economics has
been in effect, with a tentative program on the campus
of the Université de Moncton. The writer has been given
the responsibility of organizing the new school and its
curriculum. The actual program offers two majors: one
in dietetics and nutrition and one in home economics
education. The dietetics and nutrition major fulfills
the educational requirements of the Canadian Dietetic
Association while the home economics education major has
been approved by the Department of Education of New

Brunswick, and upon graduation the home economics

63

;*'—;:.;y—r:,:\ .0
5,. is

‘5?» ‘- -

64

education majors will receive a permanent license and a
Certificate IV.

Each of three guidelines evolved in Chapter IV
will be presented and Operational statements will be made
to further implement the curriculum through the guide-

lines.

:29

Guideline 1. The New Curriculum Should
Have as Its Instructional Core the
Analysis of Family Structure
and Functioning

 

 

 

“MAHB ecu; nan—x

Core is a concept, in this instance family struc-
ture and functioning, that is a unifying anchor or force
for all Of the knowledge encompassed in the professional
curriculum. The selection and organization of experi-
ences in the home economics curriculum should contribute
to this concept by including knowledge of:
1. the roles of individuals in the family at
all levels of society and as they change over
time (A.H.E.A. Accreditation Policies and
Procedures, 1968, p. 2)

2. human growth and develOpment and the needs of
individuals at all ages (Accreditation, p. 2)

3. management of personal and family resources
in the solution of problems of providing
food, clothing, shelter and emotional support

for each individual (Accreditation, p. 2)

65

4. the interrelationship of individuals, fami-
lies, and communities locally, nationally,
and internationally (Accreditation, p. 2)

5. the functioning of values, communication and
creativity in family development and daily
living (Accreditation, p. 2)

Guideline 2. The Value Orientation of
the Curriculum Be That of Assistance to
Families, in Particular, to the

Families That Need Us More,
the Disadvantaged Families

 

 

 

 

 

Since some families are disadvantaged economi-
cally, socially or educationally, they have greatest need
for the professional expertise of home economists. Thus
the curriculum should seek to:

1. identify characteristic needs, values and
problems associated with families dis-
advantaged in different ways (adapted from
Accreditation).

2. provide opportunities to have first hand
experiences and interaction with individuals
and families disadvantaged in different ways.

3. identify contribution of home economics in
meeting the problems and needs Of the dis-
advantaged.

4. promote intelligent participation in legis-

lative and other social action programs which

”2M3?

 

66

directly affect the welfare of individuals

and families (New Direction, 1959, p. 9).

Guideline 3. An InterdisciplinaryfiApproach
Should Permeate the Total Curriculum.
Synthesis of the Knowledge Drawn From
the Physical, Biological and Social
Sciences and the Arts Should Be
Applied to Improve the
Lives of Families

 

 

Certain of the disciplines serve an applied field
such as home economics by providing the knowledge that is
to be put to practical use. Other disciplines provide
knowledge to be applied by the professional in making the
application of knowledge. For example knowledge of group
and communication processes are essential if profes-
sionals are going to help families in the solution of
their problems. Therefore the curriculum should provide
experiences that enable students to:

1. seek out the specific knowledge appropriate
to a particular problem (adapted from
Accreditation)

2. use the most effective means for applying
knowledge to meet a particular need (adapted

from Accreditation)

Learning Experiences

 

Response to the objectives and philosophy that
guide the curriculum, calls for appropriate learning ex-

periences. Learning experiences for the home economics

67

curriculum at the Université de Moncton, however different
and varied they will be, should reflect the basic Objec-
tives of the school.

To describe or even to attempt to list all the
learning experiences that will be provided within an
entire curriculum is an impossible task. Learning ex~

periences emerge from each instructional unit. The

- T. a
' 'hho'.‘

kinds of learning experiences that are desired in the

 

school of home economics at the Université de Moncton are
consistent with the objectives to be achieved, varied to i
accommodate individual styles and preferences, and char-
acterized by the demand for active rather than passive
involvement of the student.
1. Experiences which may be provided in the
classroom, include laboratory experiences in foods, cloth-
ing, child care; discussion of analysis of case studies
of observations of families and individuals and of re-
search papers; role playing to name a few.
2. Learning experiences outside of the classroom
may include Observation and participation with disad-
vantaged families, practicum in teaching and dietetics,
analysis and synthesis of ideas through library research
and writing for example.
3. Opportunities for involvement in goverance of
their own student affairs, student chapters of professional

organizations and other informal learning.

CHAPTER VI

GUIDELINES FOR EVALUATING

PROPOSED CURRICULUM

The necessity for thoughtful appraisal of an edu- f
cational program is beyond dispute in a world Of constant

change and innovations. Consequently a curriculum that

 

is relevant cannot be static, but a living, changing
phenomenon. Maintaining the viability of the curriculum
which needs to keep pace with changing needs involves
evaluation.7

Although an elaborate design in evaluation will
not be attempted in this study, there is a need however,
to look at the principles of evaluation suggested by
Dressel.

1. Unless there is an a priori commitment to
evaluation when a new curriculum is planned,
much time will be wasted in arguing about
details.

2. There must be widespread involvement in plan-
ning and in accumulating evidence for eval-
uation. Evaluation should consider the
effects of the new program on faculty and
their attitudes toward it. It should in-
clude evidence of changes in students both
as a group and as individuals, for a group
change does not guarantee corresponding
changes in all individuals.

68

 

69

3. An evaluation program should be continuing,
comprehensive, and accumulative rather than
complete as of a particular date.

4. Evaluation should be designed with specific
questions and hypotheses in mind. No single
design will assess all the issues involved
in curriculum evaluation, thus, evaluation
requires a number of simultaneous or se-
quential studies rather than a grand, all-
embracing statistical design.

5. It is unwise to rely too heavily on complex
and statistical treatments. Continuing in-
volvement in evaluation is far more signifi-
cant than attempts at precision through
rigorously-planned experiments (Dressel,
1968, pp. 183-184).

Sound principles should guide a plan in evaluation;
but, also needed is the knowledge of the bases, that is,

as to how a curriculum can be evaluated. Shear (1964)

uses four bases for judging a curriculum.

1. A curriculum might be evaluated in relation
to the logicalness and inner consistency of
the developmental process of the curriculum.
. . . This entails the study of objectives
and the means used for achieving the objec-
tives.

2. A curriculum might be judged with regard to
the commitment to it of both the students
and the faculty.

3. A study of the process by which the new cur-
riculum is developed.

4. Certain short range objectives of the cur-
riculum might be evaluated through study of
the achievements of students relative to
certain courses (Shear, 1964, pp. ii-iii).
Taking into consideration Dressel and Shear's

Suggestions on principles and bases for curriculum eval-

uation, the following questions will be raised and used

 

 

 

70

as guidelines in order to evaluate the new home economics
curriculum at the Université de Moncton.

1. Are the Objectives stated in the previous
chapter consistent among themselves?

2. Are the short range objectives in different
areas of home economics or instructional
units consistent with the overall objectives
of the curriculum?

3. Are the learning experiences consistent
among themselves and with the stated objec-
tives?

4. DO the learning experiences provide for the
kinds of desired behaviors that are ex—
pected from the students, as stated in the
objectives?

5. Are both the faculty and students suffi-
ciently informed and involved in the cur-
riculum development to be committed to the
program?

The following are suggestions for collecting
evidence in order to evaluate if the stated objectives
are attained:

1. Through the materials developed for each
course, including: course outline, course examinations,
interpretive materials, minutes of faculty meetings,

workshop proceedings, and committee reports.

-mnmnfiv.

 

71

2. Through anecdotal reports, students' question-

naires and other interpretive materials from the students
to check if the desired behavioral change is occurring.
For instance, are the students more family—oriented? Do
they express universal values? Do they understand and
respect other cultures? Are they involved in community
projects related to families?

3. Through careful record keeping, analyze the
reasons why the students choose home economics and why
some withdraw or transfer into the program.

4. Through analysis of actual learning experi-
ences: were they varied, involving of the student,
appropriate to a variety of learning outcomes?

The question asked above and the sources of evi-
dence to evaluate the new home economics curriculum at
the Université de Moncton is by no means complete. An
attempt was made to provide general guidelines and the
details will be provided as each faculty member develops
his own instructional material.

The new home economics curriculum will be too
involved with people and with continuing change to ex-
pect that it will stand still long enough to be fully
evaluated before other changes will become imperative.

It will have to remain flexible and adaptable remembering
that evaluative behavior is a goal as well as a method of

educational planning.

 

 

BIBLIOGRAPHY

72

 

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Brackenbury, Robert L. "Guidelines to Help Schools
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Budewig, Caroline. "Home Economics in Historical Per-
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Krug, Edward A. Curriculum Planning. Rev. ed. New
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M i {.2 H I‘d/K N STAT U N

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IVERSTY

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Thesis Cormier, Sr. Rosilda

Ph.D. Ghislaine
1969

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MICHIGAN Sim IVERSITY
INSTRUCTI'rrI URCES CENTER

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EASKflmNG. MICHIGAN 48823

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