BASES FOR IMPLEMENTING A LOCAL
HOMEMAKING PROGRAM

Thai: for tho Door» of Ed. D.
MICHIGAN STATE UNIVERSITY
Wilma Warner
1957

13““

This is to certify that the

thesis entitled

Bases for Implementing a Local Homemaking Program

 

presented by

Wilma Warner

has been accepted towards fulfillment
of the requirements for

Ed. D. degree in Vocational Education

7y,“ o/u. om!

fiajor professor

 

Dam December 2, 1957

 

0-169

 

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'AW960 in
\Li C- (a

 

 

 

BASES FOR IMPLELENTIKG
A LOCAL HOI‘.‘EM.KIETG PROGRAM

By

Wilma Warner

AN ABSTRACT OF A THESIS

Submitted to the College of Advanced Graduate Studies of
Michigan State University of Agriculture and Applied Science
in partial fulfillment of the requirements
for the degree of

DOCTOR OF EDUCATION

College of Education

Department of Teacher Education flu
Home Economics Education

1957

l

WILMA WARNER ABSTRACT
ABSTRACT

This study was undertaken to secure informational back—
ground for the homemaking teacher as a basis for pre-planning
a homemaking education program. A series of instruments were
developed to obtain the needed facts.

The basic instrument for securing the facts was the
questionnaire. The study was confined to three off-campus
training centers affiliated with the same college. All
schools used in the study were located in the same state,
Illinois, and all the schools had approved vocational home-
making programs. A check list of information was submitted
to a jury, composed of 15 administrators and 50 homemaking
teachers, for their opinions. The jury likewise indicated
the sources from which the information could be obtained.
These persons were selected by the State Superintendent of
Public Instruction and the Chief of Home Economics Education.
On the basis of the replies five instruments were designed:
(l) a pupil opinionaire, (2) a parent Opinionaire, (5) the
interview schedule for administrators, (4) an interview
schedule for local residents, and (5) a community observation
check list.

The following procedures were used to supply the data:
(1) examining research findings and literature, to learn
more about communities and the information homemaking

teachers might desire as a basis for building a functional

2
NILLA WARNER ABSTRACT

program; (2) obtaining the opinions of the selected adminis-
trators and homemaking teachers regarding the items of im—
portance to a homemaking teacher and where this information
could be secured; (5) preparing the five instruments; (4)
trying the instruments in the three teacher training centers;
(5) interviews with pupils and parents; and (6) testing of
the five instruments by beginning teachers.

Revisions were made in the instruments after use in a
rural community, an industrial area, and in an industrial—
rural area. The instruments were checked in three off-
campus communities and in 5 communities by five beginning
homemaking teachers. Ninety-three per cent of the 551
pupils enrolled in the homemaking classes in the communities
and forty-eight per cent of the 155 parents of these pupils
cooperated with the study. Follow—up interviews were held
with 50 parents and 60 pupils in the three communities. The
5 beginning teachers reported a total return of 95 per cent
of the 294 pupils and 85 per cent of the 215 parents of
these pupils in the five communities. Fifteen student
teachers, 6 supervising teachers, 10 administrators, and 55
key persons in the three communities assisted in the testing
of the instruments prepared in this study.

The findings indicated that the instruments prepared
did secure the needed information for pre-planning the home-
making education program and the following conclusions are

justified:

5
WILMA WARNER ABSTRACT

1. Parents are a good source of information for a
homemaking teacher to use to learn more about the community
and are willing to supply the needed information.

2. Pupils can contribute and are willing to furnish
information usable to a homemaking teacher for use in
planning the homemaking education curriculum.

5. Administrators and key persons in the community
have information and are willing to share data which are
helpful to a homemaking teacher in planning the curriculum.

4. The five instruments used in this study can be
used advantageously to readily secure information for
program planning.

5. The five instruments were usable to first year
homemaking teachers.

6. The five instruments served as a motivating device
in.promoting inquiry about the community.

7. It is probable that additional information would
need to be secured in developing a homemaking curriculum.

This study appeared to have implications that these
instruments might be utilized by supervisors, teacher trainers,
teachers, and administrators as devices for learning more
about communities where they are and/or where pre-service
trainees may teach.

The investigator recommends that additional research

be carried on in order to clarify the present findings:

4

WILMA WARNER ABSTRACT

(I) utilization of this set of instruments with beginning
teachers; (2) investigation of the utilization of these data
in implementing the homemaking program in these three
schools; and (5) further testing of the set of instruments

in other states and/or schools.

BASES FOR IKPLEMENTING
A LOCAL HOMEKAKIEG PROGRAM

By

Wilma Warner

Submitted to the College of Advanced Graduate Studies of
Michigan State University of Agriculture and Applied Science
in partial fulfillment of the requirements
for the degree of

DOCTOR OF EDUCATION

College of Education

Department of Teacher Education
Home Economics Education

1957

Gowrisht by
Him Warner
19 58

The writer wishes to dedicate this study to her
parents, Clifford Watson Warner and Alice Terhune Warner
who first stressed to the writer the value of the inter-
relationship between the community and its residents.
Their unfailing belief, encouragement and interest in the
ability of the writer has made possible whatever has been

achieved.

ACKKOWLEDGMETTS

The writer wishes to expreSs her sincere appreciation
to Dr. Mary Lee Hurt, chairman of her Guidance Committee,
who provided invaluable counsel and encouragement during the
course of the investigation. She also wishes particularly
to thank Dr. Meta W. Vossbrink for her sincere interest,
helpful suggestions, and assistance relating to the study.
To the other members of her committee, Dr. Harold M. Byram,
Dr. C. V. Millard, and Dr. Irma H. Gross, she wishes to
express her sincere gratitude for their encouragement and
interest in the study.

The writer also wishes to acknowledge the cooperation
she received from the selected group of homemaking teachers
and administrators in Illinois. She also desires to thank
the faculty, parents and pupils in the three off-campus
centers affiliated with Western Illinois University for the
assistance and information which they provided. She wishes
to express her appreciation to her colleagues at Western
Illinois University for their interest and encouragement

throughout the study.

TABLE OF C OT‘TTENI‘S

CHAPTER
I. TIE PROBLEM AND DEFINITION
The Problem . . . . . . . . . . . . . . . . .
Importance of the Study . . . . . . . . . .
Hypotheses . . . . . . . . . . . . . . . .
Basic Assumptions . . . . . . . . . . . . .
Limitations of the Study . . . . . . . . . .
Definitions of Terms . . . . . . . . . . . .
Community . . . . . . . . . . . . . . . . .
Home economics . . . . . . . . . . . . . .
Homemaking education. . . . . . . . . . . .
Home experiences. . . . . . . . . . . . .
Focused interviews .
Observation schedule . . . . . . . . . . .
Opinionaire . . . . . . . . . . . . . . . .
Questionnaire . . . . . . . . . . . . . . .
Vocational homemaking . . . . . . . . . . .
II. PROCEDURE . . . . . . . . . . . . . . . . . . .
Selection of Items Related to the Community .
Development of Instruments to Submit to Jury.
First draft of check list . . . . . . . . .
Second draft of check list . . . . . . . .
Developing Instruments Based on Jury Opinion.

Parent Opinionaire . . . . . . . . . . . .

Pupil opinionaire . . . . . . . . . . . . .

o "d

3:.

Q
\OOCDCDCDCDCDflWW-PNHL—CJ

o o
l—'
O \O

CHAPTER

Administrator's schedule . . . . . . . . . .
Focused interview . . . . . . . . . . . . .
Observation check list . . . . . . . . . . .
Selecting the Population . . . . . . . . . . .
Testing of Instruments . . . . . . . . . . . .
III. REVIEJ OF THE LITERATTIE . . . . . . . . . . . .
Literature on Community Studies . . . . . . .
Literature on Methods of Securing Information
about a Community . . . . . . . . . . . . .
IV. ANALYSIS OF THE RESPOESES OF THE JURY IN PREPA-
RATION OF THE IRSTRUHEHTS . . . . . . . . . .
Securing Items in the Check List . . . . . . .
Determining Sources of Information . . . . . .
V. ANALYSIS OF PUPIL'S OPIRIOEAIRE. . . . . . . . .

Information from Opinionaire Useful for
Curriculum Planning . . . . . . . . . . . .

Recreational opportunities . . . . . . . . .

ClUbS o 0 o o o o o o o o o o o o o o o o '

Other recreational facilities . . . . . .
Home conditions and family stability . . . .
Ownership of homes . . . . . . . . . . . .
Types of dwellings . . . . . . . . . . . .
Use of leisure time . . . . . . . . . . .
Modernization of the homes . . . . . . . .

Home relationships . . . . . . . . . . . .

4O

47
47
50
59

60
6o
62
62
65
65
67
69
71
75

CHAPTER
Aspirations of youth in the comxunity. . . .
Plans and hopes of the pupils. . . . . . .
Opinions of adults and teen—agers. . . . . .
Differences of opinion between adults and
teen—agers in relation to certain

personal and family behavior . . . . . .
Validation of Pupil Opinionaire. . . . . . . .
Interviews with pupils . . . . . . . . . . .
Testing of Opinionaire by Beginning Teachers .
Summary. . . . . . . . . . . . . . . . . . . .
VI. ANALYSIS OF PARENT'S OPIKICRAIRE . . . . . . . .
Information from Opinionaire . . . . . . . . .
General information for better understanding
the community. . . . . . . . . . . . . . .
Type and physical setting of the community
Type of community. . . . . . . . . . . .
Physical setting of community. . . . . .
Principal means of employment. . . . . . .
How living was earned. . . . . . . . . .
Availability of local business establish-
ments for patronage and possible employ-

ment for youth . . . . . . . . . . . . .
Shopping facilities. . . . . . . . . . .
Adequacy of service establishments . . .
Employment possibilities for teen-agers.

Transportation facilities. . . . . . . .

vi

PAGE
75
75
76

CHAPTER

Information Useful for Curriculum Planning

Recreational facilities. . . . .
ClUbs O O O 0 O O O O O 0 O 0

Church activities . . . . . .

Patterns of employment and earning for

family members . . . . . . . .

Patterns of earning for the family

Home conditions and family stability

Where families live. . . . . .
Kinds of dwelling. . . . . . .
Leisure time activities . . .
Home modernization . . . . . .

Marriage and home relationship

Aspirations for the youth of community

Plans and hopes for children .

Differences in opinion between adults and

teen-agers in relation to personal and

family behavior . . . . . . .

Validation of Parent's Opinionaire .

Interview with parents . . . . .

Testing of Opinionaires by Beginning Teachers.

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

VII. ANALYSIS OF THE INTERVIEW SCHEDULES AI

OBSERVATION CHECK LIST . . . . . .

Information from the Interview Schedules and

Observation Form . . . . . . . .

T
It

vii

PAGE
.102
.102
.102
.105

.107
.107
.109
.109
.111
.115
.115
.115
.118
.118

.121
.124
.124
.125
.126

.128

.129

viii

CHAPTER PAGE
The schedule for interviewing an adminis-
trator . . . . . . . . . . . . . . . . . . . 129
The community observation check list . . . . . 154
The resident interview schedule. . . . . . . . 155
Testing the Interview Schedules and Obser-
vation Form . . . . . . . . . . . . . . . . . 158
Testing of the interview schedules and
observation form by beginning teachers . . . 158
Summary . . . . . . . . . . . . . . . . . . . . 159.
VIII. POSSIBLE APPROACHES FOR USING INFORMATION ABOUT
PUPILS, FAMILIES, AND COMMUNITY AS A BASIS FOR
LOCAL PROGRAM PLANN NG IN HOMENAKING EDUCATION 140
Information about School A, B, and C Com-
munities with Implications for Curriculum
Planning . . . . . . . . . . . . . .'. . . . . 141
Facts about School A . . . . . . . . . . . . . 141
School A curriculum emphasis . . . . . . . . . 145
Facts about School B . . . . . . . . . . . . . 144
School B curriculum emphasis . . . . . . . . . 146
Facts about School C . . . . . . . . . . . . . 147
School C curriculum emphasis . . . . . . . . . 149
Summary . . . . . . . . . . . . . . . . . . . . 151
IX. SUMMARY, CONCLUSIONS, INPLICATIONS AND RECON—
M NDATIONS FOR FURTHE- STUDY . . . . . . . . . . 152

Summary of the Study . . . . . . . . . . . . . . 152

CHAPTER

Conclusions and Recommendations .

Implications from the Study .

Recommendations for Further Study

BIBLIOGRAPHY .

APPENDIX

1X

PAGE
154
155
155
157
162

LIST OF TABLES

TABLE PAGE
I. Division and/or Duplication of Items Developed
Into Five Instruments to Assist a Homemaking
Teacher in Securing Pertinent Information
About a Community . . . . . . . . . . . . . . . 54
II. Additional Available Sources of Information for
the Homemaking Teacher Suggested by Seven
Administrators and Twenty—three Homemaking
Teachers. . . . . . . . . . . . . . . . . . . . 56
III. Interviews Held Using the Resident Interview

SChed-ule. . O O O O O O O O O O O O O O O O C . 157

LIST OF FIGURES

FIGURE PAGE
1. Responses of Seven Administrators and Twenty-three
Homemaking Teachers Regarding Importance of
Pertinent Data About the Community Needed by a
Homemaking Teacher for Planning a Local Program 49

2.

5°

6.
7.

8.

9.
10.
ll.
12.

Responses of Seven Administrators and Twenty—three
Homemaking Teachers Regarding Good Sources of
Information Needed by a Homemaking Teacher for
Planning a Local Program . . . . . . . . . . . . .

Additional Recreational Facilities Needed by Differ-
ent Age Groups, According to Pupils . . . . . . .

Provisions of Clubs, According to Pupils . . . . . .

Other Provisions Made for Recreation, as Reported
by Pupils. . . . . . . . . . . . . . . . . . . . .

Home Ownership, According to Pupils . . . . . . . .

Pupils' Opinion of the Major Kinds of Dwellings
Occupied by Families . . . . . . . . . . . . . . .

Ways Pupils Believe Families Spend Leisure Time. . .

Modernization of Homes, According to Pupils . . . .

Home Relationships, as Reported by Pupils . . . . .

Pupils' Plans and Hopes. . . . . . . . . . . . . . .

Pupils' Viewpoint of Differences Between Teenagers

and Adults on Acceptable Wearing Apparel . . . . .

52

61
63

64
66

68
7o
72
74
77

79

FIGURE

15.

14.

15.

16.

17.

18.

19.

20.

21.

'22.

24.

25.
26.

Pupils' Viewpoint of Differences Between Adults and
Teen-agers on Lasting Marriages . . . . . . . . .

Pupils' opinion on Differences Between Adults and
Teen-agers on Fewer Divorces. . . . . . . . . . .

Pupils' Viewpoints on Differences Between Adults

and Teen-agers on Planned Parenthood . . . . . .

Pupils' Viewpoints on Differences Between Adults and

Teen-agers on Social Drinking . . . . . . . . . .
Pupils' Viewpoint on Differences Between Adults and
Teen-agers on Dancing . . . . . . . . . . . . . .
Pupils‘ Viewpoint on Differences Between Adults and
Teenagers on Smoking . . . . . . . . . . . . . .
How the Living for Families was Earned, as Reported
by Parents . . . . . . . . . . . . . . . . . . .
Adequacy of Shopping Facilities, as Reported by
Parents . . . . . . . . . . .. . . . . . . . . .
Adequacy of Service Establishments, According to

Parents . . . . . . . . . . . . . . . . . . . .

Parents' Response Regarding Employment Possibilities

for Teen-agers and Young Adults . . . . . . . .
Parents' Response Regarding Local Means of

Transportation . . . . . . . . . . . . . . . .
Additional Recreational Facilities Needed by

Various Age Groups, According to Parents . . .
Adequacy of Clubs, as Reported by Parents . . . .

Percentage of Religious Sponsored Programs, as

Reported by Parents . . . . . . .

xii

PAGE

80
82
85
84
85 I

87

97
98
99
101

105
104

106

xiii

FIGURE PAGE
27. Parents' Response Relative to the Earning of the

28.
29.

500

51.
520

53-

54.

Family Income . . . . . . . . . . . . . . . . . . 108
Home Ownership, According to Parents . . . . . . . 110
Responses by Parents Relative to the Kinds of

Dwellings where Families Lived . . . . . . . . . 112
Ways Parents Believe Families Spend Leisure Time. . 114
Modernization of Homes,.According to Parents. . . . 116
Home Relationships, as Reported by Parents. . . . . 117
Parents' Plans and Hopes for Children After

Sixteen . . . . . . . . . . . . . . . . . . . . . 119
Parents' Viewpoint of Differences Between.Pupils and

Adults in the Community . . . . . . . . . . . . . 122

P)

Much has been written about the importance of knowing
the community and building good community-school relations.
However, there is little information available on specific
devices to help secure pertinent data which the homemaking
teacher needs to know about the community and community—
school relations as a basis for curriculum development.
Homemaking teachers are seeking the answers to several
questions which relate to the community and the families
residing in it. What information is needed to plan a
functional program? Is it possible to secure the data in
- the community? Where can a homemaking teacher secure the
desired information?

The investigator has been confronted with similar
issues since her work has been associated with the home
economics teacher education program in three midwestern
states. Responsibilities have been carried in; (1) super-
vision at the state and local levels, (2) off-campus student
teaching programs, and (3) in teaching college courses in
home economics methods and philoSOphy of vocational edu-
cation in the teacher education curriculum. During the
interim of this work some problems and questions have arisen

which have not been satisfactorily solved nor answered.
THE PROBLEM

Purposes 2f the study. The primary purpose of this

 

study was to develop instruments having certain character-
istics which a homemaking teacher could use; (1) to secure
information from pupils enrolled in homemaking classes,

(2) to seek data from parents of the pupils in the home—
making classes, (3) to obtain information from adminis-
trators, (4) to interview key persons in the community, and
(5) to observe resources available in the community helpful
to the homemaking teacher in.planning a program, as re-.
vealed through a questionnaire study.

The investigator desired to develop a series of in-
struments which may enable a homemaking teacher to obtain
pertinent information about a community as a basis for pre-
planning a homemaking education program. This series of
instruments included; (1) a parents' opinionaire, (2) a
pupils' opinionaire, (3) a schedule for use in interviewing
an administrator, (4) a focused interview form for use with
residents of the community, and (5) a community observation
check list. In this study an attempt was made to devise a
series of instruments usable for obtaining the needed in-
formation from these various sources, deemed desirable
for a homemaking teacher to know about a community, for
planning a homemaking curriculum.

Such a set of instruments may be used advantageously
by:

1. First year homemaking teachers who desire a guide

to select the important information necessary for the
implementation of a homemaking program to meet the needs of
those enrolled in the program.

2. Homemaking teachers who need help, because of the
many demands on their time, in recording in a usable, easily
referred to, and concise form the information they acquire.

5. Homemaking teachers who often need a refresher to
recall sources of data (persons and places) where they may
turn for information basic to planning their program; the
teacher who is new in the community; and the one who may have
been unaware of new developments in this ever changing social

order of the community.

Importance pf the study. Homemaking teachers are

 

 

advised to know their communities but they lack specific
devices to readily obtain the needed information. During
their pre-service training, students in home economics
education are acquainted with ways and.neans of securing
information about a community as well as how to use this
pertinent knowledge. However, this is often before the
time they actually need to use the data. Administrators
may lack in their training interpretation of homemaking
education and the functional role this subject may play
in helping the families of the community. Often they do

not have condensed information about the community and its

families. These instruments could serve advantageously as
motivating factors for better school—community planning.
Many homemaking teachers carry the dual role of teacher and
homemaker making it necessary for limitations to be placed
upon the time they may spend in securing information about
the community.

A series of instruments to obtain information from
various sources about a community could be helpful to;
,(1) teachers of homemaking in local communities; (2) home
economics trainees in colleges and universities;
(5) administrators in schools in local communities;
(4) administrators of colleges and/or universities where
home economics education majors receive pre-service edu-
cation; and (5) others who direct or are engaged in teaching,
who believe that the community furnishes facts to help imple—

ment functional school programs.

Hypotheses. The following hypotheses were set up for

 

this study:

1. Instruments may be developed to secure pertinent
information about a community which may be used in planning
a homemaking program.

2. The information secured about a community may be

used in planning a homemaking program.

Basic assumptions. The investigator assumed that

 

knowledge about the community furnishes a background of
information to enable a homemaking teacher to better under—
stand the families who live in this area. Such information
also supplies the foundation needed upon which a functional
homemaking program may be built. This study was based upon
six basic assumptions, namely:

1. A functional homemaking education program is
geared to the community and homemaking teachers work with
groups in a community for their major objective of improved
family living.

2. Administrators are a good source of information
about a community since they have as their goal the further
development of youth in a democracy.

5. Parents are interested in activities of their
youth and they, as well as other key persons, are capable
of furnishing helpful information about the community where
they live.

4. Parents, key persons, and administrators are not
the only reliable sources of information about a community.
Pupils can make a meaningful contribution because they share
a keen interest in themselves and their relationship to
their peer group, adults, and others who live in the com-
munity.

5. Knowledge concerning various agencies, income of

families, shopping and recreational facilities, employment

possibilities, and the ethnic groups in the community are
important in homemaking education curriculum planning.
6. Some instruments are needed to secure this

e ssent ial information.

Limitations 9f the study. The scope of this study

 

was limited since it was confined to three off-campus
teacher training centers affiliated with the same college.
All schools used in the study were located in the same
state, Illinois, and all of the schools had approved vo-
cational homemaking programs.

Data were secured from:

1. Sixty-five per cent of a selected jury composed
of 50 homemaking teachers and 15 administrators.

2. Ninetysthree per cent of 551 pupils enrolled in
homemaking classes in the three schools.

5. Fortyeeight per cent of the 155 parents of the
pupils enrolled.

4. A total of 15 student teachers who taught in the
three off-campus training centers and partici-
pated in using the instruments.

5. A total of 10 administrators in the three off-
campus training centers.

6. A total of 5 first year teachers in other com?
munities.

No attempt was made in this study to indicate how

the data secured in the development of the instruments may

be applied.
EFIHITICES OF TERhS

Community. A cultural phenomenon located in a
particular place . . . It is a human population living
within a limited geographical area and carrying on a
common interdependent life. [It] is a dynamic phenome-
non consisting of interrelated parts, each performing
a function that seriously influences the whole.2

Home economics. The term home economics is often
used to designate this educational field at the junior
college and university level, which prepares students
for such professional services as homemaking teacher.5

Homemaking education. The term homemaking is often
used to designate the secondary school level . . .
education which is centered on home activities and re—
lationships, designed to enable girls and boys, men and
women, to assume the responsibilities of making a home,
or improve home and family living.4

Home experiences. [The term] home experience is
used to designate the activities of similar scope as
home projects, which pupils carry on as they solve the

 

2George A. Lundberg, Clarence C. Schrag, and Otto H.
Larsen, Sociology (New York: Harper and Brothers, 1954),
p. 1190

5American Vocational Association, Definitions 9f
Terms ip Vocational and Practical Arts Education. Committee
on Research and Publications (Washington, D. C.: American
Vocational Association, 1954), p. 15.

4Ibid., p. 16.

 

personal, home, and family problems which make up
their homemaking course.

Focused interview. The term focused interview is

 

used in this study to refer to an arranged face-to-face

contact, centered to obtain definite information about a

Specific topic.6

Observation schedule. A type of data gathering
schedule which is a form or outline used as a guide
in gathering data; for example, (a) a printed form
such as a check list or rating scale on which the
research worker may record his observation.

 

Opinionaire. A type of questionnaire designed to be
used by an individual to elect opinions or attitudes,
much the same as an expressionnaire.

 

Which expresses and reflects the position one takes

. . .designated to elicit a fairly free expression
of opinions, attitudgs and/or other personal reactions
on indicated topics./

 

5Selma F. Lippeatt, "An Experimental Study to Deter-
mine the Relative Effectiveness at the Secondary Level of a
Home Experience Program Planned as an Integral Part of the
Homemaking Curriculum and a Home Experience Program.Used as
a Supplement to Classroom.Activities." (unpublished Doctor's
Thesis, The Pennsylvania State College, State College,
Pennsylvania, 1955), p. 2.

6Carter V. Good, Dictionary 9f Education (New York:
MdSraw-Hill Book Company, Inc., 1945), p. 225.

7Ibid., p. 557.

81bid., p. 282.

 

 

9Ibid., p. 525.

’\

10

Questionnaire. A list of planned, written questions
related to a particular topic with space provided for
indicating a response to each question, intended for
submission to a number of persons for reply; commonly
used in normative-survey studies and in the measurement
of attitudes and opinions.

 

Vocational homemaking. A homemaking education program

 

is one which meets certain minimum standards specific to
individual states and incorporated in.a contract the State
Board for Vocational Education in a state holds with the
United States Office of Education.11
A functional homemaking curriculum is dependent upon
the homemaking teacher working with families living in the
community. This necessitates the securing of background
material about people in families and their activities as
well as the resources available in the area in order to do
effective pre-planning. Such data are available from
pupils, parents, administrators and others residing in the
community. In order to secure this pertinent background
knowledge, this study was devised to develop instruments to

aid the homemaking teacher in securing this essential infor-

mation.

 

lQIbid., p. 525.

11Maude Williamson and Mary S. Lyle, Homemaking Edu-
cation ig the Hi h School (New York: Appleton-Century-
Crofts, Inc., l9fil, Revised), pp. 54-55.

 

CHAPTER II
PROCEDURE

The second chapter of this study explains the pro-
cedure used in securing data for the development of a
series of instruments a homemaking teacher might use to
tentatively pre-plan a program of homemaking education
for a community. The procedures followed in the develop-
ment of the study are described in this chapter. The
definitions of the terms questionnaire, opinionaire,
focused interview, and observation are defined in Chapter

I, pages err.

Selection.g§ ggggg related 39 the community. There
were numerous sources to draw upon for information about
a community. First, the investigator turned to literature
in.home economics and study of school and community which
served as the main source of information. This was studied
to clarify and learn more about communities and the infor-
mation homemaking teachers desired as a basis for building
a functional program.

Literature on community studies and surveys suggested
items on the community's human and material resources such
as; population trends, economic conditions, health, physi-
cal features, industries, agencies, educational, social and

cultural conditions.

l2

Writers in the field of education in the areas of home
economics education and curriculum development suggested the
same items indicated by the literature on community studies
and surveys. They further believed the needs and concerns
of the pupils, the home relationships, codes of conduct, and
out of school environment were contributory in curriculum
planning. Inclusion of items suggested by these writers
were selected for incorporation in the development of the
instruments.

Next, the 1950 census form was examined to find out
information already available to a homemaking teacher con-
cerning a community. Other data about a community which
were in recorded form were examined. These recorded data
varied according to communities, however, the schools,
newspapers, libraries, and minutes of governing bodies in
the community contributed to the final selection of the
items.

Another source of information used by the investi-
gator was interviews with local and county key persons in
order to find out information readily obtainable in a
community. These individuals stand out as valuable and
perhaps the most direct sources of the information desired.
They can furnish material not already in recorded form
that a homemaking teacher seeks in order to plan and work
with others to tentatively pre—plan a program meeting the

exigencies and interests of those participating in the

15

homemaking program. Since many different kinds of infor-

mation were wanted by a homemaking teacher devices designed

to secure such data were thought to be advantageous.
Literature was studied to clarify and learn.more

about communities and the information homemaking teachers

desired as a basis for building a functional program.

From this literature the items were chosen which were sub-

mitted to the investigator's graduate committee and to a

jury of experts.

Development 2: instruments 32 submit §_ jury. The

 

investigator recognized that the effectiveness of a re-
search study of this type was dependent on the cooperation
of those concerned with the problems selected. This study
is one which concerned persons at the state level, local
administrators of schools, homemaking teachers, home-
making pupils, parents of these homemaking pupils, and key
persons in local communities.

Persons in key positions in the state showed an in—
terest and willingness to cooperate. The state Superin-
tendent of Public Instruction and the Chief of Home Eco-
nomics Education, were asked to choose a jury of experts.
This jury consisted of 16 administrators and 50 homemaking
teachers who were asked by means of letters to delete or
add to the items chosen from the literature as data needed

by a homemaking teacher for developing a homemaking

14

education curriculum. The jury was also asked to indicate

the sources where such information could be obtained.

First draft 9f check list. The first draft of the

 

 

check list was submitted to the Graduate Committee directing
this study. At their suggestion each question was expanded
by including a brief example after each one for further

clarity. (See Appendix, page 185 ff.)

Second draft 9f check list. A second draft was

 

 

completed placing the questions in the center of the page
with a two column response relative to the importance of
the question on the left and a four column response to the_
right to designate the good and fair sources for securing
the information desired. Through the separation of the
response columns greater ease of checking and tabulation
was afforded. This second draft was submitted to five
homemaking teachers to ascertain if there were any questions
which were not clearly stated or understandable to them.
These teachers had taught for a varying number of years,
which was also true of the homemaking teachers to whom the
check list would be sent. Two administrators also read the
check list. Since no suggested revisions were offered the
check list was prepared for mailing to the administrators
and teachers comprising the jury. A cover letter accompa-

nied the questionnaire. (See Appendix, page 172.)

15

The check list was divided into three parts with
space provided after each question for comments. Part one
included questions, with examples for clarification,
dealing with information about a community having an effect
upon the family. In this part of the check list, fifteen
questions were asked:

1. What is unique to this community?

2. What is the physical setting of the community?

3. How does this community compare with others in

the area?
4. How is the community governed?
5. What are the principal occupations?
6. What professional services are offered?
7. What are the shopping facilities?
8. What services are available?
9. What are the employment possibilities for teen-
agers and young adults?

10. What are the means of transportation?

11. What community agencies exist?

12. What are the educational opportunities?

13. What recreational facilities are offered to
the community? >

14. What social and educational clubs and societies
are provided?

15. What churches are active in the community?

The second part of the check list was composed of
eight questions, with examples included for further clarity,
asked information about persons and families, who live in
the community. These items pertaining to persons and families
living in the community were:

1. How do they derive their income?

2. Where do they live?

5. Is it a well knit community or are factions
present?

4. What are their cultural interests?

5. How modern are their homes?

6. How stable are the marriages?

7. What are the plans for their youth?

8. What are controversial issues in the community?

The third part afforded space for additional comments
the respondee desired to make. The question asked was, "Are
there any additional comments you would like to make about
the families in your community?"

The check list of information and sources was then re-
examined on the basis of the replies received. Each item
was checked for importance and its contribution toward a
functional homemaking program. Furthermore, each item was
checked to ascertain where the information could be secured.
On the basis of personal experience as a homemaking teacher
and supervisor, the overall purposes were tentatively set

up by the writer to serve as the foundation for developing

1?

instruments which might be usable by a homemaking teacher
to secure data about the community. The following purposes
served as a basis for planning and carrying out this present
research;

1. To provide a device which would enable a home-
making teacher to secure information about a community from
an administrator.

2. To construct an instrument usable by a homemaking
teacher with parents to obtain information about the come
munity where they live.

3. To design an instrument which would draw from
pupils data needed by a homemaking teacher about the pupils'
environment.

4. To prepare a device which would focus the at-
tention of the homemaking teacher on observable surroundings.

5. To furnish a means helpful to a homemaking teacher
in securing desired information from key persons in the comp

munity.

Developing instruments based pp 1351 opinion. On the
basis of the responses by the jury of experts the items
were divided into three types of instruments, namely;
opinionaire, interview schedules, and a guide for obseru
vation. Two opinionaires were devised, one for parents,

the other for pupils. The interviews were designated as

18

an "administrator's schedule" and focused interviews; the
latter was divided so they might be used in conference
with three groupings of key persons in the community. An
observation device was in the form of a check list. The
development of the instruments consisted of the preparation
of the instruments, the testing of the instruments, the re-
vision of the instruments, the use of the instruments, and
the evaluation of the instruments.

After the responses were tabulated the items were
divided into groups designated as the best source of infor-
mation by the jury, namely; (1) administrators, (2) parents,

(3) pupils, and (4) other sources (key persons and places).

Parent qpinionaire. The first draft of the parents'
instrument was made converting the items from those listed
on the jury questionnaire into the format of an opinionaire
which included a cover letter. The items were formed into
questions designed to express the thought of parents in an
effort to obtain the desired information. A second draft
of the parents' opinionaire was prepared after the first
draft was submitted to parents for clarity of terminology
and understandability of the questions. The second draft
was then used in the selected communities to refine the
instrument. The results disclosed several weaknesses and
the questions were reworded for clearer meaning and minor

changes were made in the mimeographed forms. Interviews

19

were held with a random sample of parents and the final draft

of the parent opinionaire was used by first year teachers.

Pupil ppinionaire. The items designated by the jury

 

for the pupils were changed in the first draft to an opinion-
aire check list and the wording of the items was modified

to the level of secondary school pupils. The pupil opinion-
aire was given to pupils to check for understanding of the
questions and directions. Few revisions were suggested so
slight changes were made in the second draft which was used
in the selected communities to refine the instrument. The
results revealed a few changes. However, in the third draft
of the pupil Opinionaire the same questions which were
changed on the parent opinionaire were also changed on the
pupil opinionaire so the questions were alike on the two
instruments. Interviews were held with pupils to see if
they desired such a change. The third and final draft was

used by first year teachers.

Administrator's schedule. The same procedure of con—

 

verting the items which were submitted to the jury was em-
ployed in formulating the schedule for interviewing an adminis-
trator. The form of a check list was designed. However,

less revision was necessary in terminology. The second

draft which was submitted to administrators for clarity of

20

terminology was not revised and was used for testing the
instrument. No revision was made after the use of the

instrument since it appeared the form was functional.

Focused interview. A paragraph stating the purpose
of the interview was part of the first draft of the focused
resident interview which was divided into three groupings
of key persons. No revisions were necessary since this
form apparently was adequate. It was used in the three

communities and by first year teachers.

Observation ghggk ligt; The jury suggested various
items of information which a homemaking teacher might ob-
serve in a community. These were arranged in check list
form. No revision was necessary for the use of this device
in the three communities. It seemed the desired information
could be obtained from the check list form.

Each of the five instruments prepared was checked
for terminology and clarity of meaning by submitting them
to individuals of similar age and position to those who
would be checking the various devices in.the study. The
five instruments before being tried in the three communities
were submitted to the supervising teachers for examination.
Conferences had been held previously with the supervising
teachers (local homemaking teachers) to explain the purpose
of the study and the group agreed the student teachers

21

could direct the filling out of the opinionaires. Prior to
being used by the first year teachers the pupil and parent

Opinionaires were examined by the local administrator.

Selecting the population. Three student teaching
centers were chosen as fairly representative of schools in
the state, one in a rural area, one in an industrial area,
and the third one in an industrial-rural center. All
three schools have pupils from homes of varying economic
levels, differing nationalities, races and creeds. The
investigator was well acquainted with school and community
conditions from.contacts made as a state supervisor and
resident teacher educator.

The rural area selected was a community with the
main town having 1500 inhabitants who were dependent
principally on agriculture for a livelihood. In Illinois

1

22.4 per cent of the state was rural and 249 communities

with incorporated municipalities were listed with a popup
lation of 1,000 - 3,000. In this study the rural area was
referred to as School A.

School B as designated in this study was best de-

scribed as industrial having a population of 16,821. This

 

1Charles F. Carpentier, ed., Blue Book 2; the State
2.1:. Biggie. 1953-54. (nono) (mdo) p- 536.

22

city was dependent upon factories and industrial pursuits
for the livelihood of its residents. The school enrollees
were drawn mainly from the families not engaged in agri—
culture, part of the 77.6 per cent2 urban population in
Illinois. There were 45 cities with 10,000 - 20,000 pogu-
lation in Illinois.

The industrial-rural area chosen was a community of
31,425 inhabitants. The school was a recently formed com—
munity high school district including villages and the
farming population fringing the city. Various manufacturing
establishments were located in the city and two of the major
railroad net works have division centers there. Illinois
has 24 cities of this size which are a part of the 77.6
per cent5 urban population of the state. This school was
called School C in this study.

Letters were written to the college administrators and
the local administrators of the three affiliated schools re-
questing permission to use these three teacher training
centers for testing the instruments. Each administrator
showed willingness for the school personnel and the school

to participate in this study.

 

21bid., p. 536.

3Ibid., p. 536.

Testing pf instruments. The instruments were tested
in the affiliated schools, one in a rural community, one in
an industrial area, and the third in an industrial-rural

ea. All five instruments were used by student teachers
in the three teacher training centers in the fall of 1954
and the spring of 1955. Data secured from the use of the
five instruments were compiled and the numbers converted
to percentages. No revisions were suggested in the ad-
ministrator's schedule, focused interview, or observation
check list.

The parent opinionaire was sent to the parents of
pupils enrolled in the homemaking classes in the three
schools. On the basis of the responses a revision was
made and interviews were held to secure additional comments
and suggestions from a random sample of parents taken in
each community. These parent interviews resulted in modi—
fications being made in the opinionaire.

The pupil opinionaire was given to the pupils en-
rolled in the three off-campus centers by the student
teachers who explained in a simple manner the partici—
pation of the class in an experiment. Class time was used
for filling out the opinionaire. From these responses a
revision was made and a random sampling was taken of pupils
in each center by the investigator to obtain other sug—

gestions. Further modifications were made following

24

this sampling so the questions duplicated on the parent
and pupil opinionaires would be alike.

Final revisions were made in the pupil and parent
opinionaires. Five first year teachers used the five
instruments in the communities where they were employed
during the 1955-56 school year. The report of this study
includes the reactions and comments they and their adminis-
tratdrs made concerning the instruments.

One principal method of research was used in this
study, the questionnaire method. 'Various techniques of
the questionnaire method were used, the check list, the ob-
servation, the opinionaire, and the interview. A selected
jury of experts composed of homemaking teachers and school
administrators assisted in the selection of important items
to be included in the instruments designed for a homemaking
teacher to use in securing pertinent data about a community
needed in order to pre-plan a functional homemaking program.
Pupils, parents, administrators, and key persons in three
centers for training homemaking teachers, student teachers,
the supervising teachers in.the centers, and first year

teachers cooperated in the testing of the instruments.

CHAPTER III
REVIEJ.’ or THE LITERATURE

Much has been written about communities, community
schools, and homemaking education but little information
was available which was pertinent to this study. The
literature suggested the importance of community-school»
experience and relationships but failed to give specific
techniques for securing the data. Numerous national and
local surveys of communities have been made. However,
these have not been designed specifically to assist a
homemaking teacher in securing desired information about
the community where she is teaching so she can tentatively

pre-plan the homemaking program.

Literature pp community studies. Tylerl emphasized
the study of real life situations as a means for discovering
the needs and interests of the learner. He suggested that
teachers understand their communities and seek information
and knowledge by investigation of students' interests. By
studying students themselves in their environment, they

can provide useful information in deciding objectives.

Ralph W. Tyler, Basic Principles of Curriculum and

lgstiuction (Chicago: University of Chicago Press, 19505,
pp. ‘83.

 

26

IFurther investigation of pupils' interests and concerns, he
'thinks, can be made through observation, interviews,
(iuestionnaires, and records available in the school and
130mmunity. Studies of contemporary life outside of school,
{Tyler contends, will make possible the application of
learning in life situations. The emphases given in a
curriculum in the secondary schools is dependent upon.the
needs and interests of the individuals in the classes and
the families of the community they represent. Decisions
will need to be made of the types of worthwhile learning
experiences chosen which will most effectively bring about
desirable changes in the behavior patterns of students.

A functional homemaking program encourages learning
experiences outside the classroom, some of which are home
experiences which offer opportunities, elements, and situ-
ations impossible to reproduce in the classroom. If the
home experience is to meet the pupilFS interest and needs
the homemaking teacher must know the environment in which
the pupil lives; this necessitates knowing the home and

the community.

Williamson and Lyle made this statement concerning

the home experience program:

27

A certain amount of ground work will be necessary
in order to have a receptive attitude at home and in
the community as a whole. It will be invaluable to
make fa orable contacts with women and men in the comp
Mity o

.Arny in.the discussion of check lists to obtain pertinent
information about individuals writes:

Planning can frequently be done more intelligently
after information has been obtained regarding the
background and interests of the group. . .there is
general agreement today that if instruction is to be
highly affective, students should participate in de-
ciding what they will study in a given course.3

Home projects, sometimes called home experiences,

are an essential part of the homemaking education curri—
culum. Through them pupils work on some problem in their
personal, family, or community life. It (home project)
provides the tie between ineschool and out-of-school
activities and responsibilities which is required for

effective learning.4

 

2Maude Williamson and Mary S. Lyle, Homemaking Edu—

cation in.the Hi School (New'York: ApplEton-Century-
CrOZtS,-Tn00, , P. 2250

 

5Clara Brown Arny, Evaluation.;p.Home Economics
(New'fork: Appleton—CenturyJCrofts, Inc., 1955). Po 242.

 

 

4United States Office of Education, Homemaking Edu-
cation in the Secondapy Schools $3 the United States.
ted-States Office of—Education,-F3deral Security
Agency, Washington, D. 0.. 1947). Po 18-

 

 

28

Lippeatt in her study stated,

In clarifying the purposes of home experience it
is necessary to accept the thesis that the effective-
ness of a homemaking program depends upon the extent
to what it functions in the daily living of individu—
als in their homes and communities.

The major essentials of an adequate homemaking cur-
riculum are described in the bulletin, "Directed Experiences
in the Homemaking Education Program".

An effective home economics curriculum will
evolve as teachers, working with their parents, are
able to select learning experiences important to
individual pupils, and focused on improvement of
home and family life, and that are evolved in the
light of democratic values. Use will continually
be made of the problems pupils are meeting in their
homes, in school, and in the community. The problems
will be complex, some can be solved quickly, others
will require more time; some will be highly personal,
others of family or group concern.

This bulletin also emphasized two desirable results

emerging from teacher—pupil—parent-planning, namely:

 

5Selma F. Lippeatt, "An.Experimental Study to Deter-
mine the Relative Effectiveness at the Secondary Level of
a Home Experience Program.Planned as an Integral Part of
the Homemaking Curriculum and a Home Experience Program
Used as a Supplement to Classroom Activities." (unpublished
Doctor's Dissertation, The Pennsylvania State College, State
College, Pennsylvania, 1953), p. 55.

6United States Office of Education, Directed.Experi-
ences lg the Homemakinngducation Program, Vocational
Division, Miscellany 3145 (United States Office of Edu-
cation, Federal Security Agency, Washington, D. C., 1945),
p. l.

 

29

1. Teachers learn more about community needs.
2. Parents and teachers find ways to work to-
gether in meeting the needs of pupils in the home—
making department, the school, the pupils' homes
and the community.7
Blackwell8 constructed check lists to aid in the
evaluation of a homemaking program. Two of these devices
”Check List for Evaluating the Homemaking Curriculum" and
"Check List for Evaluating Services Contributed by the
Homemaking Department" point out the desirable goals toward
which schools can strive. These check lists emphasized the
utilization of the needs and interests of the pupils and
the community and the inclusion of parents and the pupils,
the use of community resources and the relation of school—
home-community experiences in program planning.
Cook and Cook wrote in their book:
Schools have always been interested in the local
community, the life outside their doors. In recent
times, some schools have been giving community study

a basic importance, making it foundational in their
curriculum program.

 

7;bid., p. 5.

8Sara E. Blackwell, "Development of Instruments for
Evaluati , Certain Aspects of High School Homemaking Pro—
grams." unpublished Ph. D. Thesis, University of minnesota,
kinneapolis, Minnesota, 1950).

9Lloyd A. Cook and Elaine F. Cook, A Socialogical
Approach to Education, (New York: McGraw—Hill book Company,
Inc., 19557, p. 20.

 

 

50

The examiner of literature for this study found many
statements of the need for study of the community as a
basis for curriculum planning. Few instruments were avail-
able, however, for securing background data so a homemaking
teacher could tentatively pre-plan the homemaking program.

DewhurstlO presented information concerning the de-
mands in the future of education for youth based upon the
nature of needs versus resources. Clapp capably described
the role of a teacher in the community and the responsibility
of the citizen to a community school in her statements. -Her
philosophy was in agreement with the investigator of this
study who believed that schools, teachers, and citizens of
communities are not static but a part of an everchanging
society.

A community school is made with the people whose
school it is. In the making teachers lead as fellow
workers. As members themselves of the community,
they are citizens as well as teachers, sharing
common problems and interests.ll

In community education one is never dealing with
a fixed plan, a formula, or a ready made organization
but with needs as they are revealed-~needs and aspi-
rations of people with all their potentialities and
prejudices, their ambitions and handicaps, their re—

lationships and racial background as well as their
physical surroundings.

10Twentieth Century Fund, Frederic Dewhurst and As-
sociation, America's Needs and Resources (New York: E. L.
Hlldreth and Company, 1947), pp. 666—670.

 

lJ‘Elsie Ripley Clapp, Community School in.Action (New
York: The Viking Press, 1959), p. 89.

lerid., pp. 555-6.

 

31

Dewey wrote "Subject matter to be taught was selected and
the way which methods for teaching it grew directly out of

knowledge of community conditions."15

14 outlined the interrelationship of the human

Olsen
and material resources within an area which can be used to
further schools and make communities better. He related
the historic background of a community to the contemporary
and led the reader to anticipate what the potentialities
of the school and community working together might accomplish.
Questions A and B in Part I of the check list sent the jury
was suggested by Olsen's writing. (See Appendix page 190).

Ogdenl5

outlined a survey which could be carried on

in a community. This survey would investigate population
trends, economic conditions, health, physical features,
induStries, history of the county, and educational and
cultural conditions. He believed that everyone had a contri-
bution to make if one worked with the people and had faith

in them. For progress, Ogden stressed, can come only

through widespread understanding by the persons whose lives

are affected by the program. 'Questions B, C, D, E, and I

15Ibid., p. IX.

1“Edward G. Olsen, School and Community (New York:

 

. 15Jean Ogden and Jess Ogden, Small Communities in
:AEEEQE (New York: Harper and Brothers, 1946), pp. 256—211,

 

‘4

v a
An:

.cd

 

in.Part I and question 4 in Part II of the check list sub—
mitted to the jury could be attributed to this survey.
(See Appendix, page l90ff).

Thought provoking questions relative to community re-
sources and a better understanding of the community were

found in Colcord'sl6

book. She outlined how to study the
agencies within a community with specific attention to
health, education, safety, and welfare. Thus question K
and I in Part I were formulated after studying her book.
(See Appendix, page l90ff).

Five major aspects with impacts on a community school;
(1) jobs, (2) church, (5) recreation, (4) cliques, and (5)
dates were analyzed by Hollingsheadl7 with specific
emphasis given to the influence of the social system. His
book presented an analysis of a community describing the
forces affecting youth as they were reared, with suggestions
for improvements that might be made if schools related them-
selves to and understood the values and standards held
within the community. As a result questions M, N, and O of

the check list were conceived. (See Appendix, page 191.)

l6Joana C. Colcord, Your Community It's Provision for
Health, Education, Safety, and welfare New York: 3. L.
hildreth and Company, 1947), pp. 92-149.

 

 

 

 

V. 17A. B. Hollingshead, Elmtown's Youth (New York: John
W1ley and Sons, Inc., 1949), to. 204—266, 288-52 , 519-415.

 

l\

 

 

Considering the influence the community has on the
school and the effect upon pupils enrolled in a school,
Wiles wrote:

Education is a total community process. Pupils
and teachers live in a community, they absorb its
beliefs and patterns of behavior. If the classroom
is to be an effective learning situation, our task
includes working with out of school forces that in-
fluence the child's development.18

Wiles continued in his writing:

An understanding that education is a total
community operation, requiring the full use of
community resources, makes us realize that pupils
must learn to live not only with the other members
of the school but with the adult members of the
community as well.l9

Knowing one's community, has been given importance
as a foundation of curriculum planning by outstanding
persons in the field of home economics education. In
vriting about home and community needs in their book, The

Teaching 2; Homemaking, Hatcher and Andrews stated:

 

It is virtually necessary, therefore, for every
homemaking teacher to know her community so that
she may affiliate its interests and needs with those
of the pupil . . . . The first step, however, in study-
ing any locality is to make a communigy exploration
and to ascertain the lay of the land.

18Kimbal Wiles, Teaching for Better Schools (New York:
Prentice-Hall Inc., 19525, p. 559.

 

19Ibid., pp. 516—517.

2OHazel M. Hatcher and Mildred E. Andrews, The Teaching
.2: Homemaking (New York: Houghton Mifflin Company, 1945),
p. 3.

 

54

This suggestion prompted the observation list. (See
Appendix, page 198.)

Hatcher and Andrews listed community, commercial,
recreational, health, and religious facilities as aspects
of a community which should be noted by a homemaking teacher.
On the other hand Spafford stated:

Frequently the school . . . has not studied

sufficiently educational needs from a lay point

of view nor taken into consideration the education
being secured elsewhere.21

From this suggestion the idea of including a focused

interview or an instrument for learning about the community

developed.
Continuing, Spafford wrote:

Each c mmunity makes its own demands upon edu-
cation. The teacher] needs also to know its
standards, ideals, generally accepted code of conduct,
recreational opportunities, . . . way people earn their
living, whether they are home owners, rentenp, or
tenant farmers, whether work is regular or seasonal;
and who owns the town and runs the school. Some of
the information the teacher wants will be gotten
casually . . . some . . . gecured at the beginning of
the year as a matter of form. Other information will
be secured as new learning units are planned.22

Questions D and E in.Part I of the check list and questions
1, 2, 5, and 8 in.Part II were devised incorporating Spafford's

suggestions. (See Appendix, page l90ff.)

 

 

O
21Ivol Spafford, Fundamentals in Teaching Hume Economics,
(New'York: John Wiley and Sons, Inc., 1951), p. 52.

22;bid., pp. 70—1.

’\

55

Williamson and Lyle set forth advice to homemaking
teachers that:
Your steps in building the curriculum for the students
under your supervision will begin with finding the needs
in the community . . . begin a study of the community
life, of the home life, and of the present responsibilities

and concerns of the girls and boys who are to be in your
classes.2

They24 emphasized the importance of the homemaking
teacher exploring the community and finding the answers to
such questions as the predominating industries, businesses,
leisure time activities, possible funds, organizations,
nationalities present, churches, recreational and health
facilities, and local traditions and/or customs. In Part I,
questions E, F, G, H, grew out of these recommendations as
did questions 5, 6, and 7, in Part II of the questionnaire
sent to the jury. (See Appendix, page 190ff.)

These writers in the field of education and particular—
ly home economics education gave general suggestions and
some specific questions which might be utilized by teachers
new in a community. The writer of this study hoped to de-
velop a set of instruments which would help a homemaking
teacher to more easily obtain through the use of specific

instruments the pertinent data which she needs as a basis

25Maude Williamson and Mary S. Lyle, Homemakipg Edu—
cation in the Hi h School O(Ne‘HJYork Appleton-Century—
rofts, Inc., 19EI), p.

24Ibid., pp. 150—151.

 

56

for developing a curriculum in homemaking education: Thus,
. . . it is really your (homemaking teacher's)
professional responsibility to sometimes take the
initiative yourself, to study your surroundings,
to be alert, to seek information with the intent
to use it wisely.25

In June, 1955, the Kentucky Department of Education,
Vocational Division, published a Home Economics Curriculum
Guide in which the following statement was made:

Knowing the needs of the pupils, their homes and

the community is basic to planning effective home-
making programs. Information secured . . . should be
interpreted in terms for implications for planning

the homemaking program . . . . A community survey will
be valuable to a teacher planning a homemaking program
that will give consideration to some community problems
. . . much of the information . . . can be easily
secured early in the year.

Also included in the appendix of the Kentucky Curri-
culum Guide was a suggested community survey to be used
with the Kentucky 1950 census report and a pupil Infor-
mation Sheet.

The Kentucky community survey form included items
referring to the people, their education, marital status,
women working, major occupations, and incomes. The survey
form also provided space for information about housing,

church, and recreational facilities, service and social

agencies available, and acceptable and nonacceptable social

 

2?;bid., p. 152.

26Commonwealth of Kentucky, Kentucky Home Economics
Curriculum.Guide, (Frankfort, Kentucky: Department of.Edu-
cation, Division of Vocational Education, 1955), p. 17.

 

57

customs for the community. However, this form was rather
intricate to implement and interpret.

Commercial companies were also found to be interested
in community resources for teaching. The Continental Can
Company as a public service distributed to secondary schools,
a thirty-seven page booklet titled "My Community Album". Items
given attention which were similar to this study were natural
resources, people, business, industry, institutions, recre—
ation and social living, market place, influences on choices
made, services, agriculture, transportation, job opportunities,
leisure, health, and future plans. The idea for question 7
in.Part II of the check list came from this booklet. (See
Appendix, page 192.)

Although reference for a specific question can be
traced to a certain writer, many of the authors suggested
similar and/or identical types of information needed about
homes and communities by teachers. The aggregation of these
suggestions comprised the check list sent to the jury.

The investigator believed that the teacher must lead
in the program in homemaking education but she can be more
effective in implementing these plans, however, if others
who would be involved in the program have assisted in the
planning.

Barr, Burton, and Brueckner, in speaking of the ob—
jectives of education and their formation emphasized:

Man has always had opinions about his needs. Some-
times hlS opinions have been well founded in fact and

"I

Km

58

sometimes not. One of the very common sources of edu-
cational guidance to which school people may turn are
the opinions of experts . . . the determination of edu-
cation needs should . . . be the object of careful in—
vestigation. The most common one of determining needs
is that of opinion . . . . Currently one hears much more
about the method of group judgement which has two im-
portant advantages: (1) some of the limitations of indi-
vidual training, experience, insight, and adjustment are
offset by group judgement: and (2) a statement arising
from group judgement is likely to receive more general
acceptance than an individual formulation.

There are also other individuals and places in a com—
munity from which a homemaking teacher may secure infor—
mation in addition to those described. The teacher could,
through interviews and casual conversation with older
citizens, learn a great deal about this place where she is
teaching. Each community is rich in its own legendary which
may be preserved by verbalization within family circles or
in recorded form in the files of organizations and/or public
institutions, such as the library. When one works so closely
with families and the personalities which make up the
families, as does the homemaking teacher, factual infor-
mation is needed; but one should also consider opinions and
attitudes persons have and hold which may differ from facts.

Barr, Burton, and Brueckner wrote concerning choices

. of data gathering devices in learning-teaching situations

which aptly applies to this study:

27A. S. Barr, Wm. Burton, and L. J. Brueckner,
Su.ervision (New York: D. Appleton-Century Company, Inc.,
, p. 810

 

 

 

59

One may desire (I) to secure either a general picture
of the situation. . .as in a survey. Sometimes the need
is for very accurate data, at other times, estimates,
guesses, and approximations will suffice. By and large
there are very many more instances in life in which one
relies upon estimates, guesses, and approximations than
there are cases demanding precise measurement.

Two national surveys have recently been made. Olsen's29
questionnaire study found that approximately one-third of the
accredited teacher educating institutions offered their
students some type of introduction to the philosophy,
programs, procedures, and problems of community centered
education. Blackwell30 in a similar study described 16
institutions who prepared teachers. They offered to their
teacher trainees community-understanding programs. New'York
Teachers College at Oneonta had a plan whereby 12 teachers
under professional guidance spent two weeks in analyzing
various communities. As a result of this field experience
new techniques were developed for using the community life

as a learning laboratory. Also, an awareness of local

social problems was evidenced since increased personal

{interest in community life resulted.51

281bid., p. 543.

29E. G. Olsen, "National Survey of Teacher Education in
Community Study", Educational Records, 24: 421- 55, October, 1945.

50G. W. Blackwell, Toward Community Understanding(Washington,
D-C.: American Council on.Education, 1945), p. 98.

31Walter S. Monroe (ed), Encyclopedia of Educational Re-
$8171, Revised edition. (New York: The Macmillan 00- , 1950) ,
7.

 

 

 

 

 

43

Two statements included in the Encyclopedia pf Edu-

 

cational Research are closely aligned with this study.

 

Community resources comprise the total educative
objects, materials and experiences to be found in
one or more of the several communities environ ing a
school. They consist of in the main nature facts,
population, farms, and factories, social groups,
agencies and institution ns, social structures, and
processes and trends of change 22

During the past decade dominant American school theory and
,ctices have moved steadily toward ever closer and more

7
functional relationsh1p with the supporting community.5)

Literature pg methods pf securing information about a

 

 

community. The literature indicat d that questionnaires

 

when used in educational research can furnish valid evidence
and their practicability makes them suitable for securing
data from large groups. Smith and Tyler contended that
students are capable of observing and recording valid
evidence through use of questionnaires, also, that students
are honest in their response and recording. "A check list
requires that a student recognize, rather than recall . . .
activities . . . .54 (Instruments) summarize data in such a

fashion as to obtain a reasonable precise, yet brief,

52Ibid., p. 1076.
55Ibid., p. 1078.
54 Eugene R. Smith and Ralph w. Tyler, Appraising and

Recordin Student Progress (New York: Harper and Brothers,

9 p. 5550

 

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41

description of the interests revealed.55 These writers
suggested one method of validating responses to question-
naires as being through interviews and conversation with

those who were the respondees.56

This suggestion was
followed in validating the instruments developed in this
study.

Travers set up as criteria for the formulation of
questions used in the gathering of data that the question
must have clearly identifiable meaning and sufficiently
limited in scope, for "the clarity and lack of ambiguity
of the questions are crucial to the validity of any poll."57
Travers continued further stating that the author often has
a set in writing which enables him to see a question from
only one point of view. "It is desirable to try out
questions on individual subjects who are personally inter-

"38

viewed to give their interpretation. This advice was

followed in this study.
39

Decker set up a criteria for evaluating area programs
of supervision in vocational agriculture using a jury of ex—

perts and formulating several drafts of the criteria. With

 

55lbid., p. 554.
56Ibid., p. 270.

37Robert M. W. Travers, Educational Measurement (New
York: The Macmillan Company, 1955), pp. 272-274.

 

381bid., p. 275.

59Biron Ertel Decker, "Criteria for Evaluating Area
Programs of Supervision in Vocational Education, in Agri-

culture" unpublished Doctor's Dis ertat on Penns lVani
State Col ege, State College, 1947?, p. 53: y a

42

variations a similar plan was used for this study. He used
the jury of experts throughout his study while in the
present investigation a jury was selected for the master
instrument (check list of information and sources) and from
this instrument other devices were developed and tested
using pupils, parents, administrators, residents of the come
munity, and pre-service homemaking trainees.

Lippeatt4O used the techniques of logs, interviews,
and observations with experimental and control groups. Some
similarity of procedure with parents and pupils can be found
in this study.

The investigator in this study has designed four major
types of questionnaires for securing data a homemaking
teacher must know about the community to pre-plan a home-
making program. The check list, questionnaire, opinionaire,
interview, and observation instruments used were defined in
Chapter I, pages 9 and 10.

The check list questionnaire used to secure infor-
mation and sources from the jury is accepted as a method to
be used in research. Naples and Tyler stated "this type of
question blank is justified . . . when the respondent's opinions

can be expressed by checking or by very brief statements."41

 

4OLippeatt, pp. cit., 51-91.
41

Douglas Waples and Ralph W. Tyler, Research Methods
and Teachers' Problems (New York: The Macmillan Company,

1930), P0 5370

 

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45

Good and Scates devoted considerable space to the discussion
of questionnaires. Questionnaires rank high in the frequency
of use in all practical fields of educational research and
adapt readily for use in inquiry into the opinions and atti-
tudes of a group. These (questionnaires) make possible a
more extended and objective power of observation by the in—
vestigator and are useful when it is not essential to the
study to arrange for personal meetings. However, the re-
spondent must be kept in mind so the investigator will re-
ceive honest, objective replies. These responses can be
prompted by well designed questions which interest and
motivate those whose cooperation is sought. The check list
and opinionaires are dependent upon the completion of the
original list which respondents use to check suggested
answers. While this form facilitates tabulation and
summarization, the inclusion of free-response questions pro—
vides a more adequate picture of the respondent's views.42
The general purpose of an interview seemed to be to
find out what someone else knows about a subject. "The
types of data to be secured are the facts, opinions, judg-
ments, and attitudes which pupils, teacher, parents, and

others are capable of expressing."45

 

4aCarter‘V. Good and Douglas E. Scates, Iethods pf
Research (New York: Appleton-Century—Crofts, Inc., 1954),
pp. 6043634.

45Douglas Waples and Ralph W. Tyler, pp. cit., p. 520.

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The interview technique was often found to be used to
supplement, precede or follow the use of the questionnaire.
Waples and Tyler suggested that

. . .(pupils) are capable of expressing themselves
with sufficient clearness. We may conclude therefore
that older pupils may be safely interviewed. . .they
may also be interviewed for facts concerning their
personal behavior, home environment, and other matters
that cannot be determined otherwise.

Furthermore,

. . .the use of the interview is to obtain
evaluations or judgments from teachers and other 5
persons whose opinions are important and trustworthy.

Good and Scates considered that interviews possessed
unique characteristics which may make possible the secure-
ment of information such as "intimate facts of personal
history, of personal habits and characteristics, of family

life, and opinions and beliefs."46

They further stated
that interviews are used extensively in education work.
These questionnaires are utilized to secure data in a great
deal of consumer and opinion research. Involved in the
interview technique is careful planning to provide for con-

tinuity in questioning and the skillful seizure of leads

afforded during the interview thus obtaining the facts being

 

44Ibid., p. 520.

45Ibid., p. 525.

46Carter'V. Good and Douglas E. Scates, pp. cit.,
Do 657.

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45

47

sought.
Authors seemed to agree that observations are the most
direct and useful means of securing data at first hand. A
check list was designed in this study for objective record-
ing of the observation made of the community. It was neces-
sary to consider the essential elements of particular inter-
est to a homemaking teacher. Good and Scates specified that
. . .it is important to remember that perception
improves with practice. . .it is not so much the
physical side of seeing that is most important, but
the psychological side, and this requires the building
up of a recognition readiness before skilled seeing
can take place.4
Hatcher and Andrews49 and Williamson and LyleSO implied
the use of observation in their writings through suggestion
that the homemaking teacher be alert to community resources.
The four major questionnaire techniques utilized in
the instrument construction were presented. The following
four chapters are concerned with the (1) check list of needed

information and sources about the community and the families,

(2) pupil and parent opinionaires, (5) interviews used with

 

471bid., pp. 655-645.
481bido, p. 659.
49Hatcher and Andrews, loo-cit., p. 257.

50Williamson and Lyle, loo-cit., pp. 150—152.

46

administrators, parents, pupils, and key persons in the
community, and (4) the observation form used in the com-
munity. These instruments were designed as check lists to
facilitate data gathering and recording.
The homemaking teacher should be familiar with
principal industries or crops, local history and
economy, religion, and social customs and traditions,

nationagity groups, and range of educational oppor-
tunity.

 

5lHomemakingEducation 3p the Secondary Schools, pp.
cit., p. 10.

 

CHAPTER IV

ANALYSIS OF THE RESPONSES OF THE JURY

IN PREPARATION OF THE IISTRUHENTS

Homemaking teachers and administrators have sought
knowledge about homes and communities as a basis for guiding
youth in the selection of home and school experiences. If a
functional homemaking program is to result, it is essential
that various elements and factors about the homes and the
community be included. Certain expert Opinion is available
to a homemaking teacher for determining the important infor—
mation to obtain about a community as a basis for program
planning. The local administrator is in a position to view
overall school-community relationships, while the experienced
homemaking teacher has initial experience in working with
families in a community. This chapter presents the opinions
of a selected group of administrators and homemaking teachers
concerning the securement of important items a homemaking
teacher needs as basic information for pre-planning a-home-

making program.

Securing items ip the check list. The check list of

 

 

 

items gathered from the literature and developed by the in-
vestigator was submitted to 16 administrators and BO home--
making teachers, both administrators and teachers having been

suggested by the office of the Superintendent of Public

48

Instruction and the Supervisory Staff in Home Economics,
Board of Vocational Education in Illinois. (See Appendix,
page l65ff.) Seven of the sixteen administrators (44.4 per
cent) returned the check list. Of the homemaking teachers
25 of the thirty (76.6 per cent) returned the check list.

A total return of 65.2 per cent of all the check lists sent
were returned and all of these (65.2 per cent) were usable.
Follow-up letters (See Appendix, page 171.) were sent to
seven homemaking teachers and nine administrators but no
additional usable returns were received. This was due to
the facts that some of these persons had moved or were on
vacations at the time the request was made to return the
check list.

Each check list recipient was asked to check the items
of little or great importance in their opinion. The responses
are shown in Figure 1. It was interesting to note that each
person returning the check list believed that the item
"stability of the marriages", was of great importance and
checked unanimously. The recipients of the check list were
in agreement that the principal occupations in the community,
the way the income was derived, where families lived, and
plans for youth were of great importance to a homemaking
teacher in planning the homemaking program for the school.
They also considered the items concerned with church activi-
ty, cultural interests, and controversial issues in the com—
munity of great importance. The administrators and homemaking

teachers believed the items on shopping facilities, employment

49

Little Importance I Great Importance

 

f j
i. Community 20 30

lo I I'o

Uniqueness fl
Physical Setting a
Comparison 1
How Governed ]
Principal Occupations ‘1
Professional Services ’ fl
Shopping Facilities fl
Available Services fl
Employment Possibilities a
Transportation fl

.L

i

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Agencies

Educational Opportunities
Recreation Facilities
Clubs

Active Churches
Ii.lndivldual Families
Income Source

Where lee

 

 

 

 

 

 

Well Knit or Factions

 

Cultural interests

 

 

Home Modernization
Stability of Marriage

Plans for Youth 1
Controversial issues a

 

 

 

FIGURE I. RESPONSES OF SEVEN ADMINISTRATORS AND TWENTY-
THREE HOMEMAKING TEACHERS REGARDING IMPORTANCE OF

PERTINENT DATA ABOUT THE COMMUNITY NEEDED BY A
HOMEMAKING TEACHER FOR PLANNING A LOCAL PROGRAM

50

possibilities, and modernization of homes were quite im-
portant.

Approximately 67 per cent of the respondees believed
all the questions were of great importance. The item on how
the community was governed, was checked "great importance"
by over 50 per cent of the jury. Less than one-third of the
replies designated the items on the uniqueness of the com—
munity, professional services, physical setting of the com-
munity, agencies and educational opportunities in the com-
munity were of little importance to a homemaking teacher.

Since the majority (over 50 per cent) of the replies
favored the inclusion of all the items listed on the check
list as information needed by a homemaking teacher to pre-
plan the homemaking program in the community all of the
items were retained. These items were used as the basis for
designing a set of instruments homemaking teachers might use
to obtain data about the community to aid them in pre-

planning a functional homemaking program.

Determining sources 2; information. On the right hand

 

 

side of the items under the heading "Sources", those re-
ceiving the check list were asked to indicate whether a
"good" or "fair" source of information about the items would
be the administrator, the parents, the pupil, and/or other
persons or places.

On the basis of the information tabulated from the

replies from the selected administrators and homemaking

teachers five instruments were designed: (1) parent
opinionaire, (2) pupil opinionaire, (5) schedule for inter-
views with administrator, (4) observation check list, and
(5) a focused interview schedule to be used with persons
whose training and/or experience would designate them as key
persons in the community.

The responses giving suggestions for the good sources
of information as indicated by the selected group of adminis—
trators and homemaking teachers are illustrated in Figure 2.
In many instances choices were clustered which indicated
more than one source could be used. To determine which
items would be used in the various instruments the jury
responses were tabulated and distributed according to
sources for securing the information. The number of re-
sponses to the items were converted into percentages because
the tabulation showed in many cases two or more good sources
of information. In many instances there was little differ-
ence between these percentages. A statistician was consulted
to ascertain if there were discerning differences. Following
the advice that the difference was not discriminate, a
conference was held with the graduate committee. The de-
cision was made to use all items even though duplicated in
more than one instrument. When the final division of
questions was made in developing the five instruments the
decisions on the placement of the items in the different

instruments was based on the opinion of the jury.

per cent O 5 IO I5 20 25 30

i T
i. Community [
Uniqueness

_
Physical Setting _
Comparison _——:

Hovr Governed _ j

Protessional Services—Q

snooping Foottttiu W
Available Services F
Entpiayment Poss. P4"

Transportation W
Agencies F3 .

' Educational Oppar. _ J
Rec. Facilities _

Clubs fl

MN" Churches F
Elndlviduai Families

income Source W

wom Lm Eam-

Weii Knit «Factions W 3

Cultural Int-mt: Wu

"0'” "MONINNWM

Stability or Marriage M
Plans tor Youth w—

Controversial issues Fam-
Administrators E:

Parents -
Pupil

 

 

 

 

 

 

 

 

FIGURE 2. RESPONSES OF SEVEN ADMINISTRATORS AND
TWENTY-THREE HOMEMAKING TEACHERS REGARDING GOOD
SOURCES OF iNFORMATlON NEEDED BY A HOMEMAKING
TEACHER FOR PLANNING A LOCAL PROGRAM

c:

The division of items into the five instruments for
securing pertinent data a homemaking teacher needs in
planning a local homemaking program is shown in Table I.

The following chapters are devoted to each type of individual
instrument developed.

To develop an effective homemaking program the adminis-
trators and homemaking teachers serving on the jury desig-
nated that the administrators furnish data on the local
government, agencies, educational opportunities, and re-
lationships within the community. An interview with an
older citizen or resident of the community was checked as a
person able to furnish data on the uniqueness of the com-
munity, relationships within the community, how families
earned their living, clubs, and other organizations in the
community. The agriculture teacher or county agent was
chosen for an interview to learn about the physical setting
of the community. They further indicated that four good
sources: administrators, parents, pupils, and residents,
should be used to gain information about controversial
issues. The parents, pupils, and residents of the community
were chosen to furnish information on the stability of
marriages. The jury suggested that the parents and pupils
were the best resources for information about cultural inter-
ests, recreational facilities, clubs, where people live,
modernization of homes, and plans for youth. Two good sources
of information, parents and administrators, were chosen to

furnish data on the comparison of the community with other

54

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55

communities within a fifty-mile radius, principal occupations,
professional services, shopping facilities, employment possi-
bilities, active church groups, where incomes are derived,

and transportation in the community.

Sources for obtaining information other than the ad—
ministrator, the parents, and pupils are shown in Table II,
with the number of times these persons and/or places were
suggested and the types of information are likewise indicated
in the Table. These suggestions grouped themselves into five
areas, printed and/or recorded form, places, persons,
organizations, and self-observation.

The jury believed that printed and/or recorded forms
would contain information about the uniqueness of the com-
munity, agencies, principal occupations, and whether the
community was well knit or had factions present. Suggestions
were made that the homemaking teacher use county records,
newspapers, school records, histories, census data, and the
telephone directory as sources of information.

The library, agriculture department, Farm Bureau,
radio, public meetings, and employment agencies were recom-
mended as valuable community informational sources. The
information securable would be on the uniqueness of the com—
munity, physical setting, professional services, comparison
with nearby communities, and how the community was governed.

Teachers, adults outside of school, businessmen, civic

leaders, city and/or county officials, the farm adviser, and

 

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57

home adviser were persons mentioned as good sources of
information. These individuals would point to the unique-
ness of the community, marriage stability, physical setting,
shopping facilities, professional services available, clubs,
and cultural interests.

The Chamber of Commerce, community and/or professional
organizations, and adult classes were organizations referred
to as supplying adequate information about several items.
Factual information on employment possibilities, clubs,
active churches, and agencies would be obtained from these
groups.

The jury advised that much of the information about a
community could be gained through personal observation. By
this means data would be available on where families live,
marriage stability, available services, shopping facilities,
and whether the community was well knit or factions were
present.

In summary,suggestions written in.Part III of the
check list were incorporated into the five devices described
more fully in the following chapters.

It was encouraging to the writer to have notations like
"I believe you have covered the major factors," and "answers
can be obtained to most all of these from the school ad-
ministrator, parents, pupils, the Chamber of Commerce, P.T.A.
council, and County Home Advisers". The jury suggested that

observation in the community, conversation with other

teachers and citizens in the community were desirable sources
for information. They considered the general attitude of the
community toward the school, scale of living, type of work,
plans for youth, and how many wage earners in a family, of
importance. They also indicated that more than one source
for the same information could be used; thus more accurate
data would be available for the teacher's consideration

since information for cross checking would be available.

The check list of needed information about a community
and sources of this information provided the final basis for
the choice of items to be included in the five instruments
designed for homemaking teachers which would enable them to
pre-plan a functional homemaking program. On the basis of
replies of the jury the items of great importance were
selected and incorporated into a pupil and a parent opinion-
aire, interview schedules, and an observation check list.

All of these are described in successive chapters.

CHAPTER.V
ANALYSIS OF PUPIL'S OPINIONAIRE

Program.planning in homemaking education to be ef—
fective depends upon the involvement of a variety of persons
who are able to supply adequate information. One of these
persons is the learner. In this study an opinionaire was
developed and used with pupils in three types of communities.
The items for this opinionaire were derived from the suggestions
by a group of experts. In general, the kinds of pertinent
information suggested by the group were as follows:

1. Recreational facilities, and clubs for various age
groups.

2. Home conditions and family stability.

5. Aspirations for the youth of the community.

4. Differences of opinion between adults and youth in
relation to certain personal and family behavior.

The selection of similar items and statements of these
were included in the final revisions of the two opinionaires,
the one for the pupils and the one for the parents.

This chapter will describe the responses of the ninety-
three per cent of the 551 pupils in the three communities in
relation to the items mentioned above. The chief kind of
information secured was that which could be used directly

for planning a homemaking educational program.

60

PART I — — INFORLATIOE FRO; OPINIONAIRB USEFUL FOR

CURRICULUM PLANFIRG

Recreational Opportunities

 

Recreational needs 9f various age groups. Question A

 

in the pupil opinionaire dealt with the recreational needs
of several age groups in the community. A summary of the
response by the pupils in the three communities are presented
in Figure 5. One-half to three-fourths of the pupil replies
indicated that they thought there was a variety of recre-
ation offered for all age groups in their communities.
Approximately 80 per cent of the pupils in School A (rural)
believed additional recreational facilities were needed for
all age groups; older, middle age, youth, grade, and pre-
school. In School B (industrial), 50 to 55 Per cent of the
pupils considered the older and middle age groups needed
additional recreational facilities. The youth, grade, and
pre-school groups in School B also lacked recreational oppor-
tunities, according to the pupils in this school. Better
recreational resources seemed to be provided in the School C
(industrial-rural), since less than 40 per cent of the pupils
believed more recreational facilities were needed for the
older and middle age groups, and less than 60 per cent indi-
cated additional recreational advantages should be provided
for youth, grade, and pre-school age groups.

Comments were written in by pupils from all schools.

The School A pupils suggested that the high school group

61

   
 
     

 

 

 

 

 

 

 

 

 

 

 

 

 

Percent O 40 50 60 70 SO SO
.Oider [III/Ill,”
Middle age
J
Youth
]
Grade
m... M

 

 

I

- School A
7/1 School 8
E School C

FIGURE 3. ADDITIONAL RECREATIONAL FACILITIES NEEDED DY
DIFFERENT AGE GROUPS,ACCORDING TO PUPILS

62

needed recreational opportunities in the summer and stated
that their community was "not too socially inclined". The
School B pupils mentioned that the teen—age sport club and
the church furnished additional recreational means. School
C pupils stated that better school facilities were needed
and a youth or recreational center was desired. They wanted

the use of the high school swimming pool on week-ends.

glgbg. A comparison of data on the adequacy of clubs
in the community (Question B) is shown in Figure 4. Only
25 per cent of the pupils in School A (rural) indicated
that the educational clubs were adequate in their community.
In Schools B and C approximately three-fourths of the pupils
considered that the educational and professional clubs were
adequate. Slightly more than 50 per cent of the pupils in
Schools A and B thought there was adequate provision made for

social clubs in the community.

Other recreational facilities. The provision of other
recreational facilities, asked in.Question C, seemed to be
mainly through commercially owned, private clubs, and/or
private homes, and public agencies. School A pupils indi-
cated that their homes or those of classmates, the school,
and movies provided the majority of recreation in their com-
munity. A comparison of the data obtained from the pupils
in the three schools is shown in Figure 5. School B pupils

showed that over four-fifths found some of their recreational

65

per centO IO 20 30 40 5A0 60 TO SO SO
1 T I T I

l I j I I

 

 

 

 

 

 

Educational /7/////////%
Professional f////////j/Z

 

 

 

 

Social [LEEEEf////§

- School A

School 8
School C

 
 

FIGURE 4. PROVISION OF CLUBS, ACCORDING TO PUPILS

Commercial Concerns

Private

Public

64

percent o i0 20 so 40 so so 70 so so
I l '4' I I l'rlj

Carnivals

 

 

000C. HCIIS IL, 1 I I T I .3

Movies

Pool Rooms LL - , , - Em

i ink *-

Sports
Clubs

Country ___________
Hunting —-—

Agencies
Pariis ___.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Playgrounds -

 

fl

School
Church

 

 

Private Homes

 

Own IIIIJIIIIrj—l

 

 

 

Friends J p

  

School A

School S E

School C 'III.

 

FIGURE 5. OTHER PROVISIONS MADE FOR RECREATION,“
REPORTED BY PUPILS

65

opportunities outside the home; sports (84 per cent), parks
(96 per cent), school facilities (86 per cent), church (94
per cent), and playground (80 per cent). Less than three-
fourths indicated that they found some of their recreation
in their homes or those of classmates, according to the
School B pupils. Over three-fourths of the School C pupils
said that some of their recreational opportunities were
found in movies (85 per cent), pool room (81 per cent),
parks (81 per cent), and church (87 per cent). Less than
seventy per cent of the pupils used their homes or those of
their classmates for some of their recreation.

Private clubs offered recreational opportunities to
youth in the two communities where Schools B and C were
located. In these communities pupils indicated that country

and hunting clubs were present.
Home Conditions and Family Stability

Ownership 2; homes. Question D in the pupil opinion-

 

aire sought information on "where families live". According
to the pupils' response as shown in Figure 6, School A
families owned 70 per cent of the homes where they lived and
nearly one~ha1f (46 per cent) were older buildings. Fifty
per cent of the pupils believed the housing to be adequate.
On the other hand, School B families owned slightly less

(65 per cent) while School C families owned 82 per cent of
their homes. In School B, 27 per cent of the homes were

judged to be newly constructed compared to 8 per cent newly

   
     

  

 

‘ LVAVAVAVAVAVAVAVAVAVA'AVAV-VAV‘
'AVAVAVAVA‘VAVAVAVAVAVAVAVAVAVAV

School A

 

 
     

  

 

‘ ‘V‘VAVA"VAVAVAVAV‘V‘VAv-'-'-"VA
'AVAVAVAVAVAVAVAVAVAVAVAVAVAVAVA‘

School 3

 

 

 
  

'AVAV‘VA'A"V‘VA'AVAVAVAVA‘
NAVAVAVAVAVAVAVAVAVAVAVAVA

flllllllllll
m

   
   

   

School C

 

Own
Rent

Neat
(Md

mum

FIGURE 6. HOME OWNERSHIP, ACCORDING TO PUPILS

constructed homes in the School C community. School B
pupils‘ responses indicated that approximately three-fourths
(72 per cent) believed that adequate housing was provided,
while in School C slightly more than one-half (52 per cent)
of the replies from pupils signified adequate housing.

The pupils in School B estimated that less than one—
fifth (12 per cent) of the families lived in rented homes,
while one-fourth (25 per cent) of the pupils in School C
reported that families were living in rented homes. The
discrepancy in percentage in home ownership could be attri-
buted to notations written on the returned opinionaires;

"We don't own yet, but our rent is buying our house."

"We rent it, but soon will own it."

"We live there but don't pay rent. The man who owns
the farm owns our house."

In the three schools more homes seemed to be owned
than rented and the houses were older buildings. School B
had a larger per cent of new homes than Schools A and C,
as reported by the pupils. Fifty per cent of the pupils
thought the housing was adequate. A need for a housing

project was indicated by the School C pupils.

Types 2f dwellings. The question asking for information

 

on kinds of dwellings seemed to be confusing to the pupils.
The replies from the pupils are shown in Figure 7. Some
free responses were made in relation to this question which

indicated that additional categories were needed in this

per cent O

 

Apartments A/ / / 2j7 2

 

 

 

 

 

 

 

i-z Rooms 1

 

 

/ f7772‘1

Trailers

TV

- School A

Q :22: :

 

 

FIGURE 7. PUPILS' OPINION OF THE MAJOR KINDS OF
DWELLINGS OCCUPIED BY FAMILIES

69

section of the opinionaire.

"I checked all but trailer, rooms are part of apart-
ments and we have more than two."

"My sister lives with us. We all live in a house but
it's still one room. We use curtains until there is
money enough to finish the partitions."

The replies of the pupils, as shown in Figure 7, indi—
cate that families of School A lived in apartments (50 per
cent) and rooms (41 per cent). In School B, the pupils
responded that 86 per cent of the families lived in apart-
ments and 40 per cent in trailers. The pupils in School C
stated that 78 per cent of the families lived in apartments
and 60 per cent in trailers.

The investigator asked a sampling of the pupils in the
three schools and checked with the homemaking teachers to
validate these replies. It was found that in Schools B and
C more pupils were living in trailers and apartments than in
former years, but the greatest percentage of the families

lived in houses.

Use 2; leisure time. Similar use of leisure time

 

(Question.E) by families was found in the three communities
as reported by pupils in Schools A, B, and C. This is shown
in Figure 8. School B pupils seemingly were more aware of
participation in leisure time activities by families.
Visiting, use of cars, outdoor activities, newspaper reading,
and use of television were reported by 80 per cent or more

of the pupils. Less than 65 per cent reported family getw

7O

percentO to 20 so 4050 car

 

Family Get Together 3
/ / 1 1 [J

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Visitors 1/ 11 171 11v
Car
]
Education [7 7 1 [J
“kw-M". f/ 1 1 1 1 f1 1 7
Radio
[ 1 1 1 1 1 1 11
(reading)
Books
I 1 1 1 11 14
Magazines 1 1 1 1 1 1
Newspapers
1 1 1 f 1 1 1 11
Television
LI 1 1 1 1 1 1 1
School A -
School 3 E
School C m
FIGURE 8. WAYS PUPILS BELIEVE FAMILIES

SPEND LEISURE TIME

togethers and fewer than 55 per cent indicated further edu-
cation as a family use of leisure time.

In comparing the three schools, greater differences
were shown in the family use of the radio, reading, and
television. School B families, as reported by the pupils,
used these less than those from School A, while School C
families used these forms of leisure less than School B.
Schools A and C responses were lower than School B on family
get togethers, visiting, use of the car, education, and

outdoor activities.

Modernization pf the homes. The homes, according to

 

 

the pupils in all three communities were considered modern,
(Question F). The per cent of replies showed the range of
modernization of the homes of pupils in the three schools to
be from 86 to 100 per cent. Variation was indicated on types
of modernization as is shown in Figure 9. The rural com-
munity, School A, showed that 100 per cent of the homes had
sweepers and running water; while 96 per cent of the School

B homes had these conveniences, and 95 per cent of the homes
in School C. In the homes of School A, 98 per cent of the
homes had small appliances, 100 per cent had these in the
homes of the pupils in School B; and in School C, 93 per cent
was indicated. Freezers were reported in 95 per cent of the
homes in School A; Schools B and 0 pupils reported 86 per
cent. Pupils in School A indicated 91 per cent of the homes

were modernized by electricity; however, in Schools B and C,

per cent ' °

 

 

 

 

 

Bathroom ,7////7]1
Electricity 1 I 1 1 ,1 74 1 ‘
Cos

 

[2111/7/11];

Freeer E g
z L111[111/ f

Sweeper
r1111/11 71 1]

Running Water LI 1 I1 1 f f 1 %
Appliances El [fl 7, 1 7 :

Central i-ieot I I 1 1 , 1 1 /

“ITO..." 3.0“ E l I Z I I I I l 5

IL

 

 

 

 

 

 

School A -

School I [:3

School C 7”:
FIGURE 9. WOERNIZATION OF HOMES, ACCORDING

TO PUPILS

 

 

'72

75

the percentage reported was 100 and 96 per cent respectively.
School A homes had the lowest percentage of those with a
central heating system. In School B, 100 per cent was indi-
cated and School C pupils reported more than 90 per cent of
the homes had central heating systems. Schools A and C
pupils reported that 96 per cent of the homes had bathroom
facilities and School B pupils showed a 100 per cent re-
sponse. A difference in gas in the homes was found; Schools
A and C pupils reported that 95 per cent of the homes had
gas available while School B pupils stated that 99 per cent
of the homes were so modernized. More homes in School B

had kitchen sinks than reported in homes of the pupils in
Schools A and C.

From the pupils replies it would seem that the homes
in the three communities were well equipped with modern
conveniences which could be utilized to conserve time and
energy in the homes and that a fairly high standard of living

prevailed in the communities.

Home relationships. Question.G asked information
about home relationships. The pupils felt that the marriages
were happy in 90 to 100 per cent of the homes. The opinions
of the pupils concerning home relationships are shown in
Figure 10. One hundred per cent of School A pupils indicated
happy relationships; less happy were the School C homes (93
per cent) and in the School B homes 89 per cent of the homes

had happy home relationships, according to the pupils' replies.

'74

            
 

POT CORT O :0

IO 20304050607010

     

H099!

 

'///////7

Family Woriis Together

 

[Ill/f/IIJ

Husband 'boss '

 

 

Wite ' boss'

 

 

Unhappy

 

(broken homes)

 

 

 

 

 

Death

Divorce

Separation
School A -
School B :3
School c ZZZ

FIGURE I0. HOME RELATIONSHIPS. AS REPORTED BY
PUPILS

75

One hundred per cent of School A pupils reported that the
family worked together, while pupils of School C showed 88
per cent and School B, 65 per cent cooperation. In less
than half of the homes replies suggested that the husband
was "the boss" and slightly more than one-third of the homes
showed the wife "the boss". Unhappy home relationships were
thought to be present to some extent in 46 to 50 per cent of
the homes in Schools B and C. In School A only 24 per cent
of the pupils reported that there might be unhappy relation-
ships. Notes on the opinionaires explained that even in
happy homes there were times when disputes and quarreling
were present.

One fifth or less (10 to 20 per cent) of the broken
homes was due to separation. More broken homes (50 to 65
per cent) were due to death than to divorce (25 to 50 per
cent) in the three communities.

The pupils seemed to regard the home life in the com-
munities as happy with the family working together. The
husband was more often "the boss" in the family than the
wife. Death rather than divorce seemed to be the primary
causes of broken homes. These data would seem to indicate

that there was stable family living in the three communities.

Aspirations pf Youth ip the Community

 

 

Plans and hopes pf the pupils. ~Question H on the

 

opinionaire asked about the plans and hopes of the pupils.

The replies from the three schools varied and are summarized

76

in Figure 11. The School A pupils indicated that 85 per cent
desired early marriage, while School C pupils showed that 72
per cent had this goal. Of the pupils in School B, only 55
per cent planned an early marriage.

School A pupils were the least interested in graduating
from high school (95 per cent). The pupils in School B (100
per cent) hoped to graduate from high school, while 97 per
cent of School C pupils reported that they had this hope.

School B pupils reported the most concern in education
beyond high school (65-65 per cent). The pupils in Schools
A and C showed that between 50 to 58 per cent were inter-
ested in further education. The pupils in the three schools
signified a slight preference for college, business, or trade
school education over adult or extension classes.

In checking the per cent of pupils regarding a later
marriage (after completion of school) 58 to 69 per cent of
the pupils implied this was their plan if their desire for an
early marriage had not been realized.

The pupils in Schools B and C desired to work in their
town; the per cent of response was 80 to 86 respectively.
School A pupils (67 per cent) desired to work in another
town. Less than 5 per cent indicated other plans and hopes

except the one mention of the armed service.

Opinions pf Adults and Teen-agers

 

 

Differences pf ppinion between adults and teen-agers

 

 

1p relation 39 certain personal and family behavior. The

 

 

7'7

porconlO IO 2030405060708090
Tlfllele

 

 

Early Marrlaao

 

[1177717]

 

Graduate from ngh Sch.

 

VIII/[Ill]

Adult or Eulanalon
Clauaa

 

 

Collage, Business, or
Trade School

La tor Marrlaaa E 5

Work ln Town

 

 

 

 

     

 

 

r --
Work outcldo Town
School A -
School S :3
School c ZZI

FIGURE ll. PUPILS“ PLANS AND HOPES

78

final question (I) on the pupils' Opinionaire asked about
the differences in Opinion between adults and teen—agers in
the communities in relation to certain personal and family
behaviors. These differences are shown in Figures 12 to 18.
Omissions in the figure presentations signify no response.
According to the replies from pupils in Schools A, B, and C
the teen-agers were in favor of acceptable wearing apparel.
The teen-agers were more concerned than the adults on this
item in all three communities. These differences are shown
in Figure 12.

Common agreement between adults and pupils seemed to
be found in relation to attitude toward lasting marriage as
reported by the pupils in the three schools. The adults in
School A (the pupils' opinion) were slightly more in favor
of lasting marriages than the pupils in this community which
was also true in comparison with the other two schools.

This is shown in Figure 15. Approximately four—fifths of

the teen-agers and adults in School C were for lasting
marriages. In School B the adults and the teen-agers were in
close agreement in their desire for lasting marriages. This
is shown in Figure 15. Over three-fourths of the School A
adults and teen-agers agreed on fewer divorces. Slightly
less than the 70 per cent response of the pupils in School C
favoring fewer divorces was the difference of opinion of the
adults in this community, according to the pupils' returns.

A few more of the adults in the School B community favored

79

pcrccntO l9 gggpgpg9$$$$

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I I I I I I Lfi
I if I f I I I 1
School A
I II
I I I I 7 J I j
I I I I I I I 1
School 8 m 4
==£j
[J I]
I I I I I j
I I I I I
School C 32:19.33

 

 

 

 

a Taco-agar: tor

Tun «can against
chn- aacrc lndlttcrcnt
AduItc for

Adults aaalhct
Adults lhdlttcrcnt

 

FIGURE I2. PUPILS' VIEWPOINT DP DIFFERENCES
BETWEEN TEENAGERS AND ADULTS ON ACCEPTABLE
WEARING APPAREL

80

 

 

 

 

 

 

 

 

 

 

 

 

 

porcant 0 I? 20 30 40 $ $ Q ##“1
I I I I I I f I Ii
'{.‘.'///Jrl r I1

School A

School 8

School c

 

 

 

Tcon- agar: for
chn- agar: aaalnct

Taco- aacrs lhdlttorcnt
Adults tor

Adults agaloct ‘
Adult. indlttcrcht

 

FIGURE I3. PUPILS' VIEWPOINT OF DIFFERENCES
BETWEEN ADULTS AND TEENAGERS ON LASTING NARRIAGES

81

fewer divorces than the pupils. The pupils response in the
three communities on the pupils opinionaire was in close
agreement (difference of 5 per cent). This is shown in
Figure 14. Adults, according to the pupils were slightly
more favorable to planned parenthood in School B and C
than the pupils were. In School A a small margin of the
teeneagers favored planned parenthood over the adults.

The School B pupils showed the highest percentage of
opinion in favor of this item in the three schools and
School C the least response in favor of planned parenthood.
These differences are shown in Figure 15.

The teen—agers and adults were against social drinking
in the three communities with the adults being more opposed
according to the pupils‘ Opinions. Closer agreement between
the adults and teen-agers, against social drinking was found
in the School A community than in School B or School C.

This is presented in Figure 16.

Dancing was favored by teen-agers over adults in the
three communities. The pupil's response showed the closest
agreement in School B. The School C pupils were slightly
more favorable to dancing than the other two communities.
Fifty per cent of the adults in School A and C favored
dancing, while 70 per cent in School B were favorable, ac-
cording to the pupils' opinion. These differences are shown
in Figure 17.

Adults and teen-agers were against smoking in Schools

per cent 0 l? 20 30 5

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

/ T / / f / / /
l'°{‘°1" /. f f / f [
School A
J
/ / l f ]
/ / l l l
I " 1“.
School B
School C

 

 

 

 

 

 

Teen-agers for
Teen-agers against
Teen-agers indifferent
Adults for

Adults against

Adults indifferent

 

FIGURE I4. PUPILS' OPINION ION DIFFERENCES

BETWEEN ADULTS AND TEENAGERS ON FEWER DIVORCES

82

85

per cent 0 l

 

School A
School a
School c

' Teen-agers for
Teen-agere against

' Teen- agers indifferent
Adults for

Adults against
Adults indifferent

 

FIGURE IS. PUPILS‘ VIEWPOINTS ON DIFFERENCES
BETWEEN ADULTS. AND TEENAGERS ON PLANED PARENTI'IOOD

percentowzoapepapo'omeog'q

 

 

 

 

 

 

 

 

 

 

 

 

 

School A
School 8
7‘1”“? . :Tm
School c
L l I 1 1 I

 

 

 

 

 

 

 

 

 

' Teen-agers for.
Teen-agers against
Teen- agers indifferent

Adults for

Adults against
Adults indifferent

 

FIGURE IS. PUPILS' VIEWPOINTS ON DIFFERENCES
BETWEEN ADULTS AND TEENAGERS ON SOCIAL DRINKING

85

DGI’ COM

School A
School 8
School C

 

E Teen-agers for

Teen-agers against

Teen-agers indifferent
Adults for
Adults against

Adults indifferent

 

FIGURE :7. PUPILS' VIEWPOINT on DIFFERENCES
BETWEEN nouns AND TEENAGERS on onucma

86

A and C, while 40 per cent of the teen-agers in School B
sanctioned smoking even though over 50 per cent of the
adults were opposed to smoking. The adults in School A were
more opposed to smoking than the teen-agers, according to
the pupils' responses. Figure 18 shows these differences.

Differences were found between adults and teen—agers
and in varying proportions in the three schools. Approxi-
mate agreements in opinion were found between the adults and
the teen-agers on; wearing apparel (teen-agers little more
favorable); lasting marriage (adults slightly more favorable);
fewer divorces (pupils' response practically the same in the
three communities); planned parenthood (adults were more
favorable than pupils in Schools B and C); and social
drinking (adults more opposed). A greater proportion of
teen-agers favored dancing than the adults in the three com-
munities. The School B pupils sanctioned smoking more than
the adults in this community and the adults and teen-agers
in the other schools.

A place was left on the opinionaire for any additional
comments. Following are some of these:

"We need more social recreation in the community like
dancing, carnivals and sports."

"Older people forget they set the examples to cause
kids to do some of the things they do."

"Adults don't take enough time and interest in what

kids do and don't realize needs of youth."

87

per cent 0 i0

    

School A
School 3
School c .. '

E Teen-agers for
Teen-agers against

E Teen-agers indifferent
E Adults for

Adults against
Adults indifferent

FIGURE I8. PUPILS' VIEWPOINT ON DIFFERENCES
BETWEEN ADULTS AND TEENAGERS ON SMOKING

88

"Too many quick to criticize others us kids and their
neighbors."

"Need recreation center for all ages to prevent de-
linquency; somewhere families could go together."

A comparison of the data secured from the pupils' re-
sponses on the eight questions which were also included on

the parent opinionaire is given in Chapter VI.

PART II — - VALIDATION OF PUPIL CPINICZAIRB

Interviews with pupils. After tabulating the pupils'

 

opinionaire responses and holding follow-up interviews with
the pupils, changes were made in the final revision of the
pupil opinionaire. All the previous questions were retained
but simplified for ease in understanding and interpretation.

The pupils, when interviewed, were asked specifically
about the revision of four of the same questions which also
appeared on the parent opinionaire. These questions sought
information about where families lived, their use of leisure
time, home relationships, and differences between the opinions
of adults and teen-agers. A copy of the original form for
the pupil opinionaire and the revised forms showing the

changes which were made are included in the Appendix, page 20lff.
PART III - — TESTING OF OFINIOZAIRB BY BEGINHING TEACHERS

The five beginning teachers used the final revised

pupil opinionaire with 294 pupils in five different communities.

89

These communities varied in size and were located geo-
graphically in the western half of Illinois.

Teachers School Location Number enrolled
in homemaking

I rural 65
II rural 55
III urban 71
IV rural 50
V consolidated rural _25
Total 294

The teachers reported that the pupils had no diffi—
culty in interpreting the questions and that the range in
time to complete the opinionaires was from 20 to 50 minutes.
The majority of the pupils voluntarily signed their names on,
the opinionaires and 95 per cent of the opinionaires were
completed.

The teachers reported that they referred to the opinion-
aires throughout the year prior to teaching specific phases of
homemaking (such as family relations) as well as using them in
their pre-planning. The teachers found other uses of this ma-
terial besides helping them pre—plan the homemaking education
program in the community. They found this information helpful
in Future Homemakers of America program planning, suggested
topics for home visits, and in some instances gave a word
picture of the pupil's home. In curriculum planning shifts

were made in the presentation of units and emphasis given

within the units as a result of the use of the opinionaire.

Statements written by the beginning teachers express
how they felt about the use of the pupil opinionaires:

The pupils seemed to realize we would work together
on their problems and that they had a part in what and
when they would learn.

The pupil opinionaires made me feel closer to my
pupils. Just one evening spent in reading and tabu-
lating gave me insight into their feelings that would
have taken days of home visits and school conferences
to have obtained.

I put the dating and family relationship unit first
which focused some of the responsibilities a married
girl has and used as a springboard to other units with
my advanced classes.

SUhhARY. The pupil opinionaire was used with pupils
in three communities with a return of ninety-three per cent
of the 551 pupils completing the opinionaires. The investi-
gator interviewed 60 pupils in the three schools to further
refine the instrument and the final revision of the pupil
opinionaire was used by 5 beginning teachers of homemaking
in their communities. From the tabulated returns and inter-
views quite definite differences were noted in the three
communities. It would seem from these data that the pupil
opinionaire could be used by the homemaking teacher in
securing information which would be helpful to her in pre-
planning a homemaking program. Possible approaches to use

of the information about the three communities will be given

in Chapter VIII.

CHAPTER VI
ANALYSIS OF PARENT'S OPINIOKAIRE

Program planning in homemaking education to be opera-
tive depends upon the assistance of numerous persons who are
able to supply adequate information. In this study an
opinionaire was deve10ped and used with parents in three
types of communities to secure information for curriculum
building and general information about the community. The
items for this opinionaire were derived from the suggestions
by a group of experts. In general, the kinds of pertinent
information suggested by the group were as follows:

1. Type and physical setting of the community.

2. Principal means of employment.

5. Availability of local business establishments in
the community for patronage and possible employment of youth.

4. Recreational facilities, club, and church activi-
ties for various age groups.

5. Patterns of employment and earnings for family
members.

6. Home conditions and family stability.

7. Aspirations for the youth of the community.

8. Differences of opinion between adults and youth
in relation to certain personal and family behavior.

The selection of similar items and statements of these

were included in the final revisions of the two opinionaires,

the one for the pupils and the one for the parents.

An opinionaire including a cover letter and instructions
was sent home with each pupil for the parent to answer. These
responses were to be returned within a week. In the three
schools forty-eight per cent of the 155 parents returned the
opinionaire. The investigator when interviewing a stratified
random sampling of parents was interested in learning that
parents of School A had no previous experience with forms of
this type. The School B parents interviewed were familiar
with such forms and had furnished information to the school,-
while the School C parents stated they had been 'over exposed'
to filling out forms. This information the investigator
believed had some bearing on the number of returns.

The investigator totaled the majority of responses on
each item and converted the number to percentages, rounded

to the next whole number.
PART I - - IKFORHATION FROM OPIRIOEAIRB
A. General Information for Better Understanding the Community

Type and Physical Setting pf the Community

 

sze pf community. The first Question (A) centered on
the type of community in which the family was living and its
similarities or differences to others within fifty miles.

More than three-fourths of the respondents stated their

95

community was not different from others in the area relative
to any disasters (fire, floods, close down of industries,
etc.). School A parents (over four-fifths) replied their
community was not historically (prominent families, nation-
alities, reason for settlement, etc.) different. However,
School B parents (56 per cent) mentioned that several
nationalities were represented in their communities and
School C parents (55 per cent) listed famous personalities
as a difference.

Parents from the three schools indicated that the
building of homes had been evidences of growth in their com-
munities.

School B parents (40 per cent) responded their com-
munity was different from other nearby communities in his-
torical background (over 100 years old). All three groups
of parents stated a cooperative relationship existed between

the school and community.

Physical setting pf communities. Question B asked

 

 

information concerning the physical setting of the community,
the soil, natural resources, and weather conditions. From
School B and C parents, approximately three-fourths replied
the soil was good (fertile, level farm land) while better
than three-fifths (64 per cent) of the School A parents
reported fair soil (clay and rolling land) in their com-
munity.

All the communities had water as a natural resource.

94

The weather was classified as changeable in the three com-

munities by nine-tenths of the replies from the parents.

Principal Means pf Employment

 

 

How living was earned. The living of most of the
people was earned (Question C) in School A principally by
farming (90 per cent); in Schools B and C by employment in
heavy industry (82 per cent in School B and 45 per cent in
School C). Some small industries and local businesses were
found in the School A community. Schools B and C parents
ranked local businesses, farming, and small industries as
the other major ways persons earned their living. The
percentage of replies to this question is shown in Figure
19. Mining was not a means of livelihood in any of the com—
munities and according to the parents only 4 to 7 per cent

were engaged in professional work in all three communities.

Availability pf Local Business Establishments for Patronage

and Possible Employment for Youth

Shopping facilities. 'Question D attempted to arrive
at the adequacy of the shopping area in furnishing the things
usually needed by the family. School A parents (90 per cent)
replied "yes". In School B, the parent response was 68 per
cent "yes" and 50 per cent "usually", while 77 per cent of
the School C parents answered "yes" and 25 per cent stated
"usually". It would appear on the basis of the parents'

replies that these communities offered adequate shopping

95

on coal! |P 29 *9 a9 a? 5? ‘9 g9 29 I

 

 

 

School A ‘: j 7

 

 

 

 

School 8

 

 

 

 

 

 

School C

 

fi

Forming
-_- Heavy inducirioo

a Small industries
Local businesses
[Ell] Prolooclonol

FIGURE I9. HOW THE LIVING FOR FAMILIES WAS
EARNED, AS REPORTED BY PARENTS

96

facilities. The responses are shown in Figure 20.

Adequacy pf service establishments. The adequacy of

 

 

 

the service establishments (Question.E), according to
parents' responses, varied by communities, this variance is
shown in Figure 21. Parents (94 to 100 per cent) from all
the communities replied "yes" that the automobile services,
banks, garages, and cleaning establishments were adequate.

A lower number of responses in Schools A and B was found in
relation to the adequacy of the garage than School C.

Motel and/or hotel establishments, according to the parents,
were less than one-half as adequate in School A (41 per cent)
as Schools B and C (86 per cent). The parents in School A
(77 per cent) reported "yes" to adequate telephone exchanges,
while the response from School B was 96 per cent and in

School C, 82 per cent.

Employment possibilities for teen-agers. The employ—
ment possibilities for teen—agers (Question F) was asked on
the opinionaire. A comparison of the replies from the
parents is found in Figure 22. In School A, the parents
(86 per cent) were of the opinion first that good and fair
employment possibilities were on the farms and secondly 59
per cent thought there were employment possibilities in the
stores. School B parents (82 per cent) replied "stores" and
78 per cent "railroad", offered their youth the better

employment possibilities. School C parents responded the

97

~ porconi 0 IO 20 3O 4O 50 60 TO 80 90
I I I I I I I I I

_

 

 

 

 

 

 

FIGURE 20. ADEOUAOY OP SHOPPING FACILITIES.
AS REPORTED BY PARENTS

por cont
School A
School 3
School 0

Auto urvlcc (filling cioiloncI
Bonk:

Cloonon
Goroooo

Mom: 3 Hoiclo
Telephones

 

FIGURE 2|. ADEOUACY OF SERVICE ESTAG‘LISI'INENTS,
ACCORDING TO PARENTS

 

98

99

P" 300' 0 IO 20 30 40 SO GO TO GO GO

|~ I l T I I I I r j .1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

School A
Z 1, [I I] 7} T! j
School B . .
\\\\\\\ \X\\X\\ \‘J
j I 1 1 I 7 Z
I I I #1:!
School c '; "' ’

 

II J I l [7 L L]
L\\L\\X\ \\ \\\\\\\\

 

 

 

Fociorlu
Form hands

Sacrolariai
Railroad
Sioru
Waitress"

 

 

FIGURE 22. PARENTS' RESPONSE REGARDING EMPLOYMENT
POSSIBILITIES FOR TEENAGERS AND YOUNG ADULTS

100

good and fair employment possibilities in "stores" (98 per
cent) and "secretarial" jobs (88 per cent).

The employment possibilities for teenagers varied by
communities. School A youth had the best opportunities of
employment on farms and in the stores, the School B community
offered work possibilities in stores and on railroad work;
‘and in the School C community employment was better in

stores or secretarial work.

Transportation facilities. On Question G (transpor-

 

tation facilities) over three-fourths of the parents reported
private automobiles as the best means of transportation. A
comparison of the replies is found in Figure 25. School A
parents (95 per cent) listed the private automobile and the
bus as their good and fair means of transportation. Planes
and railroad facilities (68 per cent response) were poor and
there were no taxis available in this community. V

School B parents (84 per cent) listed railroads, their
private automObiles (78 per cent), taxi (73 per cent), and
last the bus (65 per cent) as good and fair transportation
facilities, with plane accomodations poor (response of 47
per cent).

School C parents (93 per cent) were of the opinion
that railroad facilities were good and fair means of
transportation, with bus and private automobiles (84 per
cent) next, then taxi (82 per cent), and finally that poor
plane facilities (as reported by 55 per cent) were provided

in their community.

lOl

 

 

 

 

 

 

 

 

 

 

 

 

School A r

 

 

 

 

 

 

 

 

 

sch“. ., 'ilu'l f I 1'11'111' if”

 

 

 

 

 

 

 

 

 

 

. .0..'.".... -.'.. '."O......’.:U...:.“3:.‘
"O. ~.l. O ...’_. :

School c 'IIOI'IIIILFIIIII III IIIIIII

 

 

 

 

 

 

 

 

 

 

Bus
Railroad

Aulo
[[Elli
z:

 

5 Toni
m Airplane

FIGURE 23. PARENTS' RESPONSE REGARDING LOCAL
MEANS OF TRANSPORTATION

102

From these data it would appear that families were
dependent on furnishing their own means of conveyance with

commercial accomodations being less available.

B. Information Useful for Curriculum Planning

Recreational facilities. The parents were asked their

 

opinion concerning the variety of recreation offered for all
age groups (Question H) in their communities. This same
question was also asked of the pupils. The parents from the
three schools believed that recreation in their communities
was limited in variety and indicated that additional provision
was needed. Figure 24 shows the replies given. The most
pressing needs were apparent for the youth and the grade
school age group with the older groups listed second. Over
50 per cent of the parents thought more commercial entertain—
ment should be offered. Less than 50 per cent of the parents
in Schools B and C and none of the parents in School A
believed more provision for private entertainment was needed.
However, the pupils differed in their opinion. Schools B

and C pupils thought the commercial entertainment was ade-
quate but needed additional opportunity for recreation in the
home. School A pupils were of a reverse opinion. Figure 5

shows the pupils' responses.

Clubs. Question I concerned the provisions of chibs in
the communities. The parents' responses by percentage are

shown in Figure 25. In comparing the three schools, School A

105

per centO IO 29 SO 40 GO GO TO GO GO
r

Older

I I I I I I I

 

 

j

 

Youth

Grade

Preschool

Commercial

Private

FIGURE 24.

I

 

 

m

 

]

m

 

 

 

 

 

 

 

 

 

 

 

 

 

I
School A
School 8
// / /J_l School c -

 

 

ADDITIONAL RECREATIONAL FACILITIES NEEDED

BY VARIOUS AGE GROUPS, ACCORDING TO PARENTS

per cent

Educational

Proteeei onai

FIGURE 25.

PARENTS

104

   

 

 

 

 

 

 

 

 

 

 

W

'L j

 

W School A
7" School 3
School c

ADEQUACY OF cLuss, AS REPORTED av

105

had the fewest clubs with the exception of those of the
social type. The School B parents' responses showed slightly
less social clubs present in their community than School A.
The School C parents in their responses showed in comparing
the three communities the highest adequacy of clubs. In

this community the most adequate type was the professional
club. This same question was asked on the pupil opinionaire
and with the exception of School A the comparison of the
response from the two opinionaires was within 10 per cent

of being the same. The pupil data are shown in Figure 4.
Only 20 per cent of the pupils from School A thought the
clubs were adequate in their community. The parents‘ response
on the adequacy ranged from 60 to 70 per cent which is a much

higher response.

Church activities. Opinions regarding church activi-
ties (Question J) as reported by the parents of Schools A,
B, and C are presented in Figure 26. A wide range of de-
nominations was found in the three places. There was no
evidence of a predominant religious group in any of the com-
munities, however, more churches were of the Protestant
faith.

Vacation Bible schools were held in the communities as
indicated by 77 to 90 per cent of the responses. Less than
one-fourth of the parents in Schools A and C replied that
the churches offered family life teaching. Of the School B

parents 54 to 44 per cent stated that offerings in family

106

percent 0 IO 20 30 40-50 60 70 8090
I I I I I Ifi I I I

Vacation Bible School

 

//[77[///J

Yearly Bible School

 

Family Life Teaching
Junior High

 

 

Senior High

W

 

 

 

\

\ I
i
J

{IE 7 7

\ x

N
\

t E}: It
\ a

Young AduNe

Older Adults

 

Monthly Missionary

 

Weekly Recreation

 

 

Weekly Services

 

Services (more than weekly)

 

 

 

Youth

 

///J

School A -
School 8 [2:

School C m

"E

FIGURE 26. PERCENTAGE OF RELIGIOUS SPONSORED

PROGRAMS, AS REPORTED BY PARENTS

107

life teaching were given to junior and senior high pupils as
well as to young and older adults. Parents believed (44 per
cent) that the largest programs were for the senior high and
young adult groups.

Missionary society meetings were reported by approxi-
mately 50 per cent of the communities as monthly affairs
according to responses from the parents.

Less than 50 per cent of the respondees in Schools A
and C stated that recreation was sponsored by the churches.
School B parents (55 per cent) stated that weekly recreation»
was offered by churches in their community.

The Schools A and B parents (54 per cent) reported
weekly church services, while the School C parents (46 per
cent) stated services were more than once a week. Youth
programs were made available by the churches. From these
data the major religious programs of the churches in their
communities included the vacation Bible school, weekly
services, and monthly missionary society meetings. The

School B parents would include family life teaching to youth.

Patterns 9f Employment and Earning for Family Members

 

Patterns 2; earnings for the family. A question (K)
of the opinionaire was centered on how the family living was
earned. A comparison of the parents' responses is found in
Figure 27. School A parents stated that more families earned

their living outside the local town while the School B and C

per cent

Local Tovrn

Outside Town

One Worker

More Than One Worker

Under Safe Conditions

 

108

o lo 20304050607000”
I I I T

       
 

 

ViY/T/llllj

 

 

III/7L]

 

 

 

lff/IY/l/l]

 

 

r/llfllflj

 

l/l/l/lJ

 

 

 

 

 

 

 

 

 

 

 

 

 

Classified
Laborers fl/l/l/[If]
Professional [ l I / I 1 7g
Semi-skilled
l 1 / / / / 1 / A
SKIIIOO / f l / 2
White Collar / 1 / j
School A -
School 3 [:3
School c ZZZ
FiGURE 27. PARENTS' RESPONSEyRELATiVE TO THE

EARNING OF' THE FAMILY INCOME

parents were of the opinion that more livings were earned in
their local towns. Having one worker in the family was the
pattern for the three communities. However, approximately
three-fourths of the parents in Schools B and C indicated
that others in the family also worked for wages. Only 54 per
cent of the parents in School A stated that others in the
family worked for wages. The parents (67 to 72 per cent)
were of the opinion the wage earners worked under safe
conditions.

In Schools A, B, and C the parents reported that the
highest percentage of those employed were laborers and semi-
skilled. In Schools A and C parents believed the least
number earned their livings as white collar workers, while
School B parents thought that skilled workers were the

lowest number employed in their community.

Home Conditions and Family Stability

 

 

Where families live. 'Question.L made inquiry relative

 

to where families lived. The replies are presented in Figure
28. The parents (64 to 84 per cent) were of the opinion that
homes were owned by families where they lived with more homes
being owned in the School C community and the least in the
School A area. The homes were described by School A parents
(60 per cent), as older buildings; by School B parents (60
per cent), as newly constructed and the School C parents (50
per cent) as new and older buildings. Over 50 per cent of

the parents thought the housing was adequate.

 

 

 

 

 

 

 

 

per cent 0 i 40
School A . ,1: . I...l,..l..,._.
School 8

 

 

 

 

 

 

 

 

 

School c

 

 

 

 

 

 

FIGURE 28. HOME OWNERSHIP, ACCORDING TO PARENTS

111

The same question was asked on the pupil opinionaire. A
comparison of these data can be made with Figure 6 which
shows the pupils' response.

The parents and pupils were in agreement that a
greater percentage of the homes which housed the families
were owned, rather than rented and were older buildings.
Similar percentages (over 50 per cent) of both parents and
pupils judged the housing to be adequate.

Families owned their dwellings according to the re-
sponses which showed that a larger percentage of the School
A families lived in older buildings than Schools B and C,
although the School B community had more new homes than
Schools A or C. The parents judged the housing facilities

to be adequate.

Kinds pf dwellings. Figure 29 shows the kinds of

 

dwellings in which families lived. The parents from Schools

B and C were of the opinion that 55 and 70 per cent of the
families lived in apartments with rooms mentioned next.

The School A parents opinions listed rooms (SO per cent) first,
and apartments second. Trailers were mentioned by all the
parents as the dwelling place of the smallest number of the
families. Here, parents and pupils seemed to disagree as to
living facilities and Figure 7 shows the differences in
Opinion. According to the parents, fewer families lived in
trailers than what the pupils indicated. The parents and

Pupils in their returns were agreed that most families lived

112

O

 

    

Apartments 7

 

 

 

 

 

 

 

 

Trailers

 

I75” (I!
r

- School A
Q School e
[3 School a

 

FICSURE 29. RESPONSES BY PARENTS RELATIVE TO THE
KINDS OF DWELLINGS WHERE FAMILIES LIVED

115

in "apartments" rather than "rooms".

Leisure time activities. The question relating to

 

leisure time activities of families was included in both the
pupil and parent opinionaires. The parents' replies are
presented in Figure 50. School A parents (82 per cent)
reported that radio, reading newspapers, visiting, and car
riding as the four highest ranking uses of leisure. Nearly
64 per cent of the families mentioned television and out-
door activities. Only 50 per cent of the parents stated
family get togethers and less than one-fourth mentioned
further education.

Over three-fourths of the parents of School B specified
that car riding and reading newspapers were the ways in which
most of the leisure time was spent. Outdoor activities and
television were reported by 70 per cent of the parents and
less than 70 per cent listed visiting, family get togethers,
radio, and other reading. Thirty-three per cent were inter-
ested in further education. The School C parents gave as
their choices for leisure time activities car riding,
visiting, outdoor activities, and family get togethers (82
to 88 per cent). Approximately three-fourths of these
families spent their leisure time watching television and
reading books and magazines. Only 20 per cent of School C
Parents responded that they spent leisure time in further

education.

114

per cent

 

Family Get Together

 

///Z////1

 

 

 

 

Visitors 4

[If] [1 // [LE
Cor IZ/l/ljllfll
Education

 

Out- of- doors

 

[/l/[l/jlll

 

 

 

 

 

 

 

 

 

 

 

Radio
I / ZJ / f 1 f 71
(reading)
3”.“ [/117/771
Magazines 7 / 1 I / [J
Newspapers / I 1]
Television
[7 f1 / 1 / /
r School A -
School B I:
School C 22
FIGURE 30. WAYS PARENTS BELIEVE FAMiLiES

SPEND LEISURE TIME

115

Home modernization. Nine items on home modernization

 

were included in the opinionaire. The percentage of opinions
relative to the modernization of the homes are presented in
Figure 51. Running water, gas, and electricity were avail-
able in 100 per cent of the homes in the School C community,
in 94 to 97 per cent of the School B homes, and 86 to 95
per cent in the School A homes. Small appliances were found
in approximately 95 per cent of the homes in the three com—
munities and over 90 per cent of the homes had sweepers and
kitchen sinks. Three-fourths of the School A homes and 90
per cent of Schools B and C homes had freezers and central
heating systems.

The pupils agreed with the parents on the types of
modern conveniences. The pupil data are shown in Figure 9.

From these data more than 85 per cent of the homes were

judged to have a variety of modern conveniences.

Marriage and home relationships. =Question 0 included
information about marriage, the effective and successful
relationships in the home. In answer to the question "Are
the marriages working?", over 90 per cent of the School A
parents suggested a positive reply. However, only 65 per cent
.of the parents in Schools A and B answered "yes". The data
are presented in Figure 52. Over 90 per cent of the parents
of Schools A and B and 58 per cent in School C reported happy
‘home relationships. Family cooperation was an effective

Work relationship in School A; 88 per cent in School B and

per cent

Bathroom

Electricity

Ga s

Freezer

Sweeper

Running Water

Appiionc es

Central Heat

116

O

  

lO 20 SO 40 SO 60 TO

  
 

 

K////f/f///]

 

‘J/l7//f/j/1

 

IZ/[llfJ/fjlj

 

 

~[Z[///////J

 

 

I//////////j‘

 

 

L/IIJI/Lj/j]

 

 

Ll/ff/[77/I

  
  

 

I'f///7[j//I

 

 

Kitchen Sink F / 71- 1 / Z 1 4/]
School A -
School a [:3
School C m

FIGURE 3i. MODERNIZATION OF HOMES, ACCORDING

TO PARENTS

117

peroentOlO zosoeosoeoroeoso

 

 

 

"a”, J// / 7J1

  

Family Works Together

 

I11 117/77rjjl

   

Husband ' boss '

 

7 71/1/11!

  

 

 

 

 

 

Wife 'boss'
I I 1 1 1 1 I]
”MW” 7777-;
(broken ham“)
0““ —

 

 

 

 

 

 

 

 

 

Divorce 7

Separation #7.;
School . A -
School I E:
School C ZZZ

FIGURE 32. HOME RELATIONSHIPS,“ REPORTED DY

PARENTS

118

94 per cent in School C. The husband was listed as "the
boss" in more than three-fourths of the homes in the three
communities with the highest percentage being found in
School A. Less than 50 per cent of the School A parents,
50 per cent of School C parents, and over 65 per cent of'
School B parents reported the wife as "the boss". Unhappy
home relationships were not listed by School A parents, less
than 40 per cent by School B parents, and more than 50 per
cent by the School C parents.

The parents (50 per cent) from the three communities
listed death and divorce as the principal causes of broken
homes, although 20 per cent of the parents from School A
and 50 per cent of Schools B and C parents related divorce
with the broken homes.

Pupils' responses are submitted in Figure 10. A
comparison of the data from both opinionaires showed simi-

larity of response to the question.

Aspirations for the Youth pf Community

 

Plans and hopes for children. Plans and hopes of
parents for their children after 16 years of age were in-
cluded in.Question P. The responses are presented in
Figure 55. All of the School C parents and 86 to 88 per
'Cent of Schools A and B parents reported that they desired
their children to graduate from high school. The viewpoints

On marriage for their children varied. Fifty-four per cent

119

per cent 0 IO 20 30 4O 50 GO TO SO SO
II I I I rm I I I

 

Early Marriage

 

///J7]

 

Graduate from HighSch.l/ 1 1 [J / /J 7 f/j

Adult or Extension _

3'0”“ V/1/1/171ZI
Collect. Business. or E
Trade School

Y1///f//;J

Later Marriage

 

rf///////I

Work in Town

 

l/Z/f/I7IJ

Work outside Town

 

 

 

School A -
Sc hoot B 2
School C EB

FIGURE 33. PARENTS' PLANS AND HOPES FOR
CHILDREN AFTER SIXTEEN

120

of the School A parents desired marriage within 1 or 2 years
after high school or (59 per cent) after completing further
schooling. Seventy-two per cent of the parents in Schools B
and C wished marriage for their youth after schooling beyond
high school. Approximately 40 per cent desired their
children to marry l or 2 years after high school.

School A parents were equally interested (59 per cent)
in the three types of education beyond high school. School
B parents (65 per cent) desired their children to take adult
or extension classes and approximately 50 per cent were
interested in continuation of a more formal type of edu-
cation. School C parents (82 per cent) favored adult or
extension classes but 74 per cent were also interested in
their children taking business, trade, or college work.

Approximately 60 per cent of the parents in School A
and more than 70 per cent of the parents in Schools B and C
hoped their children would work in the town where they
lived.

The replies from pupils are presented in Figure 11.
Over 95 per cent hoped to graduate from high school; more
than 50 per cent desired some form of further education,
preferably a business type. Parents and pupils favored
later marriage than 1 or 2 years after high school. School
A pupils desired to work in another town. Schools B and C
pupils agreed with their parents in seeking employment in

their own community.

121

Differences 2p ppinion between adults and teen—agers

 

 

1p relation :2 personal and family behavior. The final

 

question in the opinionaire pertained to certain practices
in the community and attempted to obtain differences in the
opinions of adults and teen-agers. Seven items were listed
to be checked. Response for the three schools are pre-
sented in Figure 54.

The adults and teen-agers in the three communities
were in close agreement on the item, acceptable wearing
apparel, according to the parents' response. The pupils
in School B and the adults in School C seemed to favor this
item the most. The adults in School C in particular, as
well as the other two schools favored lasting marriage more
than the teenragers, with the School B teen-agers showing a
slightly more favorable response than Schools A and C. On
the item, fewer divorces, the adults were more favorable
than the pupils. The School C adults and teen-agers gave
the largest response regarding this. Both teen-agers and
adults were Opposed to social drinking in the three schools,
The Schools A and C adults, according to the parents, dis-
approved of this practice more than the teen-agers.

The teen-agers favored dancing more than the adults
did in the three schools with the exception of the very
slight difference between the two groups in School C. The
School A adults were less in favor of dancing than any of
the other responses given.

The teen-agers in School A were against planned

’"D

   
  
 
 
 
    
       
    
      

. Accoploblo
Mull \\\ .
Full 5 :335m

School 8
Adult 7-
Pupil
233:: E
Fowor

Divorcoo

Soclol drinklng

Dancing

Pl d
9012:5001!

  
   
 

Smoking

FIGURE 34. PARENTS' VIEWPOINT OF DIFFERENCES
BETWEEN PUPILS AND ADULTS IN THE COMMUNITY

125

parenthood, while the adults were for this item. In the
Schools B and C adults favored planned parenthood more than
the teen-agers, according to the parents‘ response.

All three schools, adults and teen-agers were opposed
to smoking. The adults were more against this practice than
the teen-agers. The School C adults showed the strongest
percentage against smoking of the responses made.

The parents responded that adults and teenragers were
against social drinking and smoking. The two groups were
in close agreement on acceptable wearing apparel and lasting
marriage. The adults were more in favor of fewer divorces,
and smoking than the teen—agers. Teen-agers were more for
dancing than were the adults in the three communities.
Adults and teen-agers (except in School B who were against)
sanctioned planned parenthood with the adults favoring this
item more than the teen-agers.

A comparison of these data from responses of the pupils
and parents is shown by comparing Figure 54 with Figures 12
to 18. The greatest difference of Opinion was found on the
item, dancing. Teen-agers were more favorable than were the
adults in the three communities, closer agreement is found
on acceptable wearing apparel, lasting marriages, and few
divorces. Teen-agers and adults were against social drinking.
Returns from two opinionaires showed that both groups were
opposed to smoking except for the pupils' response in School
B. Returns from the opinionaires indicated planned parent—

.hood was sanctioned with the exception of the School A

121+

teen—agers who were against this, according to the parents'

opinionaire.

PART II - .. VALIDATION OF PA "NTS' OPINIOR’AIRE

Interviews with parents. The names of thirty parents

 

in the three schools were secured for interviews. More than
two trips were made to the thirty homes and 90 per cent of

the parents were interviewed by the investigator being

divided among the three schools as follows: five in School

A, eight in School B, and fourteen in School C. The purposes
of the interviews were to find out if the opinionaire had

been received and returned; if the parent had not cooperated
the reason for this decision, and to discover any misunderstood
or confusing wording of the questions on the Opinionaire.

Two sets of five questions each which appeared on the
parents' opinionaire were used for sampling. The investigator
had modified one set for clearer meaning and the other set
remained as originally stated on the opinionaire. These
questions were those which pertained to where the living for
the family was earned, where the families lived, how they
spent their leisure time, the home relationships, and
differences of opinion between the adults and the teen-agers.
{Dhe parents interviewed were 100 per cent agreed that the
revisions which had been made had improved the clarity of the.
questions.

All the parents but one in School A had received the

125

opinionaire. The following comment came from the one
parent,

Parents and teachers should share in planning

for the kids. I'm gonna see why this wasn't given
to me. I think it's important.

Seven parents in School B had filled out the opinion-
aire and returned it, the eighth person said,

"I just didn't get it done. It seems the schools are
always asking for something."

Eleven parents in School C had returned the opinion-
aire, two parents had thrown it away and another parent
remarked,

I thought it was marked somehow and might be used

in this bond election. My husband and I didn't want
to be quoted.

PART III — - TESTING OF OPINIONAIRES BY BEGINNING TEACHERS

Five beginning teachers sent the final revision of the
parent Opinionaire to 215 parents. Eighty three per cent
(178 parents) returned the opinionaire. The parents lived
in the western part of Illinois and their children attended
schools located in rural, urban, and consolidated rural
communities.

One teacher reported that her administrator was hesi-
tant about having the parent opinionaire sent to the homes
without consulting the board of education. Since no objection
was made by the board of education the opinionaires were sent
and the majority of the returns were voluntarily signed.

The beginning teachers believed the use of the parent

126

opinionaire aided them in pre-planning the homemaking program
in the community. Their replies indicated that these
opinionaires secured for them a word picture of the families
of their pupils. They felt more secure before their classes
knowing the reactions of parents on many questions. Also,
the beginning teachers reported home visits were easier to
make and suggestions for home projects more meaningful be—
cause of the information gained from the parent opinionaires
about the community and the families living there.

The statements made by the beginning teachers summarize
their reaction to the use of the parent opinionaire.

I found it was true that parents can help in curricu-
lum planning. The opinions they gave plus the notes
written on the forms indicated to me that I had support
for the homemaking program.

I was afraid parents would think I didn't know how
to plan my work but this form served as an introduction
for me. The parents liked my asking for their comments.

One parent brought the form back to me filled out and
told me things about the community she preferred not to
write. When she started out I thought 'gossip' but a
recheck with the principal showed she was sincere. Her
warning that the community was very conservative helped
me in planning my course work as well as my conduct. An
advisory council for homemaking was formed this spring
and the adult class was a success. Neither of these were
a part of the program before. The opinionaire was a help
since it got parents interested.

Summary. The parent opinionaire was tested in three
types of communities, agricultural, industrial and combination
(agricultural and industrial). Forty-eight per cent of the
155 parents completed and returned the opinionaire. Inter-

views were held with 27 parents in the three schools to

127

further refine the instruments. From these interviews it was
found that one community (School A) was unfamiliar with forms
such as the opinionaire and the School C community had been
'over exposed' to filling out forms. The final revised form
was used by 5 beginning teachers in their communities. From
the tabulated returns and interviews differences were found
in the three communities. It would seem that data from the
parent opinionaire could furnish a homemaking teacher iifor—
mation in pre-planning a homemaking program. Possible ap—
proaches for the use of such information is given in
Chapter VIII.

A copy of the original form for the parent opinionaire
and the revised forms showing the changes which were made are

included in the Appendix, page 2l4ff.

CHATTER VII

ANALYSIS OF THE INTERVIEU SCHEDULES
AND OBSERVATION CHECK LIST

A jury composed of administrators and homemaking
teachers provided the basic information for the study. They
recommended that administrators, residents of the community,
the agriculture teacher or county agent could provide
reliable local information in program planning, and that the
homemaking teacher could glean a great deal from personal
observation in the community. This chapter deals with the
instruments for interviewing persons and making observations
in the community. The three instruments included the
schedule for interviewing a school administrator, the com—
munity observation check list, and the resident interview
schedule. The items for these instruments were derived
from the suggestions of the jury. In the main, the kinds
of pertinent information suggested by the group were as
follows:

1. Comparison of the community with others in the

area (size, transportation facilities, how governed,

school and community relations).

2. Patterns of employment and earning for families
and teenpagers.

5. Business establishments and community agencies
in the community.

4. Recreational facilities, clubs, and church activi-
ties.

129

5. Physical setting and general appearance.

6. Educational opportunities in the community.

7. Controversial issues and harmony in the community.

8. Marriage stability in the community.

Statements involving these items were included in the
final forms of the three instruments, the two interview

schedules and the observation check list.

PART I — — IKFORLATION FROL THE INTERVIEJ SCHE ULES
AND OBSERVATION FORM

The Schedule for Interviewing An Administrator

 

 

 

In the jury's opinion the administrator could inform
the homemaking teacher on items as the local government,
service and welfare agencies, and educational opportunities
in the community. The jury believed administrators could
likewise furnish information when comparisons with other
communities were desired. The general information included
principal occupations, professional services, employment
possibilities, church activities, and relationships within
the community. The administrators were checked as a good
source when information on transportation facilities and
inquiry about controversial issues in the community was
needed.

These eleven items of information were incorporated
into the schedule for interviewing a school administrator

about community conditions which affect families.

150

The interview schedule was furnished fifteen student
teachers who were graduating seniors expecting to teach in
less than three months. They interviewed the school adminis—
trators, the superintendent or the principal, in their
student teaching assignment. Almost an equal division of
interviews were held with superintendents and principals.
Since none of the fifteen students had questions pertaining
to the information to be obtained, no changes were made in
the instruments before using. The investigator instructed
the student teachers to check a classified telephone directory
for a listing of professional services, community agencies,
and types of transportation. If this information was
secured these questions would not be used in the interview.
They were also to arrange a conference time with the ad-
ministrator. Only four of the fifteen student teachers
found a classified telephone directory in the community
where they were teaching. The fifteen students did their
student teaching in the three off—campus schools designated
in this study as Schools A, B, and C.

The student teachers in School A (rural school) be—
lieved the administrator was not as pressed for time as the
administrators in Schools B and C. All student teachers
stated that the administrators were cooperative and seemed
receptive to furnishing information about the community.
Using this method showed that there were differences between

the three communities.

151

Responses of the administrators in the three schools to
Question A, comparison of the community with others in the
area, believed the population was stable in each of their
communities. School A had very few foreign born residents,
while Schools B and C had specific nationality patterns.
School B administrators stated that the population in the
community was employed, while in Schools A and C, approxi-
mately one-half of the population had retired. Commercial
transportation was rated as fair to good, with the exception
of plane service, while in School A poor railroad accommo-
dations were reported. The same opinions relative to
transportation were expressed by the parents. The parents
and administrators also agreed that cooperative school com-
munity relationships existed in the three communities.

On.Question B, how the community was governed, the
difference found was that administrators in Schools B and C
stated pressure groups were outspoken, while in School A
these groups were quiet. The School C community was the
only one which had a city manager. Concerning officials in
the communities (elected and/or appointed), the adminis-
trators reported these were chosen on the basis of the
person for the job rather than political party affiliation.

The principal occupations were farming and local
businesses (Question C) with some commuters to industry, in
School A, according to the administrators. Manufacturing
and industry were given occupational preference by the

Schools B and C administrators. This corresponded to the

replies of the parents.

Fewer professional services (Question D) were reported
in the School A community, with mention of dentists and
medical doctors.

Employment possibilities (Question.E) were better on
farms in the School A community, and factory, secretarial
and waitress work were available in the Schools B and C
communities. The latter also afforded some farm work
employment.

Agreement was observed in the administrators' and
parents' response that the private automobile was the best
means of transportation (Question F) in the School A com-
munity. Commercial conveyances, as well as private auto—
mobiles were used mainly in the other two communities.

many more community agencies (Question G) were in
existence in.the Schools B and C communities, while the
School A community had the least number. This was also true
of the health and safety factors based on the administrator's
opinions. .

Relative to-Question.H on church activities, the ad-
ministrators from School A knew more about the program than
the School C administrators. As was found on the parent
opinionaire the School B community had a broader religious
program.

The administrators stated on Question I, educational
opportunity, that only public schools were operating in

School A with no resources for kindergarten and nursery

155

schools. Extension class work beyond high school age was
available. In the Schools B and C communities private as
well as public schools were available with work offered to
pre-school, elementary, secondary, and college age groups.

According to Question J administrators indicated that
School B had few factions while Schools A and C were facing
racial problems. The problem of selling liquor to minors
was reported in School C.

Controversial issues in the communities (Question K)
were not apparent in School B. Two issues were prevalent
in School A, drinking and profanity. Indifference toward
smoking and drinking except for teachers was an issue.
Controversial issues in the School C community included
selling liquor to minors, drinking, and attitudes for and
against divorces. Similar statements were reported on the
pupil and parent opinionaires.

Comments made by the student teachers relative to the
use of the administrator schedule are given below:

I felt it was worthwhile talking to the principal.

He was most cooperative and willing to answer any
questions. I felt I knew him better. This could defi-
nitely be a way of becoming better acquainted with the

administrator in any school, after our interview we

always had something to talk about other than the
weather when we met.

I think the information gained here is very useful
in giving you an insight and some understanding of the
community. I was glad I made an appointment and after
the interview the administrator said, 'I think this time
has been well spent. I'm going to do a little more
community check-up myself.‘

154

Copies of the schedule were requested by administrators
to use as they attempted to interpret the community to new
staff members. One administrator commented after the inter—
view, "I need to know more about this community first hand.
I'm going to circulate more."

The school administrators in each of the communities
reported the existence of cooperative community school re—
lationships, a stable population, fair to good transportation,
poor plane service, and the presence of pressure groups.
Political officers were elected upon the basis of the
candidates for the jobs rather than party affiliation. The
pressure groups in School A were quiet, while in Schools B
and C they were outspoken.

There were no changes made in the schedule for inter-
viewing a school administrator since neither administrators
nor student teachers indicated difficulty in its use nor

changes in its format.

The Community Observation Check List

 

The jury believed that the homemaking teacher could
gather other important facts from observation. For this
purpose the investigator formulated a one page check list.

Part A of the check list included the general ap—
pearance of houses and yards, store buildings, streets, and
health and accident precautions. Part B pertained to re-

sources in the community, the available professional services,

155

business establishments, and recreational facilities.

Fifteen student teachers used the observation check
list in the community where they were to do their student
teaching. The students did student teaching in the Schools
A, B, and C communities. Comments by four of the student
teachers were:

The check list was very helpful when going into a
community. Since the community was small I never
thought so many resources could be found. I think a
check list like this would be very helpful for new
teachers going into new communities.

I think this is a good idea. I observed the town
more since I had this as a guide. It has made me feel
more secure-here.

This check list helped me to find out many things
about the town which will certainly be of benefit to
me since I'll be living and teaching here. It gave
me some suggestions to make to students for projects.

I thought this check list was an excellent way to
become aware of the facilities in the community. It
gave me an idea what to look for in a new community
and I know it will prove profitable to me later on to
know about these resources.

There were no changes made on the observation check

list. None of the student teachers had difficulty in

using the instrument.

Resident Interview Schedule

 

Certain key residents in the community, certain
professionally trained individuals, and other key persons
could furnish pertinent information about a community to a
homemaking teacher. The suggestions of the jury are shown

in Table I. From these individuals data about the community

136

and individual families in the community could be secured.

The investigator prepared the resident interview
schedule dividing the personnel to be interviewed into three
groups. Group I was composed of a chamber of commerce repre-
sentative, newspaper representative, banker, long time resi-
dent, town librarian, or laborer. Five questions attempted
to discover what the individual liked about the community,
how the community differed from others within fifty miles,
how families earned their living, clubs and other organi-
zations available in the community, and how well the people‘
worked together in the community.

An agriculture teacher or farm adviser represented
Group II. Three questions concerning the physical setting
of the community, controversial issues in the community,
the presence of factions in the community were used in the
interview.

An attorney or minister comprised Group III. Four
questions centering on the stability of marriages, contro-
versial issues, earning of livings, and presence or absence
of factions in the community were used in the Group III
interview.

Fifteen student teachers interviewed 55 persons in the
community including all those persons suggested in each
grouping. See Table III for the results from these inter-
views.

The interviewers found the people in the three com-

munities friendly and cooperative. The comments of three

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of the students who held the interviews summarized the
satisfaction the student teachers felt after this experience
in using the resident interview schedule.

When talking with anyone in the community these
questions I kept in mind. However, the people I
interviewed were friendly and wanted to talk. If
you seemed interested in the affairs of the community
the people readily shared what they knew and this was
one means of being acquainted and feeling you belonged.

These interviews are one means of using to advantage
human resources of a community. It helps you to gain
quickly knowledge that otherwise would take lots of

time. It also can be a good means of further public
relations.

All the faculty, friends, and neighbors I met were
exceedingly friendly. I' m going to use this in the
com munity where I go to teach. I felt more than well
paid for the extra time these interviews took, it was
so easy to talk with people using these questions,
since I had something definite to guide me.

PART II — - TESTIKG T113 II TnnJInl SCIEDUIES

AICD ODFW‘RVA ION FORE:

Testing pf the Interview Schedules and Observation Form by

Beginning Teachers

Five beginning teachers used the administrator inter-
view schedule, community observation check list, and resi—
dent interview schedule in five communities. From their
reports no difficulty was encountered in the use or under-
standing of the devices.

The investigator was told by these teachers:

. The administrator was helpful and I believe our inter-
v1ew increased his re Hpec for homemaking. He believes

in basing the curriculum on the interests and needs of
Pupils and drawing from the community learning experiences.

159

I had a specific purpose and used the information
received in tempering the planning of the curriculum.
My foods classes will be based on using farm products
grown here and more attention will be given to
selection and make-over garments.

Cliques are in town and in the school. I hope I
can help at least in the classroom.

Summary. Three instruments were developed to assist
the homemaking teacher when observing and interviewing
persons in the community. Fifteen student teachers used
the schedule for interviewing an administrator, the resi-
dent interview schedule, and the community observation
check list in three communities. Five beginning teachers
used the same instruments. From the reports of these
twenty persons the instruments were found usable and help—
ful in securing needed data about the community which might
assist a homemaking teacher in planning the homemaking
program. Copies of the three instruments are found in the
Appendix, page l95ff.

A summary for the information secured about Schools

A, B and C with implications for use in curriculum planning

is given in Chapter VIII.

CHAPTER VIII

POSSIBLE APPROACHES FOR USIIG IRPORSATIOR ABOUT
PUPILS, FAMILIES, ARD COMLURITI AS A BASIS FOR
LOCAL PROGRAM PLANNING IE HOMEMAKIKG EDUCATION

The devices developed in this study secured infor-
mation about three communities which would assist a home-
making teacher in pre-planning a homemaking education
program in the community. The information was Obtained
from the pupil and the parent opinionaires, the interview
schedule for local residents, the schedule for interviewing
an administrator, and the observation check list.

This chapter summarizes the information Obtained
concerning the Schools A, B, and C communities and what a
homemaking teacher might do with it in developing each of
the three local homemaking education programs. Additional
information will need to be secured as the curriculum
evolves.

A recognized curriculum consultant, Ivol Spafford, in
writing has stated six goals which homemaking teachers in
the high school may strive to help youth in their classes
attain. These are:

To select the important values in personal and
family living more surely

To live and play and work more happily, especially
in the home

To rear and care for their children more success—
fully

To feed and clothe and house themselves and their

141

families more adequately

To use their resources of time, energy and money
more thoroughly

TO care for the sick, the aged, and the handicapped
in the home more skillfully than they could or would
if they had not taken home economics.
The writer has attempted to relate information found
about each community to the appropriate suggested goal. This
is an illustration of one way which a teacher might use in

relating information found about a community to program

planning.

Information about School A, E, and 9 Communities with

 

 

Implications for Curriculum.Planning

 

Facts about School A. The School A community was

 

primarily a farming community. Although some local
businesses and commuting to industries nearby were mentioned.
Few white collar workers lived here. A large per cent of

the wage earners were retired and few professional persons
were living in the community. The population was stable.

One worker was the major wage earner in most families, al-
though others in the family might be employed. The best
employment possibilities for youth were on the farms and in
the stores with little opportunity for waitress work.

Additional recreation facilities were needed for all

1National Association of Secondary School Principals.
Hbme Economics in the Secondary School. Vol. 57 NO. 196,
October, 1935. —Washington,fi. C.: National Education
.ASsociation. Pp. 15—16.

 

 

142

ages, particularly for youth, grade schools, and Older age
groups. Suggestions were given that provision be made for
improved recreation for the high school age persons during
the summer. The pupils desired more commercial entertain-
ment since their homes, the school, and the movies provided
the majority of the recreation. The community was not too
"socially inclined". Educational and professional club
offerings were limited and the social type clubs were not
abundant.

The religious sponsored programs were mainly weekly
services, monthly missionary meetings, and the vacation
Bible schools. Little family life teaching was done by
the various churches.

The families could generally purchase the things the
needed in the community. Many homes were equipped with
modern conveniences.

The majority of the homes were owned by the family
but indications were that some families lived in apartments
and trailers. A few new houses were being built.

The marriage and home relationships were happy in
School A community. The family worked together. Divorces
were not the frequent causes of broken homes here. Radio
listening,:eading newspapers, visiting, and car riding were
the major uses of leisure time by the families.

Little interest was manifested in further education.
The pupils desired to leave their home community, while the

parents wished them to stay in the community after the

145

completion of high school. All the pupils were not desirous
of completing their high school education. The majority
chose to marry soon after finishing school. This was in
agreement with the parents' wishes. Some interest by a few
'was shown in college, business, and.trade school. The

public schools offered the main educational advantages in

the community. Few differences of opinion were shown between
the adults and teen-agers. Both groups were against smoking
and social drinking. Racial discrimination had seemed to

provoke some factions in the community.

School A curriculum emphasis. These findings could

 

contribute to the development of five of the goals stated by
Spafford, page l40ff, and have implications for curriculum
planning in the community:

Conservation in the selection and use of less expensive
materials with utilization of home produced commodities.

Encourage pupils to consider older individuals residing
in the community and seek these persons as resources for
class work.

Center home experiences and class work on developing
recreational pursuits (hobbies, fun, etc.) for the immediate
family, their friends and/or relatives.

Re-emphasize the values held by the families through
furthering appreciations for home ties, stability and se-
curity within the family.

Include housing units with especial attention to care,

144

renovation and remodeling.

Incorporate within the relationship units, work on,
personal as well as different age group relationships.

Give consideration to other ways of performing home-
making activities other than through the use Of modern
conveniences.

Help provide for rearrangement of kitchen equipment
and the selection of modern conveniences.

Include parents in planning class activities, Offer
units early in the curriculum in various phases of home-
making which would be helpful in establishing a home.

Cooperate with the vacation Bible school to provide

experiences with children of different ages.

Facts about School B. The School B community was

 

principally a manufacturing and industrial community. Its
citizenry represented various nationality groups and can be
described as an employed population. The living Of most Of
the people was earned by employment in heavy industries.
Local businesses were owned but few professional persons
were in the community.

The majority of the families found the shopping facili-
ties and service establishments adequate. The employment
possibilities for youth were found in stores, factories,
railroad, secretarial and waitress work.

Additional recreational facilities were needed for pre-

school, grade and Older youth groups. Much of the recreation

145

was outside the home. A broad religious sponsored program
was conducted by the churches which included family life
teaching for the junior and senior high school age groups

as well as older adults. Weekly recreation was sponsored by
the churches as were the weekly services, monthly missionary
meetings, and vacation Bible school. Numerous denominations
were represented in the community.

Most of the livings were earned in the local town and
one wage earner for the family was the pattern, although
others in some of the families worked for wages. The
highest percentage of the wage earners were classified as
laborers and semi-skilled.

The majority Of families owned their own homes and
some lived in apartments and many lived in trailers. Few
houses were newly constructed. Most of the homes were well
equipped with modern conveniences.

Most of the leisure time of the family was spent in
car riding, reading the newspaper, with some outdoor activi-
ty and viewing of television.

Some of the parents were interested in further edu—
cation.

The homes were described as having happy relationships
and the families worked together. Half of the parents
listed divorce as the cause of broken homes.

Parents and pupils agreed upon the plans for youth Of

a high school education and waiting for marriage until after

146

graduation. Plans were for the pupils to secure employment
in their home community.

Private and public institutions offered educational
Opportunities for various ages.

The adults and teen-agers seemed to have little differ-
ences in opinion. The teen-agers were more interested in
smoking and dancing than the parents desired. Both groups
were against social drinking.

School B curriculum emphasis. These facts would seem

 

to indicate support for the first five goals from the Spafford
list. The following implications are suggested for curricu-
lum planning:

Direct learning experiences to the economic level of a
working population in heavy industry, and stress the importance
Of utilization Of time, energy and money when more than one
family member works.

Accept the challenge to encourage pupils to carry out
home projects in recreation in the home as one means of
uniting the family and utilizing the home as a center for
leisure time enjoyment.

Arrange units in family relations to supplement and
expand the family life programs of the churches using the
clergymen as resource personnel for class work.

Encourage further education for some of the pupils.

Use the vacation Bible schools for added experiences

with children of different ages.

147

Stress the practical aspects in the housing and home
furnishing units including remodeling and rearrangement.

Visit the homes newly constructed as a pattern to
which to aspire for those having similar incomes.

Stress the maximum use of the modern conveniences in
the homes to Save time and energy and gain fuller returns
for the money invested.

Plan for activity learning experiences since scant
reading was a home pattern.

Capitalize on the interest of parents in further edu-
cation by offering adult classes and career units in the
homemaking program.

Assist youth with their problems of home instability
through family relationship units, which should also include
helps with problems in the areas of courtship, early marriage,
and the establishment Of a home.

Help pupils to better understand the values held as
mores Of the community such as, opposition to social drinking,
high regard for religion, and harmonious relationships with

one's fellowmen.

Facts about School 9. This community was described as
an industrial farming one. The population was stable with
specific nationality patterns. Employment in industry was
the chief occupation of the wage earners. Local businesses,
farming, and small industries also employed wage earners,

approximately one-half of the wage earners had retired and

148

were residing here. Many professional persons lived in the
community.

The majority of the livings were earned in the local
community and one principal wage earner in the family was
the pattern, although other family members might work.

Their jobs were classified as laborers and semi-skilled with
- the least number employed as white collar workers.

Employment for youth was available in stores and in
secretarial work. Few opportunities were found on the farms
and in railroad work. The shopping area furnished the items
usually needed.

The variety of recreational facilities were limited
in the community. The pupils desired more private enter-
tainment. Half of the parents suggested the need for more
commercial entertainment for grade, youth, and Older age
groups. Commercial concerns and public agencies offered
the major sources of recreation. The many types of clubs
were considered to be adequate.

Half Of the homes were newly constructed and most of
the homes were family owned. The largest percentage of the
families lived in apartments and some resided in trailers.
The homes were well equipped with modern conveniences.

Leisure time activities were devoted mainly tO car
riding, visiting, outdoor activities, and family get to—
gethers. The majority of the parents indicated a wide
variety of leisure time pursuits. Approximately half Of the

families had family get togethers. Little interest was

149

shown by the parents in further education as a leisure time
activity.

Fifty per cent of the homes were described as unhappy,
although the family worked together. Divorce was listed as
the cause of half of the broken homes.

All the parents desired their children to graduate
from high school and most of the pupils shared this goal.
The parents desired their children to marry after schooling
beyond high school and this hope was shared by half of the
pupils. Both parents and pupils planned that the youth
work in their home community. The parents were interested
and so were the pupils in adult and extension classes, as
well as college, business, and trade education.

Instruction was offered to all age groups from kinder-
garten through college by private and public institutions.

The School C adults were more opposed to smoking and
dancing than the teen-agers. Both groups were against

social drinking.

§chool 9 curriculum emphasis. These facts suggest the

 

need for the inclusion of all six of Spafford's goals in
directing the homemaking program:

Plan learning experiences for different income levels
since a wider range of employment is present.

Offer units on careers since a variety of employment
is offered in the community and interest was shown in

further education.

150

Assume responsibility for family.1ife education since
the school is the only institution offering such a program.

Cooperate with the churches in the vacation Bible
school to offer learning experiences for pupils with children
of varying ages.

Give consideration throughout the units on the effect
of use of time, energy, and money when more than one family
member works.

Include home planning as well as remodeling in the
housing units.

Emphasize personal relationships within the family as
well as outside the family in relationship units.

Encourage home projects by pupils to afford recreation
in the home and/or cooperative outings with the family.

Include use, care and repair of equipment as well as
selection of modern home conveniences.

Assist the pupils with their problems of unhappy home
relationships and broken homes by offering family relation-
ship units at different grade levels and help the pupils to
develop their own goals for satisfactory family living.

Include in the family relation units helps for pupils
on courtship problems and establishment of homes.

Offer adult classes since parents and pupils indicated
an interest and pupils plan to remain after graduation in
the home community.

Reaffirm the standards prescribed to in the community,

and aid pupils in a better understanding of adult attitudes

151

toward smoking, dancing, and social drinking.

Encourage the acceptance of the rights of individuals
regardless of race.

Iaintain an open mind and help pupils to ascertain facts
before drawing judgements on such controversial issues as

divorce and drinking.

§ummary. Each homemaking teacher would utilize the
information secured by the use of the devices developed in
this study in different ways. Only a few examples of the
possible effects on the homemaking education curriculum were
presented here to illustrate the use of the information
secured from the devices in pre-planning the homemaking edu-
cation program.

Differences and similarities were found in each of the
communities. Prior to the different units of homemaking
being planned in detail the homemaking teacher would need to
seek additional meaningful information for these specific
units. The unique characteristics and special needs of
residents of a community should be considered in homemaking
education planning. The needs of the individual, separate
and as a part of the family group must be regarded. The
family is the center around which the homemaking education
program is built and the pattern of living in the family and
the environment of which it is a part conditions all of the

units and courses in homemaking education.

CHAPTER IX

SUXHARY, CCICLUSIOZS, IKPLICATIONS ATD REC LLEI'ATICNS

FOR FURTHER STUDY

Summary 9: the study. A functional homemaking program

 

is dependent upon the homemaking teacher working with fami-
lies living in the community. To pre-plan effectively
necessitates the procurement of background material about
family members and their activities as well as the resources
available in the local area. This study was devised to se-
cure informational background for the homemaking teacher. A
set of instruments was developed to obtain the needed
facts. If such instruments would secure data more readily
from pupils, parents, administrators, and others residing in
the community the homemaking teacher would profit immeasurably
in pre-planning the homemaking education program for the
community.

This study was limited to the use of the questionnaire
as the basic instrument for securing the facts. The study
was confined to three off-campus teacher training centers
affiliated with the same college. All schools used in the
study were located in the same state, Illinois, and all
schools had approved vocational homemaking programs. Litera-
ture was studied to learn more about communities and the infor-
mation homemaking teachers might desire as a basis for

building a functional program. From this literature items

155

of information were chosen which were submitted to a jury
composed of 16 administrators and 50 homemaking teachers for
their opinions. The jury likewise indicated the sources
from which the information could be obtained. These persons
were selected by the State Superintendent of Public In-
struction and the Chief of Home Economics Education. On the
basis of the replies five instruments were prepared: (1) a
pupil opinionaire, (2) a parent opinionaire, (5) the inter-
view schedule for administrators, (4) an interview schedule
for local residents, and (5) a community observation check.
list.

Revisions were deemed advisable on the parent opinion-
aire and identical changes were made in the eight duplicate
questions in the pupil opinionaire. Revisions in the in-
struments were made after use in a rural community, an
industrial area, and in an industrial-rural area. The in-
struments were checked in three off-campus communities
designated in this study as Schools A, B, and C and in 5
communities by five beginning homemaking teachers. Ninety-
three per cent of the 551 pupils enrolled in the homemaking
classes in the communities and forty-eight per cent of the
155 parents of these pupils cooperated with the study.
Followzup interviews were held with 27 parents and 60 pupils
in the three communities. The 5 beginning teachers reported
a total return of 95 per cent of the 294 pupils and 85 per
cent of the 215 parents of these pupils in the five com-

munities. Fifteen student teachers, 6 supervising teachers,

154

10 administrators, and 55 key persons in the three com-
munities assisted in the testing of the instruments prepared

in this study.

Conclusions and recommendations. In view of the

 

findings the investigator found the instruments prepared did
' secure the needed information for pre—planning the home-'
making education program and that these instruments were
profitable for a homemaking teacher to use for program
planning. The investigator asserts the following conclusions
are justified:

1. Parents are a good source of information for a
homemaking teacher to use to learn more about the community
and were found willing to supply the needed information.

2. Pupils can contribute and are willing to furnish
information usable to a homemaking teacher for use in
program planning a homemaking education curriculum.

5. Administrators and key persons in the community
have information and are willing to share data which are
helpful to a homemaking teacher in curriculum planning.

4. The five instruments used in this study can be
used advantageously to readily secure information for program
planning.

5. The five instruments were usable to first year
homemaking teachers.

6. The five instruments served as a motivating device

in promoting inquiry about the community.

155

7. It is probable that additional information would

need to be secured in developing a homemaking curriculum.

Implications from the study. 1. The investigator

 

 

 

recommends that supervisors, teacher trainers, and teachers
might utilize these five instruments for learning about com—
munities as a basis for pre-planning the homemaking edu-
cation program. These instruments could be used in inter-
viewing administrators and residents of the community,
making observations in the community, and securing pertinent
data from the parents and the pupils. In this study differ-
ences and similarities were found in the Schools A, B, and

C communities which could affect curriculum planning in the
homemaking education program.

2. The instruments prepared for this study could be
used by supervisors and teacher trainers as a challenge in
the preparation of the pre-service trainees. Through this
means they would become aware of learning about the community
where they may teach.

5. Administrators could use these instruments as a
motivating device in interpreting the community to new staff

members.

Recommendations for further study. The investigator

 

recommends that additional research be carried on in order
to clarify the present findings.

1. A study be made of the use by beginning teachers

156

of information obtained through the use of this set of in-
struments for securing data about the community for pre—
planning a homemaking education program.

2. An investigation of the utilization of the data
secured by this set of instruments in implementing the home-
making programs in these three schools.

3. The further testing of the set of instruments in
other states and/or schools.

The investigator also deems it advisable that other
related research is needed. This opinion is based upon the
scarcity of research studies available and literature ob-
tainable to use as background material for the present study.
The further research recommended would be most profitable in
strengthening the home economics teacher education programs
at the secondary and college levels. The recommendations
are:

1. An investigation of other means used by experienced
homemaking teachers in learning about a community before pre-
planning a homemaking education program.

2. A study of the practices which first year teachers
use to gain knowledge about a community in order to pre-plan
a homemaking education program.

5. A study be made of effective ways community re-
sources can be utilized to strengthen the homemaking edu-

cation program.

BIBLIOGRAPHY

BIBLIOGRAPHY

A. BOOK

Alberty, Harold. Reorganizipg the High School Curriculum.
New York: The MacmillanfCompany, 1950. 445 pp.

 

Arny, Clara Brown. The Effectiveness of the High School
Program in.Home Economics. Minneapolis, Iinnesota:
University of Minnesota Press, 1952. 506 pp.

 

 

 

Arny, Clara Brown. Evaluation in.Home Economics. New York:
Appleton-Century-Crofts, Inc., 1955. 555 pp.

 

Barr, A. S., William Burton, L. J. Brueckner. Supervision.
New York: D. Appleton —Century, Inc., 1947. 847 pp.

 

Blackwell, G. W. Toward Community Understanding. Washington,
D. C.: American Council on.Education, 1945. 96 pp.

 

Carpentier, Charles F., (ed. ). Blue Book of the State of
Illinois, (n.n.) (n.d .) 1955- 54. —B€2_ pp.

 

 

Clapp, Elsie Ripley. Communit‘ School in Action. New York:
The Viking Press, I959 V—X+ 59lpp.

Colcord, James C. Your Community It's Provision for Health,
Education, Safety, and welfare. New'York: E. L.
Hildreth and Company, 1947. 249 pp.

 

 

Cook, Lloyd A. and Elaine F. Cook. A Sociological Approach
32 Education. New York: McGraw—Hill Book Company,
Inc., 1950. 504 pp.

 

 

Good, Carter‘V. Dictionary of Education. New York: MCGraw-
Hill Book Company, Inc., 1945. 495 pp.

 

 

Good, Carter V. and Douglas E. Scates. Methods pf Research.
New York: Appletoanentury-Crofts, Inc., 1954. 776 pp.

 

Hatcher, Hazel M., and Mildred E. Andrews. The Teaching of

Homemaking. New York: Houghton Mifflin C611pany, 1945.
425 pp-

 

 

 

Hollingshead, A. B. Elmstown's Youth. Iew York: John
Wiley and Sons, Inc., 1949. 455 pp.

 

 

159

Lundberg, George A., Clarence C. Schrag, and Otto McLarsen.
Sociology. New York: Harper and Brothers, 1954. 717 pp.

 

Monroe, Walter S. (ed.). Encyclopedia pf Educational Research.
Revised edition. New York: The Macmillan Company, 1950.
1520 pp.

Ogden, Jean and Jess Ogden. Small Communities 3p Action.
New York: Harper and Brothers, 1946. 255 pp.

 

 

 

Olsen, Edward G. School and Community. New York: Prentice
Hall, Inc., 1950. 414 pp.

 

Smith, Eugene R., and Ralph W. Tyler. Appraising and Recording
Student Progress. New York: Harper and Brothers, 1942.

Spafford, Ivol. Fundamentals i3 Teachinngome Economics.
New York: John Niley and Sons, Inc., 1942. 469 pp.

 

 

 

 

I

Travers, Robert M. w. Educational Measurement. New York:
The Macmillan Company, 1955. 404 pp.

 

Waples, Douglas and Ralph W. Tyler. Research Methods and
Teacher Problems. New York: The Macmillan Company,

1950. 647 pp.

Wiles, Kimbal. Teaching for Better Schools. New York:
Prentice Hall, Inc., 1952. 551 pp.

 

 

 

Williamson, Maude and Mary S. Lyle. Homemaking Education lg
the High School. New York: Appleton-Century-Crofts,
IIlCo , I;4IO 455 pp.

 

B. PERIODICALS

Gucky, Joseph B., and Herbert Corey. "A Community Organizes
to Help Itself," Educational Leadership, 7:588-592, March,
1950.

 

Meshke, Edna D. "The Effects of Utilizing Selected Community
Resources in.NinthaGrade and Tenth-Grade Homemaking
Classes," Journal 9f Experimental Education, 12:1-9,
September, 1945.

 

Merton, Robert K., and Patricia L. Kendall. "The Focused
Interview," American Journal pf Sociology, 51:541—557,
IVIay , 1 94-6 0

 

Olsen, Edward C. "National Survey of Teacher Education in
Community Study," Educational Records, 24:421-55,
October, 1945.

 

C. PUBLICATIONS OF LEARNED ORGANIZATIONS

American Vocational Association. Definitions of Terms 1p
Vocational and Practical Arts Education. CBmmittee on
Research and Publications. Washington, D. C.: American
Vocational Association, 1954. 28 pp.

 

 

 

Educational Policies Commission. Education for All American
Youth. Washington, D. C.: The Association, 1944.

42I pp.

 

Twentieth Century Fund. Frederic Dewhurst and Association.
America's Needs and Resources. New York: E. L. Hildreth
and Company, 1947. 687 pp.

D. BULLETINS

Commonwealth of Kentucky. Kentucky Home Economics Curricu—
lum Guide. Frankfort, Kentucky: Department of Edu-
cation, Division of Vocational Education, 1955. 527 pp.

 

O'Donnell, Beatrice. Home and School Cooperation 2p.Home-
makinngducation in Michigan. East Lansing, Michigan,
School of Education, Michigan State College, 1955. 51 pp.

Tyler, Ralph W. Basic Principles pf Curriculum and Instruction.
Chicago: Universlty of Chicago Press, 1950. 85 pp.

 

 

United States Office of Education. Community Programs for

Education lg Home and Famil Livin . Miscellaneous
Publication, No. 2159, 5 . l2 pp.

 

United States Office of Education. Directed Experiences in
the Homemaking Education Program. Federal Security __
Agency, Vocational Division, Miscellany 5145, Washington,
D. C.: Government Printing Office, 1945. 10 pp.

 

United States Office of Education. Home Economics 1p Public
High Schools. Federal Security Agency, Vocational
ivision, Bulletin, No. 215, Home Economics Series No.
24, Washington, D. C.: Government Printing Office, 1941.

 

161

United States Office of.Education. Homemaking Education in
the Seconds dry Schools of the United .States. lederal
Security Agency, Vocational Education Division.
‘Nashington, D. C.: Government Printing Office, 1947.
25 pp-

United States Office of Education. Home, School and Community
Experiences in the HOW°F9{1P” Prorr.3m. Vocational
Division, Bulletin ro. 252, Home Economics Series Bio. 29.
hashington, D. C. Government Printing Office, 1C 47.

67 pp-

 

 

 

 

 

 

 

 

United States Office of Education. Vocational Education in.
the Years Ahead. Federal Security Agency, Vocational
Division, Bulletin 254, General Series, No. 7.
Washington, D. C.: Government Printing Office. 520 pp.

 

 

United States Office of Education. Jith Focus on Family
Living. Federal Security Agency,7Vocational Division,
ulletin.No. 249 , Home Economics Series No. 28. w’ashington,
D. C.: Government Printing Office, 1955. 248 pp.

 

E. UNPUBLISHED MATERIALS

Blackwell, Sara E. "Development of Instruments for
Evaluating Certain Aspects of High School Homemaking
Programs," Unpublished Ph. D. Thesis, University of
Minnesota, Minneapolis, Minnesota, 1950. 297 pp.

Decker, Biron Ertel. "Criteria for Evaluating Area Programs
of Supervision in.Vocational Education in Agriculture,"
Unpublished Doctor's Dissertation. State College,
Pennsylvania: Pennsylvania State College, 1947. 255 pp.

Lippeatt, Selma F. "An.Experimental Study to Determine the
Relative Effectiveness at the Secondary Level of a Home
Experience Program Planned as an Integral Part of the
Homemaking Curriculum and a Home Experience Program Used
as a Supplement to Classroom Activities," Unpublished
Doctor's Dissertation, The Pennsylvania State College,
Pennsylvania, 1955. 142 pp.

4

 

161

United States Office of Education. Homemaking Education in
the Secondary Schools 9f the United States. Federal
Security Agency, Vocational Education Division.
Washington, D. C.: Government Printing Office, 1947.
23 pp-

 

 

 

 

United States Office of Education. Home, School and Community
Experiences in the Homemaking Program. Vocational
Division, Bulletin KO. 252, Home Economics Series No. 29.
Washington, D. C.: Government Printing Office, 1947.

67 pp-

United States Office of Education. Vocational Education ip
the Years Ahead. Federal Security Agency, Vocational
Division, Bulletin 254, General Series, No. 7.
Washington, D. C.: Government Printing Office. 520 pp.

 

 

 

 

 

 

United States Office of Education. With Focus on Family
Livipg. Federal Security Agency,VocationaI_Division,
ulletin.No. 249, Home Economics Series No. 28. Washington,
D. C.: Government Printing Office, 1955. 248 pp.

 

E. UNPUBLISHED MATERIALS

Blackwell, Sara E. "Development of Instruments for
Evaluating Certain Aspects of High School Homemaking
Programs," Unpublished Ph. D. Thesis, University of
Minnesota, Minneapolis, Minnesota, 1950. 297 pp.

Decker, Biron Ertel. "Criteria for Evaluating Area Programs
of Supervision in Vocational Education in Agriculture,"
Unpublished Doctor's Dissertation. State College,
Pennsylvania: Pennsylvania State College, 1947. 255 pp.

Lippeatt, Selma F. "An.Experimental Study to Determine the
Relative Effectiveness at the Secondary Level of a Home
Experience Program.Planned as an Integral Part of the
Homemaking Curriculum and a Home Experience Program.Used
as a Supplement to Classroom Activities," Unpublished
Doctor's Dissertation, The Pennsylvania State College,
Pennsylvania, 1955. 142 pp.

 

"‘

 

 

 

APPEN D IX

165

Michigan State College
East Lansing, Michigan
June 15, 1954

Miss Rena L. Hodgen, Chief
Home Economics Education
216 East Monroe
Springfield, Illinois.

Dear Miss Hodgen:

You and your staff have had the opportunity to observe many
homemaking teachers work cooperatively with communities. A
difficulty which some of the teachers may have is how to
secure needed information about the community in order to
plan a program which meets the needs and interests of those
participating in the homemaking program. I would like to
develop some techniques to obtain this needed information as
part of my graduate program hoping that improvement of or
contribution may be made to the pre-service and in-service
training program in home economics education.

In order to develop these techniques I would appreciate
having the help of a number of homemaking teachers who have
developed successful local homemaking programs. Would you
assist me by sending me at your earliest convenience the
names and addresses of thirty outstanding vocational home-
making teachers in Illinois?

As one of the leaders in the field of home economics edup
cation you are undoubtedly interested in this problem. I
shall be glad to send you a report of the completed study.
Your cooperation will be greatly appreciated.

Sincerely yours,

Wilma Warner

wwghk

10.
ll.
l2.
l5.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.

}_J
O\
4:

List of Vocational Homemaking Teachers

Names

School address

Summer Address

 

165

List of Vocational Homemaking Teachers

Names School address Summer address

 

 

(cont'd)

24.
25.
26.
27.
28.
29.
50.

Please return this list to Wilma Warner, Michigan State
College, Home Economics Building, Room 5, East Lansing,

Michigan.

Michigan State College
East Lansing, Michigan
June 15, 1954

Honorable Vernon.L. Nickell
State Superintendent of
Public Instruction
Centennial Building
Springfield, Illinois

Dear Mr. Nickell:

You and your staff have had the opportunity to observe many
administrators work cooperatively with their communities in
planning their homemaking programs. You have heard them ex-
pressing their opinion in relation to the homemaking teacher
and how she works with the local community. A difficulty
which some teachers have is how to secure needed information
about the community in order to plan a program which meets
the needs and interests of those participating in the home-
making program. I would like to develop some techniques to
obtain this needed information as part of my graduate program
hoping that improvement of or a contribution may be made to
the pre-service and in—service training program in home
economics education.

I would like to secure the opinions of fifteen outstanding
school administrators and thirty outstanding vocational
homemaking teachers from Illinois concerning the information
which is needed for planning a local homemaking program and
sources from which this information may be secured. Would
you kindly list the names and addresses of fifteen successful
school administrators on the attached sheet at your earliest
convenience? I am writing to Miss Rena L. Hodgen, Chief,
Home Economics Education, Springfield, asking her to furnish
me the names of the vocational homemaking teachers.

As one of the leaders in the field of education you are un—
doubtedly interested in this problem. I shall be glad to
send you a report of the completed study. Your COOperation
will be greatly appreciated.

Sincerely yours,

Wilma Warner
ww:hk

CC: Miss Rena L. Hodgen, Chief, Home Economics Education,
216 E. Monroe Street, Springfield, Illinois

List of Administrators

Name Address

10.
ll.
12.
15.
l4.
15.

Please return this list to Wilma Warner, Michigan
State College, Home Economics Building, Room 5, East Lansing,

Michigan

State of Illinois
Office of the Superintendent of Public Instruction

Springfield

June 22, 1954

Iiss Wilma Warner,
Michigan State College
Home Economics Building
Room 5

East Lansing, Michigan

Dear Miss Warner:

Your letter addressed to Mr. Nickell concerning your study
on cooperative planning in Home Economics has been referred
to my attention.

You ask for the names of fifteen outstanding school adminis-
trators. Of course, we have more than fifteen such persons
in the state and it should be understood that the names
which I am enclosing represent only a part of those people
and are not necessarily the best fifteen. (Certainly, the
order of the names means nothing.)

Sincerely,

C. C. Byerly
First Assistant Superintendent
of Public Instruction

CCB/sr

Enclosure

F"
O“
\0

State of Illinois
Office of the Superintendent of Public Instruction

Board of Vocational Education
1119 South Sixth Street
Springfield

July 1, 1954

Miss Wilma Warner
Michigan State College
Home Economics Building
Room 5

East Lansing, Michigan

Dear Miss Warner:

Your letter reached our office on June 21. However,
that was while I was in.East Lansing and I knew nothing
about it until I returned. I regret this unavoidable delay

in replying.

Our staff has made a list of teachers who we feel will
work well with you on your study. I shall be very much
interested in the results. Needless to say, we need all the
help we can get in this line.

I was sorry we could not come to the home management
house on.Friday night. Our bus came at 5:50 a.m. to take us
to the station. I worked on executive board business until
late, then dropped into bed for a few winks. I would have
liked to see the home management houses as they are set up
at East Lansing.

Yesterday we went to Chatham to attend Clarence
Thornley's funeral. Last October it was discovered that he
had lung cancer too far developed for surgery. Ruby taught
until May 1 when we secured a substitute to complete the
year at Waverly. I believe she will teach next year.

Very truly yours,

Rena L. Hodgen, Chief
Home Economics Education

mlh

enclosure

(If you need other information, do not hesitate to write)

170

Michigan State College
East Lansing, Michigan
July 17, 1954

Miss Doris Ray
Homemaking Teacher
Joliet, Illinois

Dear Miss Ray:

What does a homemaking teacher need to know about her
community?

 

Where can she locate this needed information? (
What use can she make of the information she finds? ‘1

These are certainly questions which confront all of
us. Do we have the answers? Many "authorities" have giVen
us their opinions but few attempts have been made to ascer—
tain just how this information may be obtained. Here the
homemaking teacher and the administrator who employs her can
be of assistance. I am writing to you for your help in
giving your opinion in relation to these questions. Enclosed
is a questionnaire which I would appreciate having you
complete.

The purpose of this study is to develop some tech-
niques which a homemaking teacher may use to secure needed
information about a community in order to plan a program
which meets the needs and interests of those participating
in the homemaking program. I hope that these techniques
will be of assistance in the improvement of, or contribution
to, the pre—service and in-service training program in home
economics education.

You have been recommended by the State Supervisory
Staff of Vocational Home Economics Education as one of the
people from your state best qualified to assist in such a
study. I realize only too well the amount of time consumed
in replying to questionnaires. However, it is only through
your cooperation that such a study is possible. I will be
glad to send a report of the completed study to all those
who would like to have one. I wish to thank you in advance
for the time and assistance which you have given for your
reply.

Sincerely yours,

Wilma Warner

171

Michigan State College
East Lansing, Michigan
August 13, 1954

Miss Evelyn Mangold,
Homemaking Teacher
Warrensburg, Illinois

Dear Miss Mangold,

Summer months are busy ones, oftentimes mail is
mislaid and/or teachers change positions. Thinking the
letter I sent you in July did not reach you I am en-
closing a copy of it and the questionnaire to you, which
seeks your assistance with a study I am making.

If you are willing to help with this study will
you complete the questionnaire and return it to me soon.
I know how busy these days before school are and I hope

this study will be helpful to homemaking teachers.
Thank you.

Sincerely yours,

Wilma Warner

 

Michigan State College
East Lansing, Michigan
July 17, 1954

Mr. S. E. Cornwall, Superintendent
Taylorville Community Unit
Taylorville, Illinois

Dear Mr. Cornwell: l ,

I am seeking your cooperation in completing the en-
closed questionnaire. As you know, administrators have
been extremely interested in the cooperation between the ,
school and community. It is hoped that through this ,
questionnaire information may be secured concerning impor-
tant items a homemaking teacher needs to know about the r
community in order to plan an effective program, and the
possible sources from which this information may be ob-
tained.

The information secured from this questionnaire will
be used as part of my graduate study. I hope to be able
to develop usable instruments to help the homemaking
teacher secure the needed information about a community in
order to plan a homemaking program which meets the needs
and interests of those participating in that program.

You have been recommended by your State Department of
Public Instruction as one of the people from your state best
qualified to assist in such a study. I realize only too
well the amount of time consumed in replying to question-
naires. However, it is only through your c00peration that
such a study is possible. I hope the information obtained
from this study will be of assistance in the improvement of,
or contribute to, the pre—service and in-service training
program in home economics education. I will be glad to send
a report of the completed study to all those who participated
in it and are interested in having a copy. I wish to thank
you in advance for the time and assistance which you have
given for your reply.

Sincerely yours,

Wilma‘Warner

175

La.Harpe, Illinois
September 23, 1954

Miss Mary Myers,
Homemaking Teacher
Senior High School
Barry, Illinois.

Dear Supervising Teacher:

Where can a homemaking teacher locate information
about her community?

What use can she make of the information she finds?

These are questions certainly which confront all of
us. Do we have the answers? Many "authorities" have given
us their opinions but few attempts have been made to ascer-
tain just how this information may be obtained. Here the
supervising teacher and the administrator can be of as-
sistance. I am writing to you for your help in relation to
an interview the student teachers you have will have with
the administrators.

An.interview between the administrator and the stu-
dent teacher will be arranged as previously. However, the
items for the interview will be based on those which were
chosen by a group of selected administrators and homemaking
teachers as being of great importance and could be furnished
by an administrator. The items will provide a guide for the
student teacher when she has the interview. I will mail the
interview schedule directly to you. Will you read over
these with the student teacher prior to the interview to
check if they have any questions?

I hope to be able to develop some usable instruments
to help a homemaking teacher secure needed information about
a community to aid in planning a total homemaking program as
part of my graduate program. I hope the information ob-
tained from this study will be of assistance in the improve-
ment of, or contribute to, the pre-service and in-service
training program in home economics education.

Dr. John Roberts, Director of Teacher Training and
Miss Sarah Miner, Head of Home Economics at Western Illinois
State College, Macomb, Illinois join me in thanking you for
your past co-operation, and any further time and assistance
you may give to promote home economics student teaching.

If you need any further information I will include it
when I send you the interview items. My address until
December is 805 Cherry Lane, Apartment 106, East Lansing,
Michigan.

Sincerely yours,

 

I": 1...- III-_____ _

174

La Harpe, Illinois
September 25, 1954

Mr. W. T. Wooley, Superintendent
Galesburg Community Unit
Galesburg, Illinois

Dear Mr. Wooley:

I‘am seeking your co-operation in a future conference
with student teachers. Administrators have been extremely
interested in the co-operation between the school and com-
munity. It is hoped that through the use of an interview
with the admdnistrator a student teacher can learn more
about the community where she is doing her student teaching
and may find a similar interview most advantageous when em—
ployed the first year in a community.

The interview will be based on information a home- ‘
making teacher needs to know in order to plan a homemaking
program which meets the needs and interests of those partici-
pating in that program. The items chosen were those which a
selected group of administrators and homemaking teachers
thought were of great importance and could be furnished by
an administrator. Your homemaking teacher will give the
interview schedule to the student teacher.

I hope to be able to develop some usable instruments
to help a homemaking teacher'secure needed information about
a community to aid in planning a total homemaking program as
part of my graduate program. I hope the information ob-
tained from this study will be of assistance in the improve—
ment of, or contribute to, the pre-service and in-service
training program in home economics education.

Dr. John.Roberts, Director of Teacher Training and Miss
Sarah Miner, Head of Home Economics at Western Illinois State
College, Macomb, Illinois join me in thanking you for the
past co-operation you have given and any further time and as-
sistance you may give in connection with the student teaching
progranlin home economics.

If you have any questions my address until December is
805 Cherry Lane, Apt. 106, East Lansing, Michigan.

Sincerely yours,

Wilma‘Warner

Michigan State College,
East Lansing, Michigan
October 16, 1954

Miss Nancy Neeley, ‘
Assistant Professor Home Economics,
Western Illinois State College,
Macomb, Illinois.

Dear Miss Neeley:

 

I am enclosing a copy of the letters which have gone J
to the administrators and student teacher supervisors,
also a copy of the interview schedule. I had first planned
to ask only the questions then decided on the check list
below each question which I believe will be more helpful.to
the student teacher.

As a possible followaup when the girls return to
campus may I suggest that they write up how this infor-
mation points out factors to take into consideration in
pre-planning a program of homemaking in that community and
their reaction to its use. Realizing your time is limited
with the girls you may not have time to include these
suggestions and if not, I shall try to obtain it when I
return and hope the information will be fresh in their
minds.

Sincerely yours,

Wilma'Warner

176

Michigan State College
East Lansing, Michigan
October 16, 1954

Miss Mary Myers
Homemaking Teacher
Barry, Illinois

Dear Supervising Teacher:

I am sending you copies of the administrator inter-
view schedule for use by your student teachers. This has
been made out in check list form to save them time and to
record the data in an accessible manner for future reference.
Information concerning the filling out of the check list is
on the interview schedule.

In using the schedule one suggestion I would make
would be the possible elimination of questions from the
interview such as question F, on transportation. However,
during the interview the question could be asked, "Do you
have any suggestions for improving local transportation?"
Also question D and/or'G might be checked against the
telephone directory, prior to the interview. This would
save the administrator's time and a question might be formu-
lated asking suggestions the administrator might have con!
cerning professional services and community agencies needed
to make a better community.

If the student teacher has this list of questions well
in mind she might not need to take the schedule with her to
the interview but it would be a help, I believe. I would be
interested in knowing the reaction of the administrators,

“a!"

A. 3-...— “-w

student teachers, and/or yourself relative to this instrument.
If you have time drop me a line, my address will be 805 Cherry
Lane, East Lansing, Michigan until winter quarter when I shall
'be returning to Western.

Sincerely yours,

Wilma Warner

177

Western Illinois State College
Macomb, Illinois
March 7, 1955

Mr. Dinsmore Wood, Principal
Senior High School
Kewanee, Illinois

Dear Mr. Wood: I

I am seeking your cooperation in the use of an opinion—
aire by student teachers to secure information about the comp
munity from pupils enrolled in your homemaking classes and by
their parents. You have been interested as other forward
looking administrators have in the cooperation between the ;
school and the community. It is hoped that these opinionaires +1
will disclose additional information about the community to
supplement that which is known by administrators. -

 

These opinionaires are based on information a home-
making teacher needs to know in order to plan a homemaking
program which meets the needs and interests of those partici-
pating in that program. The items chosen were those which a
selected group of administrators and homemaking teachers
thought were of great importance and could be furnished by
pupils and/or their parents. Your homemaking staff will give
the opinionaires which I have prepared to the student teachers.
I discussed this plan with the homemaking teachers who at-
tended the regional conferences and they were in agreement
after examination of the instrument that the information ob-
tained would be helpful to them in their present program.

, I hope to be able to develop some usable instruments
to help a homemaking teacher secure needed information about
a community to aid in planning a total homemaking program as
part of my graduate program. I hope the information obtained
from this study will be of assistance in the improvement of,
or contribute to, the pre-service and inpservice training
program in home economics education.

I am looking forward to visiting student teachers in your
school after March 21, 1955 which will be their first Monday
off-campus and in your school system. If you have any
questions, my address is Western Illinois State College,
Macomb, Illinois. 1

Sincerely yours,

Wilma Warns r

178

Western Illinois State College
Iacomb, Illinois
August 9, 1955

Mona Kadel
Margaret Phillips
Karlene Gullberg
Kathryn Shell
Mardella Moline
Javonne Alton

Jo Ann Schoeny
Ann Walker
Bonita Snapp

Dear Student Teachers:

The beginning teachers conference is August 22 and 23
with tentative program closing at noon on.Tuesday. I have
written your supervising teachers you will be coming to the
centers on Tuesday p.m., August 25rd or by 9:00 a.m.,
Wednesday, August 24th. Will you please drop them a line
so final arrangements are clear? You will wish to make
arrangements for over—night also.

I trust this summer experience will prove advantageous
to all concerned. You will wish to find out about living
conditions and engage your room while you are there. You
may plan on going off-campus September 26th or October 5rd.
Knowing the time will also enable you to check on references
to be used for the units being taught while you are there
this fall. If you are going winter term probably the let or
2nd week after school starts following Christmas vacation
could be used for this tentative planning.

You will wish to ask about uniforms for food work
whether you need a formal etc. which may eliminate unneces-
sary‘packing.* Hope you have fun as well as work.

I am enclosing the Community observation check list
which we have discussed for your use during these two days
as you are going about town. When we meet this fall I would
like your opinion concerning its use so jot on the margin or
back any comments you may have. Thank you.

Wilma Warner

Teacher Educator
Western Illinois State College

a;. A.“ :A u-“
" .

Western Illinois State College
Macomb, Illinois
August 10, 1955

Miss Olive Kuhn
Homemaking Teacher
Reynolds, Illinois

Dear Olive:

I am so pleased that you and Mr. Fox are willing to co-oper-
ate with the study. Under separate cover, I am mailing you
the set of forms enough for your students. I will send 75
of the pupil opinionaires and 75 for the parents. I am also
sending you a schedule for interviewing a school adminis-
trator, a community observation check list, and a resident
interview schedule.

May I make the following suggestions in the use of these de-
vices? The community observation check list you can check,
noting as you move around the community, the factors that
are listed and make a check in the column to the right ac-
cording to instructions.

The schedule for interviewing a school administrator, read
over before you have your conference with Mr. Fox, for there
are some places that you, by this time, will already know
the answer to and it will save both of your time, such as
under A, the third part which is concerned with transpor-
tation and communications and on the second page, F, What
are the local means of transportation?

The resident interview form has some leading questions that
may help you in conversing with people and, at the same time,
give you more background material about your community where
you are teaching.

When you ask the pupils to take the opinionaire for their
parents to fill out, please stress that this is just their
opinion.according to the number of people that they know in
the conmmnity. You see, it is what they think, but if there
is any question in their mind, they are to leave it blank.

I think:the pupils' opinionaire will move very smoothly, and
I hope that I will be able to send you a quick device for
recording this information before long.

Until that time, there will be spot questions that you might

like to read through to get the background feelings of how
pupils and parents regard certain matters.

Wilma Warner

 

 

 

180

Western Illinois State College
Macomb, Illinois
August 11, 1955

Mrs. Billie Bradley,
Homemaking Teacher
Avon, Illinois

Dear Billie,

As you know I have been working on some instruments
which I hope will be helpful to a beginning teacher in
preplanning her program of work. Would you be willing to
use these this fall and then give me your constructive
criticisms? If so, let me know how many students you will
have and I will send copies to you to give to them and
their parents. Write me at La Harpe, Illinois for I shall
be on vacation.

I have written your administrator but you would wish
to discuss this matter with him, too.

This will prove a busy year for you I am sure and I
wish you every possible success. Let me know if I can be
of any help to you before or during the coming year.

Sincerely yours,

Wilma Warner

“fr—*1 _--.__Tw
-<,,>

181

Western Illinois State College
Macomb, Illinois
August 11, 1955

M . Dan M. Hanson,
Superintendent of Schools,
Avon, Illinois.

Dear Mr. Hanson:

During the past two years as part of a doctoral pro-
gram, I have been working on some instruments which I hope
will prove helpful to a beginning vocational teacher in
tentatively pre-planning her vocational homemaking program
in the community where she is teaching.

The questions used were chosen from those which a
jury, composed of homemaking teachers and administrators in
the state deemed important. This jury was selected with the
assistance of the Homemaking Division of the Board for Vo—
cational Education and the office of the Superintendent of
Public Instruction in Illinois. The instruments have been
revised and refined. They were used in the off-campus
centers where Western sent student teachers in homemaking
last spring and additional changes were made this summer.

The set of instruments are as follows: (1) an inter-
view schedule for the homemaking teacher to use with her
administrator~ (2) a parent opinionaire; (5) a pupil
opinionaire; (4) a community observation check list; and
(5) an interview with residents of the community. I have
written your teacher asking her if she would be willing to
use these and to discuss the matter with you. I am inter-
ested in any constructive criticism you and/or your teacher
might give should you be willing to have the parents and
students fill these out. All of the opinionaires are check
list style of construction and should not take too much time
to complete. If you or your teacher will advise me relative
to the number of copies needed, I will send enough for the
students enrolled in the homemaking classes.

It is hoped that the use of these instruments will
help the homemaking teacher do a better job in building a
vocational homemaking program for the community. I wish to
thank you and your teacher for any assistance you feel you
are able to give.

Sincerely yours,
Wilma'Warner

Teacher Educator
Western Illinois State College

Western Illinois State College
Macomb, Illinois
August 17, 1955

Miss Aline Frank
Mrs. Alice Paul

Miss Lena Mae Noble
Miss Alta Youngblood
Miss Ruth Swartz
Miss Mary Myers

Dear Supervising Teacher,

The responses to the opinionaires sent to parents
were statistically pretty good. However, there are a
couple items I would like to check on by talking to somev
parents. Would you select at random parents the
opinionaires were sent to in your schooI and check their
addresses. This fall when I come I would like to talk with
these parents. It makes no difference whether they returned
the opinionaire or not but I hope in picking out the names
at random from your class lists they will fall in differing
socio-economic groups. This is early to ask for this infor-
mation but sometimes previous class lists are toesed away
at the beginning of the school year.

I am looking forward to this weekeend when I hope to
start on a three weeks vacation at the cottage. I am ens
closing a community observation check list which the girls
will be using this sunmer the two days they are with you.
Truly} these girls are eager to come and are anticipating
these 48 hours in the centers.

Hope your summertime was pleasant.

Sincerely,

Wilma Warner
Teacher Educator

185

First Draft

Check List of Needed Information about a Community
and

Sources of This Information

xA good teacher of homemaking must do more than TEACH
IN A SCHOOL: she must WORK IN THE COMXUNITY. If she is to
help pupils deal more effectively with the problems they are
encountering in their everyday life, the teacher must be
aware of conditions existing in the community as a whole, as
well as in the homes, and the relationship of these conditions
to the lives of her pupils‘-‘THome, School and Community
Experiences in the Homemaking Programs."

This check list is to help decide the variety of infor-
mation a homemaking teacher needs in order to tentatively pre—
plan a program which meets the interests and needs of those

participating in the homemaking program.

Directions: Carefully read the instructions for marking.
Space is left between each item to add other
information.VXMark X in one of the first
two columns to the right to designate if
that information is of ggggt 23 little

importance.“xmark O in the last four

 

columns on the page to designate which
source or sources you feel could best

furnish the information.

o-d’oLeic
V ~wun£ 3‘01”“.
X‘adiltlon

2
VA...

 

 

 

Importance Sources
A Adminis— VIA,
/Information Great Little x trator xParent ppm Other

 

X I.

11.x

What is unique

to this com—
munity? (history
- information
about early
settlers, dis-
asters, re-
coveries, growth
pattern)

What is the
physical setting
of the community?

III./XHow does the com—

IV.x

V.X

VI.x

munity compare
with others in
the area? (popu-
lation size, all
weather roads,
general ap-
pearance, location
in relation to
other communities,
commuters, stable,
prosperous)

How is the com-
munity governed?

What are the
principal occu-
pations?

What professional
services are
offered?

VIIu/A What are the

shopping facili—
ties? (stores,
food establish-
ments, services)

 

 

 

 

 

W. .1 r .

9. .aL‘v urn”
I

c
\-. __

185

 

 

Importance

Sources

 

G

reat Little

IAdminis—
trator

Parent

Pupil

 

VIII.

IX.‘

X.

XI.

What services are
available?

(banks, telephone
exchange, garages,
auto service
station, motel,
cleaners)

What are the em-
ployment possi-
bilities for teen-
agers and young
adu It 8?

What are the
means of
transportation?

What are the
agencies in the
community?
(government —
county officials,
employment, ex—
tension; health
and safety -
hospitals, board
of health, police,
welfare)

KIL/X What are the edu-

cational oppor-
tunities? (kinder—
garten, nursery
school, public,
and/or private —
grade and/or high
school, college -
junior, four-year,
extension courses)

 

 

 

 

 

F.)
(.0
ON

 

 

Importance

Sources

 

Great

Little

Adminis-
trator

Parent

Pupil

 

XIII.X What recreational

facilities are
offered to the
community? (cgg—
mercial - movies,
skating rink,
pool room, sport,
carnivals, ‘ “
swimming pools,
dance hall;
public — parks,
play grounds,
lake; private -
country club)

XIV}VXAre there social

and educational
clubs and
societies?

(social — bridge
cIuEs, other
clubs; educational

 

- fraternal organ-
izations, Y's,
Rainbow, 44H,
A.A.U.W.; p32-
fessional -
unions, B.P.W.,
Jaycees, Rotary)

 

KV.‘/XWhat churches are

in the community?
(Protestant,
Catholic, Jewish)

What should one
know about the
people who live
in the community?

A. How do they
derive their
income?

(one worker
in family,

 

 

 

 

 

O
My». - --

o A c. gun-“aw
N

 

Importance Sources
‘ Adminis-
Great Little trator Parent Pupil Other

 

 

more than
one, safe
working
conditions,
locally or
outside)

B. Where do
they live?
(own homes,
rented,
apartments,
rooms,
trailers,
shacks,
newly con-
structed,
old houses)

C./o How well do
they make ad-
justments?
(homogenous,
hetrogeneous,
divided
issues, group
conflicts,
racial
problems,
class dis-
tinctions)

D. What are their
cultural
interests?
(books, maga-
zines, further
education,
radio, TV,
cars, sports)

E.»/Are their
homes
modern?
(utilities;
sewerage;
appliances-
refrigerators,
sweepers,
freezers,
toasters)

 

 

 

 

 

188

 

 

Information

Importance

Sources

 

Great

Little

Adminis-
trator

Parent

Pupil

 

EKVWAre the
marriages
working?
(broken
homes,
divorce,
death,
separation;
marital
strife;
happy;
unified
family)

G. What are

their plans.

for their
youth?
(early
marriage,
further
education,
remain in
community)

XVII. What are contro-
versial issues in
the community?
(regard for
marriage, planned
parenthood, atti—
tude toward
divorce, dancing,
drinking, smoking,
wearing apparel
of youth)

XVIII.b/Other

 

 

 

 

 

189

FindL

CHECK LIST OF LEEDED INFORMATIOH ABOUT A COMMUNITY
AND
SOURCES OF TLIS ITFCRKATIOL

WA good teacher of homemaking must do more than TEACH IN A SCHOOL:
she must WORK IN THE COLZENITY} If she is to help pupils deal more
effectively'with the problens they are encountering in their every-
day life, the teacher must be aware of conditions existing in the
community as a whole, as well as in the homes, and the relationship
of these conditions to the lives of her pupils."

Home, School and Comnrnity Experiences in the Homemaking Program

 

 

This check list is to help decide the variety of information not
available in recorded form that a homemaking teacher needs in order
to plan and work with others to tentatively'prenplan a program which
meets the interests and needs of those participating in the homemaking

program.

Directions: Carefully read the instructions for marking.

Space is left between the items to add other
information.

Mark §_in one of the left hand columns to
designate the degree of importance of the
information.

Mark the appropriate columns to the right
to designate source or sources of the in-
formation.

\

 

Please return this questionnaire to Miss Wilma Whrner, Room 5, Heme
Economics Building, Michigan State College, East Lansing, Michigan
by August 16, 1954.

Thank you so much for your very fine help with this study.

 

190

CHECK LIST OF INPURI‘V’ATION AND SOURCES

 

 

 

 

 

 

Sources
Inertia” Information Adminis- ' Lia t
needed by a trator Parent Pupil other par-one ’
homemaking teacher to and/or p130“

I
ttle build an effective program Good FairCood Fair Good Fair

 

 

 

 

._.___.._ 1.- ._-..__._ _, i, .

I. Intelsat-i=2. abut .1 ccxmtoi t5 parigg
_?___e?ec.- u__oor. Lie: {3.3an

A. What is unique» to 1:"sz comma—-
133’? (his dry, 32:10:12.: on about
early settler39 dis-asters, re— 1
coveries, gram-n pattern)

B. What is the pijsfcal setting Cf
the ccummiqy? ( Timers natural
resources, type of soil)

 

G. How ices this conxzuni JV compare
with others in the 2.; ea? (popu—
lation,, size, accessibility,
general appeavame, location in
relation to other ocmvmnitics,
stable, prospermw

D. How is the community governed?
(electo19 ape/alnuive 100 :11 offi—
0815, pressure groups)

I. What are the principal occupa-
titans? (fr. -.. 'zxg, minirg, mum-
fa.oturin_.,9 heavy indus try, local
businesara ,1

I. What p1 maximal services are
offered? 'lz‘:n'-*e:':49 doe mrs, phy-
sicians, surgeon“ dentists)

G. What are the shopping facilities?
(stores, food establisnenm, ser
vice estatl islments)

B. What services are available?
(banks telephone exchange, gar-
ages,a auto servi cc nations,
motels, cleaners)

I. What are the employment possi-
bilities for teen agers and
young adults? (stores, factcr— ‘
lea, secretarial, waitress. farm
hands, railroad)

J What are {the means of transpor—
tation? (alto, bus. taxi, rail-

road, p13. :1 e I

 

 

 

 

 

 

 

 

 

 

rtance

 

tjhittle

build an effective program

I

 

Sources

 

 

Informti on Adminis—
needed by a trator

Parent

Pupil

 

howls-Jung teacher to

Good

Fair

Good Fair Good Fair

List
L other persons

‘ end/or plooeo

 

 

I.

II.

 

 

(Cont'd.)

I.

L.

M.

N.

0.

What commnity agencies exist“?
(aver-32831;. - county officials,
animation}, extension; beglfh
and safety: -- hospitals,qooenrd
Wheel-”'61:, police, relfare)

What are the educational oppor—

%' r; . . ,-’—.~ '. 4.
tunities? (3:23.33 an: .n £3333 we.r
schools -- kzncea‘garoen, nursery, |

Er-a'd‘e,—high sch-col, adult classes;

colle‘es - junior, fouz‘uyear, ex-
tenszlon courses )

 

What recreational facilities are
offered to the community? (corn-
mercia.__l_ -- movies, skntix'Lg rm,
pooI room, sport, carnivals,
swimming pools, dance hall;
ub_l_ic -- parks, play grounds,

9. e25;- 22:1‘3422 - country club,
saddle, hunting

 

What social and educational clubs
and societies are jprOVided? l
(googal - bridge and other club”
calm-5310219.]. -- fraternal organi—
alto-.12?” 2 3, Rainbow, 4-‘39
AA.U.W.; Pfiofiéffiéhfiaé - unions,
B.P.W., Jaycée'.’ Watery, Kiwanis,
Lions, Optimists

What churches are active in the
cannunity? (denominations, breadth
of program - youth, missionary,
vacation Bible schools, recreation,
famil life education, Sunday oer
vioes‘

Information about the. illffilvyfiajz .famim

A.

What should one know concerning the

pe0p1e who live in the community?

1. How do they derive their in-
comes? (one worker in family,
more than one, safe working
conditions, locally or outside)

2. Where do they live? (own home,
rented, apartments, rooms, trail-
era, snacks, newly constructed,
old houses!)

 

 

 

 

 

 

 

V

In?”

-.
n
G

e. u m- Ira-n “.-__.lfli

"I

 

m.

192

 

 

 

 

 

 

- 3 -
Sources ‘
We Information A is— , List
needed by s tra. or Parent Pupil oth7- persons
—— hmeti tescher to end or hoes

 

T

II. (Cont'd.)

3. Is it s well hit coumunity
or are factions present?
(homogeneous, heterogeneous,
divided issues, group con-

flicts, rscinl problems,
clsss distinctions)

4. What are their cultural inter-
ests! (books, magazines, fur-
ther education, radio, TV,
curs, sports

 

5. How modern ere their homes?
(utilities; sewerage; appli-
ances - refrigerators, sweep—
ers, freezers, toasters)

6. How stable ere the marriages?
(broken homes, divorce, death,
separation; umrital strife;
hsPPYS unified family)

7. What s their pleas for their
youth? euly rummage, further
education, ruin in oomnunity)

8. tht are controversial issues in
the cmnityf (regard for mur-
ringe, planned parenthood, stti—
tude toward divorce, dancing,
drinking, smoking, wearing upper-
e1 of youth)

 

 

 

 

 

 

 

 

g A

III. Other desirable information.

 

 

 

Hart 5 to the left of the following question:
Yes 10 Would you like s copy of the results of this study!

195

SCHEDULE FOR INTERVIEWING A SCHOOL ADMINISTRATOR

This instrument should help you in securing from your
administrator information about community conditions which
affect families. This information should help you to plan
and work with others to tentatively pre-plan a program which
meets the interests and needs of those participating in the
homemaking program.

Underline, check, or write in any pertinent information
obtained from the interview. S ace is left after each
question for additional comments (needs, opinions expressed,
etc.

 

 

A. How does this community compare with others in the
area?
1. Population:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

a. Stable , Mobile____, Growing ,
b. Prosperous , Less Prosperous ,
c. Nationality Pattern ,
d. Working , Retired ,
2. Size:
a. Larger____, Smaller ,
3. Accessibility:
a. Transportation good fair poor
(1) bus
(2) plane
(5) railroad
(4) railway exp.
(5) main hwys.
b. Communications
(1) postal service__
(2) telegraph
(5) telephone
4. General Appearance: well kept , fair
poor ,
5. Location in relation to other communities:
close , central , far
6. School community ralations:-wholesome ,
cooperative____, fair

Additional Comments:

194

B. How is the community governed?

l. Elected officials: On basis of person for
the job
Political party _

2. Appointive local officers: On basis of
person for the job
Political party _

3. Pressure groups: outspoken_ , quiet_ ,

 

Additional Comments:

C. What are the principal occupations?

 

l. Farming 4. Heavy industry
2. Manufacturing 5. Local businesses ,
3. Mining 6. Other g

 

 

Additional Comments:

D. What professional services are offered:

 

1. Dentists 4. Surgeons
2. Doctors 5. Other
3. Lawyers

Additional Comments:

E. What are the employment possibilities for teen—
agers and young adults?

1. Factory 4. Secretarial
2. Farm hand 5. Waitress
5e Railroad 6. Other

 

Additional Comments:

 

F. What are the local means of transportation?
1. Auto: private , rented , friends ,

 

a. Condition of roads: well kept ,

fair , poor ,

2. Bus: local , company ,

3. Taxi: local , company line ,
Additional Comments:

 

 

 

195

G. What community agencies exist?
1. Government
a. County officials (name position, such
as county judge, county nurse)

b. Employment office: full time ,
part time ,
0. Extension service: (name and position)

 

2. Health and Safety
a. Board of health: active ,
inactive ,
b. Clinics: private _ , public ,

 

 

 

 

0. Fire department: full-time ,
part—time , volunteer

d. Hospital: private , tax
supported _

8. Milk and water: safe ,
questionable

f. Nursing home: private
g. Police: full-time , part-time

 

volunteer
h. Traffic: supervised ,
unsupervised
i. Sewage: public , private
3. Welfare: social work , jail ,

home for aged
Additional Comments:

 

H. What churches are active in the community?
1. Denominations (list)

2. Breadth of program
a. Bible schools: vacation ,
year around

b. Family life: Jr. high , sr.
high , young adults , older
adults

c. Missionary society: weekly ,
monthly , bi-monthly

d. Recreation: weekly , monthly
bi-monthly

e. Sunday services _

f. Youth:

Additional Comments:

 

I. What are the educational opportunities?

1.

2.

Schools
a. Kindergarten
b. Nursery
0. Grade
d. High school

e. Adult classes

Colleges

a. Junior and/or 15th

and 14th yrs.
b. Business
0. Four year

d. Extension classes

Additional Comments:

 

H

Q6

private public

 

 

J. Is it a well knit community or are there factions

present?
1. Class distinctions
2. Divided issues
5. Group conflicts
4. Hetrogeneous
5. Homogeneous
6. Racial problems

Additional Comments:

 

Ks 1What

1.
2.
3.

4.
5.
6.
7.

8.

are the controversial issues in the community?

Dancing
Drinking
Smoking
Wearing apparel
Attitude toward
drinking
Attitude toward
divorce
Planned parent-
hood
Other:

Additional Comments:

 

for

many

some few

 

 

 

 

 

 

 

 

 

 

against

 

indifferent

 

“*7”: ~ n-

fll '4
.

. ._.‘

..;:§'

 

 

Community Observation Check List ing

 

The purpose of the observation instrument is to 1 ..
focus the attention of the teacher upon possible readily j; '
obtainable resources present in the community. Thus, ')
she could be more alert to the resources available in the
community where she is teaching and it is also hoped she
would continue to avail herself and use additional
offerings the community might have.

This instrument could be used the first day the
teacher is in the community to ascertain certain facts
as they are.

197

Community Observation Check List

The purpose of the observation instrument is to
focus the attention of the teacher upon possible readily
obtainable resources present in the community. Thus,
she could be more alert to the resources available in the
community where she is teaching and it is also hoped she
would continue to avail herself and use additional
offerings the community might have.

This instrument could be used the first day the
teacher is in the community to ascertain certain facts
as they are.

198

COLLUNITY OBSERVATION CHECK LIST

Place an (x) in the column which most nearly describes

the condition as you observed it.

A. General appearance
1. House and yards (repaired, neat,
painted)
2. Store buildings (repaired,
painted, use display)
5. Streets
a. Paved
b. Improved
c. Free from litter
4. Health and accident precautions
a. Tested water
b. Traffic signals
0. Speed zone warnings
d. Caution signs (crossing,
walks, railroad)
e. Garbage removal
f. Sewerage system
g. Hospital
h. Name any other

B. Possible resources (if the resource is
(x) in front of the resource).
1. Professional
a. Attorney d.
b. Banker e.
c. Doctor

2. Business establishments
a. Beauty shop 3.

b. Communication k.
(telephone, tele- l.
graph) m.

0. Drug store n.

d. Dry cleaning 0.

e. Dry goods store p.

f. Garage

g. Grocery

h. iHardware store q.

i. Laundry

r.
3. Recreation

a. Bowling d.

b. Dance hall e.

0. Picture show f.

 

 

 

 

 

 

 

 

 

 

 

 

 

good fair poor
available place an
Minister

Name any other

Newspaper

Post Office
Ready to wear
Restaurant

Shoe repair
Shoe store
Transportation
(taxi, railroad,
bus, etc.)
Utility company
(electric, gas)
Name any other

Library
Picnic area
Name any other

199

The purpose of these interviews is to find out what
a person knows or believes about the community where he is
living. The questions are focused for more specific infor-
mation due to the experience and/or training of the person
being interviewed.

It is hoped the teacher will use the interview as
another means of becoming better acquainted in the
community where she is teaching.

200

Resident Interview Schedule

Choose one person from each of the following groups
and arrange with him or her for a focused interview using as
lead questions one or more of the suggested questions listed
beneath each group.

A. Group I a.-chamber of commerce representative,
newspaper representative, banker.
b.-long time resident, librarian (city),
laborer

1. What do you like about this community?

2. Is your community different from others with-
in fifty miles? (disasters, early settlers,
growth, historical background, school-com—
munity relationships)

5. How do people earn their living?

4. What kind of social clubs and fraternal
organizations are provided here?

5. Do people work together in the community or
are there factions present?

B. Group II - agriculture teacher, farm adviser

1. What is the physical setting of the community?
(soil, natural resources, weather)

2. Is this a well knit community or are there
factions present?

3. What are controversial issues in the com-
munity? (home, educational, political)

(questions 2 and 5 might be asked of other
teachers)

C. Group III - attorney, minister

1. How stable are the marriages in the community?

2. What are controversial issues in the com-
munity? (home, educational, political)

5. How do people earn their living?

4. Is this a well knit community or are there
factions present?

201

.J PL! IXa.‘
Pupil's Opinionaire

We need your help in planning what is taught in the
homemaking program in your local high school. Will you help
us by filling in the opinionaire which includes questions
about your community. Do not sign your name unless you
wish to do so. Thank you for your cooperation and help.

Will you please check or write in any information you
can give. S2333 is left after each question for any ad-
ditional comments you may wish to add.

A. Is there a variety of recreation offered for all
age groups in your community? Yes No To
some extent —__ —-—

l. Additibnal provision is needed for:
Yes No Perhaps
a. older persons
b. middle age
2. youth (teen-agers)
;
B. What kindsxof clubs are provided?
too ade— inade—
many quate quate

 

1. Educational (fraternal
organizations, Y's,
Rainbow, 4H, A.A.U.W.)

2. Professional (unions,
B.P.and W., Jaycees,
Rotary, Kiwanis, Lions,
Optimists)

3. Social (bridge, etc.)

4. Additional provision needed

 

 

 

 

 

 

C. Provision for other recreational opportunities in
your community are made through:
many some few
1. Commercial concerns
a. carnivals
b. dance halls
c. movies
d. pool room

 

 

 

 

 

 

C. (cont'd)

2.

3.

4.

e.
f.

g.

many
skating rink
sports (football, golf)
other

Private clubs

as
b.
Ce
d.

country
hunting
saddle
other

Public agencies

a.
b.
Ce
d.
e.
f.

parks

playground

lakes

school facilities
church

other

Private homes

a.
b.
Ce

own
classmates
other

D. Where do families live?

Would you judge the housi

inadequate ?
1. Apartments
V2. Own homes
f.l a. newly constructed
b. older building
3. Rent
40 Rooms
050 Shacks
6. Trailers
7e Other
x
E. How do families spend leisure time?
£1. car riding trips
2. Further education
3. Outdoor activities
(gardening, picnics, etc.)
4. Radio

most

 

some

few

 

 

 

 

 

 

 

 

 

 

 

some

ng to be adequate

few

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2w;

 

 

 

 

 

 

 

 

 

 

E. (cont'd)
most some few
5. Reading
a. books ___
b. magazines ___
6. Sports
7. Television
8. Other
F. How modern are the homes?
1. Bathroom .___
2. Electricity ___
V3. Electric freezers
V4. Electric or hand sweepers ___
5. Electric refrigerators or ___
ice boxes
6. Running water .___
7. Small appliances (toaster,
X irons, etc.) ___
i
G. Are the marriages working? Yes___No___To some
extent
majority some few
1. Broken homes
a. death I___
b. divorce ___
c. separation ___
2. Family works together ___
5. Happy _
4. Unhappy (quarreling,
disputes ___
5. Husband 'the boss' ___
6. Wife 'the boss' ___
70 Other
H. What are the plans and hopes of you and your
classmates?
most some few
1. Early marriage (1 or 2 years

2.

after school)
Education beyond high school

a. adult or extension
classes

b. business or trade
school (Jr. college
l3-l4th year)

c. College

 

 

 

 

H. (cont'd)
most some few
4. Late marriage (after
completion of school)
5. Work in the town
6. Work in another town
70 Other

I. What are the differences in opinion present in the

 

 

 

 

 

 

 

 

 

 

 

community?
Adults Teen—agers
a- indiffer- a- indiffer-
for gainst ent for gainst ent
l. Acceptable
wearing
apparel ____
v/Z. Attitude ‘
toward
divorce
u/3. Attitude
toward
drinking
4. Dancing
5. Planned
parent-
hood
(birth
control)
6. Smoking ____
70 Other
X

Are there any additional comments you would like to make
about the families in your community?

205

RfUtsron
PUPIL'S OPINIONAIRE

We need your help in planning what is taught in the
homemaking program in your local high school. Will you help
us by filling in the opinionaire which includes questions
about your community. Do not sign your name unless you wish
to do so. Thank you for your cooperation and help.

Will you please ghggk or waitg gp.any information you
can give. Spggg is left after each question for any addi-
tional comments you may wish to add.

A. Is there a variety of recreation offered for all
age groups in your community?

 

Yes No («To some extent
1. Additional provision is needed
for: yes no perhaps
a. older persons __
b. middle age ;_
0. youth (teen-agers) __
d. grade school children ‘__
e. preschool children __
I
X
B. What kinds of clubs are provided ,,
too ade- inade-

many quate quate

1. Educational (fraternal
organizations, Y's
Rainbow, 4H, A. A. U. W. )

2. Professional (unions,
B P. &W., Jaycees, Rotary,
Kiwanis, Lions,
Optimists)

3. Social (bridge, etc.)

4. Additional provision needed

 

 

 

C. Provision for other recreational opportunities in
your community are made through:
many some few
1. Commercial concerns

ua- .(eLe‘tt
V- warlckewic
Y— 4111:1431

206

C. (cont'd)
many some fe

E

a. carnivals

b. dance halls

c. movie 3

d. pool room

e. skating rink

f. sports (football, golf)
g. other

 

 

 

 

 

 

 

2. Private clubs
a. country

 

 

b. hunting
c. saddle
d. other

3. Public agencies

 

 

a. parks
b. playground
c. lakes

 

d. school facilities
e. church
f. other

 

 

4. Private homes
a. own
b. classmates
c. other

 

D. Where do families live?
vxl. Do most families own or rent where they live?
a. own ___ c. newly constructed
b. rent ___ d. older building —_—
/K2. Would you judge the housing to be adeqfiate ,
inadequate ? , "_-
s/3. Kinds of dWElling most some few
a. apartments
vb. rooms
we. one-two rooms
do trailer
e. other

X
X’

 

 

 

 

 

 

E.v/How do families spend leisure time?
vmo st VSome erw

l.
2.

5.

4.

5.

6.
7.

8.
V9.
X’

0 Further education (after-

Family get-togethers
(games, etc.)

207

 

Visiting0(relatives,
friends, neighbors)

 

 

Car riding and/or trips

 

 

noon and/or evening)

 

 

 

Outdoor activities
(gardening, picnics, etc.)

 

Radio

 

 

Reading
a. books

 

 

b. magazines

 

 

c. newspapers

 

 

Television

 

 

Other

F.t/How modern are the homes?

1.
2.

5.
4.

5.
6.
7.
8.

9.
10.

Bathroom

 

Electricity

 

 

Gas (bottled or natural)
Freezers

 

 

Sweepers

 

 

Running water
Small appliances,
(toaster, etc.)

 

 

Central heating system

 

 

Kitchen sink

 

 

Other

G. VAre the marriages working? Yes No

 

extent

Home Relationships majority
Vle Happy

v2. Family works together

V3. Husband 'the boss' __—
v4. Wife 'the boss'

VS. Unhappy (quarreling, ——‘—

disputes)
V6. Broken homes
a. death

7.

b. divorce
c. separation
Other

 

To some

some

few

 

 

 

 

 

 

 

 

 

 

208

H. What are the plans and hopes of you and your class-
mates?
most some few
1. Early marria e (l or 2 years
after school
2. Graduate from high school
3. Education beyond high school
a. adult or extension
classes
b. business or trade school
(jr. college l3—l4th
year)
4. Late marriage (after
completion of school)
5. Work inxtown
6. Work in another town
We Other:

 

 

 

 

 

 

 

I. What are the differences in opinion present in the
community?
oadults oteen-agers
a- indiffer- a- indiffer-
for gainst ent for gainst ent
x l. Acceptable
wearing
apparel ___
KY2. Lasting
marriage___
03. Fewer
divorces
14. Social
drinking___
X 5. Planned
parent-
hood
(birth
control)___
)1 6. Dancing __
‘17. Smoking ___
8. Other

 

 

 

Are there any additional comments you would like to make
about the families in your community?

_

ire-web man ..c—

 

F/NaL

PUPIL OPINIONAIRE

We need your help in planning what is taught in the

homemaking program in your local high school. Will

you help

us by filling in the opinionaire which includes questions

about your community. Do not sign your name unless

to do so. Thank you for your cooperation and help.

you wish

Will you please check or write ip any information you

can give. Space is left after each question for any addi—

tional comment

A. l.
2.
3.
B. What
1.
2.
3.
4.

8 you may wish to add.

Is there a variety of recreation offered for

all age groups? Yes No

Is the recreation offered (a)_ commercial,

(b) private

Additional recreational provision is needed

for:
Yes
a. Older persons ___
b. Middle age persons ___
0. Youth (teenagers) ___
d. Grade school children ___
e. Pre-school children ___
f. Commercial entertainment ___
g. Private entertainment ___
kinds of clubs are provided?
There
too ade-
many quate

Education (fraternal
organizations, Y's,
Rainbow, 4H, A.A.U.W.)
Professional (unions,
B.P.&W., Jaycees, Rotary,
Kiwanis Lions, Optimists)
Social (bridge, etc.)
Name any other clubs

 

 

 

lllllllz?

are
inade-
quate

QA ' ."Il's ‘ ‘h

 

lr’mfiL '5‘

d
h’ =g‘ I“: .’ .
'

 

 

 

210

C. Provision for other recreational opportunities in

your community are made through:
There
many some
1. Commercial concerns
a. Carnivals
b. Dance halls

 

are
few

 

c. Movies

 

d. Pool room
e. Skating rink

 

 

f. Sports
g. Other

 

2. Private clubs
a. Country

 

 

 

b. Hunting
c. Saddle
d. Other

3. Public agencies
a. Parks

 

b. Playground

 

 

 

c. Lakes
d. School facilities
e. Other

4. Private homes

 

 

a. Own
b. Classmates
c. Other

D. 1. Where do families live?

Most
a. Own house

Some

none

Few

 

b. Rented house

 

c. Rent free

 

2. When were the dwellings built?
a. Last 10 years

 

b. Last 25 years

 

0. Older than 25 years

 

 

I _A
Q‘EKIU“.

3. What kind of dwellings house

a. For one family

b. House more than one

family
0. Apartments
d. Two or more rooms
e. Single room
f. Trailer
g. Other types of
dwellings

211

the families?
Most Some Few

 

 

 

 

 

 

 

 

E. How does the family spend leisure time?
Usually Occasion- Seldom

1. Family get-togethers
at home
a. Play games, etc.
b. Reading (books,
magazines,
newspapers)

ally

 

c. Listen to
radio

 

d. Watching
television

 

2. Family get-togethers
away.from home
a. Visiting

b. Trips

 

 

0. Car riding

 

d. Picture

shows
e. Outdoor
activities
f. Carnivals,
fairs

3. Name other ways.

 

 

 

F. What modern conveniences are in the home?

1. Running water
2. Bathroom

3. Kitchen sink
4 Electricity

6. Freezer

Most Some Fe

8

 

 

 

 

5. Gas (bottled or natural)

 

 

’HHll

 

212

F. (cont'd)

7.
8.

9e
10.

G e Wha t
l.
2.
3.
4.

5.

H e What

Most Some Few
Sweeper
Small appliances
(toaster, etc.)
Central heating system
Other modern conveniences

 

 

 

 

are the relationships in the home?

Are the marriages working? ____yes ____no
Are the home relationships ____happy un-
happy? .

Do the family members work together?

yes no

WEB—is bBEE? ____husband ____wife

___children none
Have the broken—homes been caused by
____death divorce separation?

plans and hopes do the parents you know have

for their children after 16 years of age?

1.

2.
3.

Most Some Few
Early marriage (1 or 2 years
after leaving school)
Graduate from high school
Education beyond high school
a. Adult or extension
classes
b. Business or trade
school (Jr. college
l3th-14th year)
0. College
Late marriage (after
completion of schooling)
Work in the local town
Work in another town
Any other plans

 

 

 

 

 

 

 

 

 

I. Are there differences in opinion between adults and
teen-agers in the community onr

Yes
Yes

No 1. Acceptable wearing apparel in the home.
No 2. Appropriate wearing apparel in public.

Yes—-—No 3. Viewpoints held before entering into

__;Yes_

marriage (age, finances, etc.).
No 4. Reasons for divorce

Yes _fNo 5. Acceptance of social drinking in their

own or homes of friends.

 

w

__;Yes No

__;Yes:::No
___Yes___No
___Yes No
__4Yes:::No
__;Yes___No
__4Yes__;No

6.
7.

8.
10.

ll.
12.

213

Participation in social drinking in public.
Planning the spacing and/or number of
children in the family.

Dancing in their own or homes of friends.
Dancing in public.

Smoking in their own or homes of friends.
Smoking in public places.

Any other controversial issues.

Are there any additional comments you would like to
make about the families in.your community?

 

A

 

211+

orq1xaL

To parents of youth in homemaking classes n

We need your help in planning what is taught in the
homemaking program in your local high school. Every home- r—“u-j
flaking teacher needs to know the parents and the families w‘ ’
of her students in order to teach in a way which will be

nmst helpful to her students. Will you help US by filling

 

in the attached parents' opinionaire?x Your cooperation
and help will be most appreciated. Do not sign your name
unless you wish to do so.

Will you please return.this questionnaire soon ——
by the end of the week? Thank you for your very fine co-

Operation.

 

Homemaking Teacher

High School

0 ~a/elctc

V—vwarX 0/101 5
X~ki¢4tmx

215

PARENT'S OPINIOKAIRE

The following questions ask for information about
families in your community will you please underline, check
or write in any information you can give. Space is left A
after each—Question for any additional comments you may wish
t0 add.

A. Is your community different from other communities
within fifty miles?
Yes __;No l. Disasters Brief description
(fires, floods, close ~
down of industries)
Yes No 2. Early settlers
(prominent,*Nationalities)
Yes No 5. Growth made
(business, homes built)

__4Yes ___No 4. Historical backgroundx
___Yes ___No 5. School community relations wholesome
cooperative fair
Yes No 6. Other differences

B. What is the physical setting of the community?

 

1. 8011: good , fair , poor

2. Natural resources: water , cil____,
forests

5. Weather: changeable____, unchangeable____,
extreme tempe rature s

4. Other

C. How do people earn their living?

Most Some Few
l. Farming
2. Heavy industries
5. Local businesses
4. Manufacturing
x50 Mlning
6. Other

 

 

 

 

 

 

 

 

 

 

D. Does the shopping area furnish the things you
usually need? Yes , No , Usually .
Other needs not met By the local community

 

E. Are the service establishments adequate?

l.

2.
3.
4.
5.
6.
7.

F. What are the employment possibilities for teenagers

Auto service
(filling stations)
Banks
Cleaners
Garages
Motell
Telephone exchanges
Other services needed

and young adults?

1.
2.
5.
4.
5.
6.
7.

Factories
Farm hands
Secretarial
Railroad
Stores
Waitress
Others

Yes

good fair poor

No

Usually

 

 

 

 

 

 

 

 

G. What are the local means of transportation when you
want to get around in town or when you desire to go
to another town?

1.

 

 

 

 

 

 

Auto private rented____friends____
good fair pgor

Bus

Plane

Railroad

TaXi

Others

 

H. Is there a variety of recreation offered for all
To some extent
Additional provision is needed for:

age groups? Yes No

l.
2.
5.

A

I
I
1

Older persons
Middle ages
Youth

 

Yes

No

Perhaps

0

.p"

 

217

I. What kinds of clubs are provided?
too ade- inade-
many quate quate

1. Educational (fraternal
organizations - Y's,
Rainbow, 4H, AAUW)

2. Professional (unions,
BP&W, Jaycees, Rotary,
Kiwanis,‘Lions,
Optimists)

5. Social (bridgegxand
other clubs)

Additional provision needed:

 

 

 

 

 

 

J. What churches are active in the community?
1. Denominations (List those you know are active)

2. Religious sponsored programs

a. Bible school: vacation ; year around

b. Family life teaching: Jr. High ;
Sr. High ;Young adults ; 3133?
adults____

0. Missionary Society: weekly____monthly
bi-monthly

d. Recreation: weekly ; monthly____;

twice a month
e. Services once a week (Sunday)
f. Youth_

X

K. How is the living for the family earned?
most some few
1. In the local town
2. More than one in the family
5. One works in the family
4. Outside the local town
5. Under safe working conditions
6. Classified as laborers
professional
semi-skilled
Kwhite collar

 

 

 

 

 

 

 

 

 

 

7. Other

 

L. Where do families live?
Would you judge the housing to be adequate inadequate

218

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

most some few
1. Apartments
./2. Own homes
newly constructed
older building
5. Ben
4. Rooms
05. Shacks ' ‘
6. Trailers , g
170 Other I 1
M. Haw do families spend leisure time? most some few
1. Car riding/trips ,
2. Further educationx j
5. Outdoor activities (gardening, L-,ip‘
picnics, etc.)
4. Radio
5. Reading
books
maga21nes
6. Sfibrts
7. Television
80 Other
N. How modern are the homes? most some few
1. Bathroom
2. Electricity
'5. Electric freezers
V4. Electric or hand sweepers
5. Electric refrigerators or ice boxes
6. Running water
7. Small appliances (toaster,
x irons, etc.)
x
x
0. Are the marriages working? Yes No to some
extent
majority some few
1. Broken homes
a. death
b. divorce
0. separation
2. Family works together
50 Happy
4. Unhappy (quarreling, disputes)
5. Husband 'the boss' ___
6. Wife 'the boss'
70 Other

219

P. What plans and hopes do the parents have for their
children after 16 years of age?
most some few
1. Early marriage (1 or 2
years after school)
2. Education beyond high school
a. adult or extension
classes
b. business or trade
school (jr. college
l5-l4th year)
we. 4 year college
5. Graduate from high school
4. Late marriages (after
completion of school)
5. Work in the town . ¢
6. Work in another town j
7. Other L w-

 

 

 

 

 

 

 

 

 

 

Q. What are the differences in opinion present in the
community?
Adult Teen-agers
Indiffer- Indiffer-
For Against ent For Against ent

l. Acceptable
wearing
apparel___

“2. Attitude

toward
divorce ___

u5. Attitude

toward
drinkingl___

4. Dancing

5. Planned

parenthood
(birth
control)___

6. Smoking

7. Other

x

Are there any additional comments you would like to make
about the families' homes in your community?

220

vasux

To parents of youth in homemaking classes

We need your help in planning what is taught in the
homemaking program in your local high school. Every home-
making teacher needs to know the parents and the families
of her students in order to teach in a way which will be
most helpful to her students. Will you help us by filling
in the attached parents' opinionaire?x If you cannot answer
please leave the question blank.c>Your cooperation and help
will be most appreciated. Do not sign your name unless you
wish to do so.

Will you please return this questionnaire soon -- by
the end of the week?‘/Thank you for your very fine co-

operation.

 

Homemaking Teacher

High School

0' Jtltt’c
V—word (don“t
X' {.1 lair/JR

!i ‘3
y. I

 

 

PARENT'S OPINIONAIRE

The following questions ask for information about
lfamilies in your community. Will you please check or write
Vi2.any information you can give. Space is left after each

question for any additional comments you may wish to add.

A. Is your community different from other communities

within fifty miles?x
Brief description
Yes__;No l. Disasters
(fires, floods,
close down of
industries)
Yes No 2. Early settlers ‘ ..
(prominent '
families and/or J
personalities, “**“
nationalities)
Yes No 5. Growth made
(business,
homes built)
Yes No 4. Historical back-
ground (when
founded, reason
for settlement).
Yes No 5. School community
relations wholesome____cooperative
fair

Yes No 6. Other differences

 

 

<9B. What is the physical setting of the community?
1. Soil: good___, fair___, poor
2. Natural resources: water___,—3il_ ,
forests___, minerals _—
5. Weather: changeable___, uEEHangeable___,
extreme temperatures
4. Other

What

1.
2.
5.
4.
5.
6.
7.
x

Does the shopping area furnish the things you

222

do most people do to earn their living?
Most Some Few

Farming

Heavy industries!
Small industriesx
Local businesses
Mining
Professional
Other

usually need?
Yes _, No ,VUsually

.IOthEr needs not met by the local community

 

 

 

 

 

 

 

 

 

Are the service establishments adequate?

l.

2.
5.
4.
a.
‘7:

Auto service

(filling stations)
Banks

Cleaners

Garages

Motel and/or hotel
Telephone exchanges
Other services needed

Yes

No~/Usually

What are the employment possibilities for teenagers
and young adults?

“1.
2.

V3.
4.
5.

*’6.
7.
Y
X

What

1.

Factories
Farm hands
Secretarial
Railroad!
Storesx
WaitressX
Others

/good/fairvpoor

 

 

 

 

 

 

are the local means of transportation when you
want to get around in town or when you desire to go
to another town?
Auto__:private;___rented;___friends____

 

H.

I.

J.

R)
[\.)
\N

 

 

 

 

 

 

X
good fair poor
2. Bus
50 Plane
4. Railroad
50 TaXi
60 Others

Is there a variety of recreation offered for all

 

age groups? Yes No 0To some extent
XAdditional provision is needed for:
Yes No 0Perhaps
1. Older persons ___ __
2. Tiddle agest ___. __
5. Youth (teenagers) ___ __
4. Grade school children ___ __
5. Pre-school children ___ __
6. Commercial entertainment ___ __
7. Private entertainment ___ __
What kinds of clubs are provided? x

too ade- inade-
many quate quate
1. Educational (fraternal
organizations, Y's,
Rainbow, 4H, A.A.U.W.)
2. Professional (unions,
B.P.andW., Jaycees,
Rotary, Kiwanis, Lions,
Optimists)
5. Social (bridge, garden
and other clubs)
4. Additional provision needed

 

 

 

 

 

 

What churches are active in the community?
1. Denominations (List those you know are active)

2. Religious sponsored programs
a. Bible school: vacation ; year around___
b. Family life teaching: 33? High_ ;
Sr. High ; young adults___; older

adults____

0. Missionary Society: weekly___monthly___
bi-monthly

d. Recreation?-—weekly___ monthly___

bi-monthly

 

 

 

e. Services: once a week____
more than once a week
0 0 Y 011th
g. Others

K.‘/How is the living for the family earned?
most some few
1. In the local town
2. Outside the local town
V5. One worker in the family
(for wages)
4. More than one worker in the
family (for wages) ‘
5. Under safe working conditions
«6. Classified as laborersx
professional
semi-skilledx
skilled
white collar;
X

 

 

 

 

 

 

 

 

 

 

 

 

7. Other x

L. Where do families live?
z4&1. Do most families own or rent where they live?

a. own c. newly constructed
b. rent _ d. older building

‘R2. Would you judge the housing to be adequate____
inadequate ?

_ 5. Kinds of dwellifig
most some few
a. apartments
vb. rooms
we. one—two rooms
d. trailer
e. other

X
X

 

 

 

 

M.~/How do families spend leisure time?
Vmostrsomevfew
1. Family get-togethers (games,

 

X etc.)
2. Visiting‘(relatives, friends,
neighborhoods)

 

5. Car riding and/or trips

4. oFurther education (afternoon
and/or evening)

5. Outdoor activities (gardening,
picnics, etc.)

 

 

 

225

/most V‘some erw

6. Radio
7. Reading

a. books

b. magazines

0. newspapers
8. Television
y9. Other

 

 

 

 

 

 

 

 

 

 

N.t/How modern are the homes?
most some few

1. Bathrooms

2. Electricity

5. Gas (bottled or natural)
4. Freezers

5. Sweepers

6. Running water

7. Small appliances (toaster,

etc.)

8. Central heating system

9. Kitchen sink
10. Other

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

O.s/Are the marriages working? Yes No To some

extent

 

Home relationships
majority some few
/10 Happy
V2. Family works together
r5. Husband 'the boss'
./4. Wife 'the boss'
«5. Unhappy (quarreling,
disputes)
V6. Broken homes
a. death
b. divorce
c. separation
70 Other

 

 

 

 

 

 

 

 

P. What plans and hopes do parents you know have for
their children after 16 years of age?
most some few
1. Early marriage (1 or 2 years
after school)
2. Graduate from high school

 

 

 

 

 

1r

“V‘s—”__—

50

Q.s/What are the differences in opinion present in the

226

most few
Education beyond high school
a. adult or extension
classes
b. business or trade
school (jr. college
l5-l4th year)
0. college
Late marriage (after
completion of school)
Work in thextown
Work in another town
Other

some

 

 

 

 

 

 

 

 

community? p_ _J

Ylm

VX2.
03.
X4.

X5u
X60

X73
8.

0for0§ainst°lndlf£it' <ford§§inst°lndlff85t

Acceptable
wearing
apparel
Lasting
Marriage
Fewer
divorces
Social
drinking
Dancing
Planned
parent—
hood
(birth

control)
Smoking
Other

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Are there any additional comments you would like to make
about the families in your community?

227

F/}7{L

To parents of youth in homemaking classes:

We need your help in planning what is taught in the
homemaking program in your local high school. Every home—
making teacher needs to know the parents and the families
of her students in order to teach in a way which will be
most helpful to her students. Will you help us by filling
in the attached parent opinionaire? If you cannot answer
leave the question blank. Do not sign your name unless you
wish to do so.

Will you please return this opinionaire soon —- by

the end of the week? Your help would be appreciated.

 

Homemaking Teacher

High School

 

 

PARENT OPINIONAIRE

The following questions ask for information about
families in your community. (Community as used here means
the people living in the same locality which includes the
area where the families live who send their children to this
school.) For each part of the following please gheck or
write 1p any information you can give. Space is left after
each question for any additional comments you may wish to
add.

A. Is your community different from other communities
within fifty miles? (If you wish to state an explanation for
your answer do so in the space provided at the right.)

Brief explanation

Yes No l. Disasters

(fires, floods, close

down of industries)

Yes No 2. Early settlers

(prominent families

and/or personalities,

nationalities)

Yes No 5. Growth made

(business, homes built)

Yes No 4. Historical background

(when founded, reason

for settlement)

Yes No 5. School—community re-
lationships

Yes No 6. Name any additional differences

B. How do most people earn their living?
Most Some Few
l. Farming
2. Heavy industries
(steel, lumbering, etc.)
5. Small industries
(shoe factories, garment,
etc.)
4. Local businesses
(retail, clerical)
50 Mining
6. Professional
7. Executive
8. Name other ways

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

C. Does the shopping area furnish the things you need?
(a) Yes (b) Part of the time (c) No

Shopping needs not met by the local community.

D. Are the service establishments adequate?
Yes Partly
1. Auto service (filling station)
20 Banks
5. Cleaners
4. Garages
5. Motel and/or hotel
6. Telephone exchange
7. Utilities (electricity, gas)
8. Other services needed

 

 

 

 

 

 

 

IIIIIIIIR

 

E. What are the employment possibilities for teenagers
and young adults?

8

Many Some Fe

1. Factory worker

2. Farm hand

5. Office worker (typist, clerk)

4. Railroad worker

5. Store (clerk, sales person)

6. Restaurant (waitress,
carhop)

7. Soda fountain (waitress)

8. Household employee (day
worker, housekeeper, baby
sitter)

9. Other

 

 

 

 

 

 

 

 

F. What are the local means of transportation when you
want to get around in town or when you desire to go
to another town?

1. Auto (a) family owned (b) rented
(c) friends.

 

 

 

 

 

 

Facilities
Good Fair Poor
2. Bus
30 Plane
4. Railroad
50 Taxi

 

6. Other means of transportation

 

H.

l.
2.

Is there a variety of recreation offered for

all age groups? Yes No
Is the recreation—offerEd-(a) ____comrercial

(b) ___private
Additional recreational provision is needed for:

Yes No
a. Older persons
b. Middle age persons
0. Youth (teen-agers)
d. Grade School children
e. Pre-school children
f. Commercial entertainment
g. Private entertainment

What kinds of clubs are provided?

5.

There are
too ade- inade-
many quate quate

Educational (fraternal
organizations, Y's, 4H
Rainbow, A.A.U.W.)
Professional (Unions,
B.P.&W., Jaycees, Rotary,
Kiwanis Lions, Optimists)
Social bridge, garden
and other clubs)

 

 

 

 

 

 

 

Name any other clubs _
churches are active in the community?
Denominations (List those you know are active)
Religious sponsored programs
a. Bible school: vacation year round
b. Family life teaching: 3r. high _
Sr. high____ young adults older
adults
c. Missionary Society: weekly
monthly bi-monthly_
d. Recreation: weekly —m3nthly
bi—monthly
e. Services: once a week more than
once a week
f. Other

Programs are planned for: adults
youth_ children_

 

J.

K.

1.

2.

5.

1.

2.

5.

251

Where is the living for the family earned?
Most Some Few
a. In the local town
b. Outside the local town

 

Who earns the living for the family?

a. One worker in the
family (for wages)

b. More than one worker
in the family (for
wages)

Are the wage earners in the
family classified as:

a. Laborers (unskilled)

b. Semi-skilled (trades)

c. Skilled

d. White collar (semi-
professional,
managerial)

e. Professional

f. Executive

g. Other

 

 

 

 

 

 

 

 

 

Where do families live?
a. Own house
b. Rented house
c. Rent free

 

 

 

When were the dwellings built?
a. Last 10 years
b. Last 25 years
c. Older than 25 years

 

 

 

What kind of dwellings house
the families?
a. For one family
b. House more than one
family
c. Apartments
d. Two or more rooms
e. Single room
f. Trailer
g. Other types of
dwellings

 

 

 

 

 

 

 

 

{\J
\N
[\J

L. How does the family spend leisure time?
Usually Occasion- Seldom
ally
1. Family get-togethers
at home
a. Play games, etc.
b. Reading (books,
magazines, news-
papers)
c. Listen to radio
d. Watching tele-
vision
2. Family get—togethers v»
away from home
a. Visiting
b. Trips
0. Car riding
d. Picture shows
e. Outdoor activi—
ties
f. Carnivals, fairs
5. Name other ways

III
III
III
_j

 

 

M. What modern conveniences are in the homes?
Most Some Few
1. Running water
2. Bathroom
5. Kitchen sink
4. Electricity
5. Gas (bottled or natural)
6. Freezer
7. Sweeper
8. Small appliances
(toaster, etc.)
9. Central heating system
10. Other modern conveniences

 

 

 

 

 

 

 

 

 

 

 

N. What are the relationships in the home?

1. Are the marriages working? yes no
2. Are the home relationships _:::happy
___unhappy
5. Do the family members work together? yes
no
4. WEB-is the boss? husband wife
____chi1dren ____nBE§‘
5. Have the broken homes been caused by death

_ divorce _ separation?

 

0. What plans and hopes do the parents you know have
for their children after 16 years of age ?
Most Some Few
1. Early marriage (1 or 2
years after leaving school)
2. Graduate from high school
5. Education beyond high school
a. Adult or extension
classes
b. Business or trade
school (Jr. college
l5th-l4th year)
c. College
4. Late marriage (after
completion of schooling)
5. Work in the local town
6. Work in another town
7. Any other plans

 

 

 

 

 

 

 

 

 

 

 

 

 

 

P. Are there differences in opinion between adults and
teenagers in the community on:

 

”Yes No l. Acceptable wearing apparel in the home.
:Yes— _No 2. Appropriate wearing apparel in public.
:Yes No 5. Viewpoints held before entering into
marriage (age, finances, etc.)
Yes_ No 4. Reasons for divorce.
Yes: No 5. Acceptance of social drinking in
their own homes or homes of friends.
___Yes___No 6. Participation in social drinking in
public.
Yes___No 7. Planning the spacing and/or number
of children in the family.
Yes No 8. Dancing in their own or homes of
friends.
Yes_ No 9. Dancing in public.
___Yes: No 10. Smoking in their own or homes of
friends.
”Yes No 11. Smoking in public places.
:Yes— _No 12. Any other controversial issues.

Are there any additional comments you would like to
make about the families in your community?