iNFLUENCE OF PROGRAM CONTENT ON THE DECLSEQN as GIRLS. AGE 14:, 15. AND 16, 3‘0 REuENRO’LL IN 4H CLUB WQRK) “flush fior The Dean of M. 3. MICHIGAN STATE UNWERSITY Marée M aishap E956: a. . .-—-.vo.uw-gm$ ll mum; Iwylglml Lm gm 11 1:71” @ ”WM lfl M II INFLUENCE OF PROGRAM comm ON THE DECISION OF GIRLS, AGE 11;, 15, AND 16, TO RE-ENROLL IN hH CLUB WORK By Marie M. BishOp A THESIS Submitted to the College of Agriculture of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of MASTER QF SCIENCE Department of Agricultural Extension 1956 TH 6915 ACKNOWLEDGMENTS The writer wishes to express her sincere thanks to Dr. John T. Stone for his most helpful and understanding guidance throughout the study. his vision and philOSOphy concerning training for extension workers has been a challenge. Grateful acknowledgment is also due to Miss Esther whetstone for her inspiration and unfailing encourage- ment at all times. Appreciation is expressed to the nine Iowa county extension home economists for their timely assistance in the study. The policy of Iowa State College relative to leave has made it possible for the writer to complete this work. Encouragement received from Dr, Marvin Anderson, fir. Maurice Soults, and Miss Louise Rosenfold and others on the staff of the Cooperative Extension Service of Iowa State College is gratefully acknowledged. {seam ii TIBLE OF CONTENTS CHAPTER I II‘TRODUCTIONOOOOOOO.OOOOOOOOOOOOOOOOOOOOO0.00.00.00.00 hfl Club Organization............................... ObjectiveS......................................... The Purpose Of the Study........o.o................ Review of Drop-out StudieS......................... Procedure of the Study............................. General Characteristics of Girls Studied........... Summary of the General Characteristics of the Girls Studied................................... II INTEREST EXPRESSED IN PROGRAM CONTENT.,............... Introduction....................................... Interest in Program Content of the Food and Nutrition Project............................... Interest in Program Content of the Clothing Project Interest in the Program Content of the Home Furnishings Project............................. Interest in the Related Projects and Activities.... Interest in the Organization Activities............ III EXPERIENCE AND lNTEktESI RELATED TO PROGIUM CONTEMTH” Experience and Interest in Program Content of the home Economics ProjectS......................... Experience and Interest in the Related Projects and ActivitieS...................................... Emperience and Interest in the Organization ActivitieS...................................... IV INTEREST ANu mmlmcs IN PROGR'M CONTENT EXPRESSED 31 GIRLS RE-ENROLLING Ahu DRUPPING—OUT.,,,,,,,,,,,, Interest in Program Content of Food and Nutrition Project Expressed by Girls Re-enrolling and Dropping-out.................................... Interest in Program Content in the Clothing Project Expressed by Girls Re-enrolling and Dropping-out Interest in Program Content in the Home Furnishings Project Expressed by Girls Re-enrolling and Dropping-out.................................... vii Page H \‘r—‘wNI-JH FJF’ 28 28 29 32 3h 37 b2 b3 LB 51 SS 56 58 60 TABLE OF CONTENTS - Continued warms Page Interest in Related Projects and Activities Expressed by Girls Re-enrolling and Dropping-out 62 Interest in Organization.Activities Expressed by Girls Re-enrolling and Dropping-out.......,,.,.. 6h Experience in Program Content of the Food and Nutrition Project Expressed by Girls Re-enroll- ing and Dropping-out............................ 66 Experience in Program Content of the Clothing Project Expressed by Girls Re-enrolling and Dropping-out.................................... 6? Experience in Program Content of the home Furnish- ings Project Expressed by Girls Re-enrolling and Dropping-out.................................... o9 Experiences in Related Projects and Activities Expressed by Girls Re-enrolling and Dropping-out 72 Experiences in Organization Activities Expressed by Girls Re-enrolling and Dropping out............. 7h v SWI‘ARY 'ANU DfiPLRATIONSoooooo00.000.00.000coco-coo... 76 ‘What the Girls Said About the home Economics Program Content................................. 76 Suggestions for the home Economics Program......... 78 What the Girls Said About the Non-Home Economics ProjectS........................................ 79 Suggestions for the Program Concerning the Non-home Economics Projects.............................. so What the Girls Said About the Organization ActivitieS...................................... 61 Suggestions for the Program Concerning the Organization ActivitieS......................... 83 Concluding Statement............................... to BIBLIOGRAPI—II‘OOOOOOCOOOO0.00.0.0...0....OOOOOOCOOOOOOOOOOOOOOO tJ9 A‘PPEI\rDIXOIO0.0.0.0000...0.0...OOOOOOOOOOOOOOOOOOO0..0.0.0.... 91“ viii en 1 LIN» I? .I, VI VII VIII IX XI XII XIII XVI LIST OF TABLES Age of 212 Girls in the Study - In Percent............. Residence Reported by 212 Girls - In Percent........... Occupation of Person Contributing Family Financial Support Reported by 212 Girls - In Percent,......,..... School Grade Reported by 212 Girls - In Percent........ Semesters of home Economics in School Reported by 212 Girls-In Percent.0.....0000.0.0.0...0.00.00.00.00...O Years of be Club Membership Reported by 212 Girls - In PercentOOOOO0....O.OOO.00...OOOOOOOOOOOOOOOOOOOOOOOO The Number of hh Record hooks Turned In and Years of La l'leIHbGI'Ship Reported bsr 212 GirlSOOOOOOIOOOOOOOOOOOOO The Number of fin Record hooks Turned 1n and lears of hH membership Reported by Girls in the Re-enroll Group and in the Drop-Out GrouPOOOOOO.0....................0. of of 212 Girls Expressing Interest in the Program the Food and nutrition Project.............. Percent Content of of 212 Girls Expressing Interest in the Program the Clotlling ProjeCtOOOOOOOOOOOOOOO0.0.0.... Percent Content of of 212 Girls Expressing Interest in the Program the home Furnishing Project................. Percent Content Percent of 212 Girls Expressing Interest in the Related Projec-bs and JictivitieSOOOOOCOOCOOOOOOOOOOOO00.0.0.0... Percent of 212 Girls Expressing Interest in the Organi- zation ActivitieSOOO.O0.0.0.0....OOOOOOOOOOOOOO00...... Experience and Interest in Program Content in Food and Nutrition Project Expressed by 212 Girls - In Percent,, Experience and Interest in Program Content in Clothing Project Expressed by 212 Girls - In Percent............ Experience and Interest in Program Content in home Furnishings Project Expressed by 212 Girls - In Percent ix Page 15 19 2O 2O 21 22 2h 25 31 33 35 38 to us be h? LIST OF TABLES - Continued XVII XVIII XIX XXI XXII XXIII XXIV XXVI XXVII XXVIII Experience and Interest in Related Projects and Activities Expressed by 212 Girls - In Percent,,,,...... Experience and Interest in Organization Activities Expressed by 212 Girls - In Percent..................... Percent of Girls Re-enrolling and Dropping-out Express- ing Interest in the Program Content of the food and Nutrition PrOJeCtOOOOOOOOOOO.O...OOOOOOOOOOOOOOOOOOOOOO Percent of Girls Re—enrolling and Dropping-out Express- ing Interest in the Program Content of the Clothing ProjeCtOOOOOOOOOO0.0.00.0...00000OOOOOOOOOOOOOOOOOOOOOO Percent of Girls Re-enrolling and Dropping-out Express- ing Interest in the Program Content of the home FwniShingS ProjeCtOOOOOOOOOOOOOOO000......0.00.0000... Percent of Girls Re-enrolling and Dropping-out Express- ing Interest in the Related Projects and Activities.... Percent of Girls Re-enrolling and Dropping—cut Express- ing Interest in the Organization Activities............ Percent of Girls Re-enrolling and Dropping-out Express- ing Experience in the Program Content of the Food and JNutri-t’ion PrOJeCtOOOOOOOCOOOO0.00.00...OOOOOOOOOOOOOOOO Percent of Girls Re-enrolling and Dropping-out Express- ing Experience in the Program Content of the Clothing ProjeCt.OOOOOOOOOOOOOOOOOOOOCOOOOOOOOOOOOOOOIOOOOOOOOOO Percent of Girls Re-enrolling and Dropping-out Express- ing Experience in the Program Content of the home Furnis}lings ProjectOOOO00....0..OOOOOOOOOOOOOOOOOOOOOOO Percent of Girls Re-enrolling and DrOpping-out Express- ing Experience in the Related Projects and Activities.. Percent of Girls Re—enrolling and Dropping-out Empress- ing Experience in the Organization Activities........... Page 50 S2 5'! 59 61 63 65 6o 70 71 '(S CHAPTER I INTRODUCTION hh Club Organization hH club workris the largest out of school program for youth in the United States. In l95h there were 2,10h,787 boys and girls en- rolled as hh club members. The fin clubs are an integral part of the national system of cooperative extension work in agriculture and home- making, in which the United States Department of Agriculture, the state land grant colleges, and the counties participate. hh clubs are organized groups of young people, ranging in age from 10 to 21 years. Their activities are under the guidance of cooperative extension workers and of local volunteer leaders trained by them. In l9Sh there were 88,093 of these organized groups of young people under the guidance of 255,731 volunteer leaders. It is calcu- lated that 65 percent of the rural youth in the United States have been hH club members since the official beginning of hH club work in 1911;.1 Objectives The effectiveness of the hh club program cannot be measured by statistics alone. The real values of hh clubs are determined through its influences on the lives of boys and girls. The hh club program 1 Extension Wbrk with IoungyPeo 1e. Federal Extension Service hh—lS (2-56}: Washington, D. C.—_l955. is planned to give training that helps members develop into desirable and mature personalities, responsible family members, and competent, self-reliant, intelligent and useful citizens. It is designed to help them build wholesome attitudes toward work, toward their homes and their communities. it affords them opportunities to live, work, share and play with others and thus learn to know democracy by living it at home and in the community. The Purpose of the Stugy Although membership in the hh club program is expanding, the program is still far from-the goal of reaching all the youth that needs the experience to be gained through hh work. A problem of major concern to the persons engaged in hh Extension work is the fact that a large number of hh members do not re-enroll at the age of 1h, and 15. From the annual report of the Federal Ehtension Service it was found that about 65 percent of the members are under fourteen years of age. Each year about one of every three members does not re-enroll. Those enrolled remain as members an average of 2.7 years. hh leaders have felt it was important for a larger number of this age group to centinue in the hh club program which has much to offer in personal and vocational development. A number of studies have been.made to find some reasons for the facts about re-enrollment. The various factors studied in relation to the problem have included age, participation, and recognition of the club member, project, peer group, leader and member relations,'community organization,and home background. In the completed studies very little information was found on the factor of program content in the club program. It has been observed during 13 years association with Iowa hH clubs that those members who lost interest in the program content were more likely to drop-out. Clubs in which more members remained for a longer time seemed to have a program that met the changing interests of the older member. Apparently the re-cnrollment of the 1h, 15, and 16 year old member was related to his continuing interest in the club program. A study was needed to determine the relationship of re-cnrollment of girls, age 1h, 15, and 16 years to the program content of the hh club. I This study was planned on the assumption that the program content influences the decision of the club member to re-enroll. The study was designed to find: 1. What program content girls are interested in. 2. What program content girls have done. 3. If more of the girls who re-onroll are interested in the home economics projects. h. If more of the girls who re-enroll are interested in the related projects and club activities. 5. If more of the girls who re-enroll have done the projects and.activities. Review oleropeout Studies Several studies have been made concerning the problem of re- enrollment, but very little information was found related to program content. Studies have been made on age, participation and recognition of the club member, pr0ject, peer group influence, leader and member relations, community organization and home background. Studies related to the individual. Several studies reported on 2‘9 the relationship of age of the member at the first enrollment. The percent of drop-outs increased as the age of the member at the time of the first enrollment increased. Leaders in he might ask if 2 R. C. Clark and J. h. Copp. A Study of Factors Associated with.Con- tinuing Enrollment in hh Club'Work,#l9§3. College of Agriculture, University of Wisconsin. From a Summagy of the Wisconsin h-H Drop- Out Stugy. University of Wisconsin. Pp. 145; 3Lucinda Crile. The Relationship of Age and Other Factors to Enroll- ment and Continuation in h-h Club Work. Extension Service circular 231.A'W3§hington, D. 0.: United States Department of Agriculture, 1935, p. 1h. 4 Frank Graham. ”A Study of the Tenure of Missouri hh Members." Unpublished.haster's thesis, University of Missouri, Columbia, Missouri, 195h, p. 3h-37. a S. I. harman. A Study of Some of the Factors Associated with Re- enrollment of First Year h-h Club Members in harrison.County,IWbst Virginia. ESSay (n.3,) Cornell University, 1951. Summarized in Review of Extension Studies. .Extension Service circular L7H. washington, D. C. United States Department of Agriculture, 1951, pp 0 13-15 0 6 ~ . Laurel K. Sabrosky. Improving hh Clubs. Extension Service P.A. 111, Washington United States Department of Agriculture, 1950, pp. 3 and 5. ‘ 7 Laurel K. Sabrosky. Meeting the Basic Needs of Firstelear h—h Club Members. Extension Service PA 203, washington, D. C., United States 8Department of Agriculture, 1952, p. 6. 8A. Sandstead. Factors Affectingh—h Club Re-enrollment in Colorado. Thesis (M. Ed.). Colorado Agricultural College, 195?. Mimeographed Summagy. Colorado Agricultural Extension Service, Fort Collins, Colorado. 3 ‘ Hbstern.Region h-h Study Committee. Tables of Data from'Western Region h-h Club Study of First Tear Members 1959. Extension Service 3737(h-5O7: Hashington, D. C. United States Department of Agriculture, 1950, p. 12. ’ ‘ club work as it is set up for the first year member is more satisfying to the ten and eleven year old than to the older boy and girl. If so, consideration should be given to adjusting the subject matter project work to the maturity of the member. Opportunity should be provided for the older first year member to assume greater responsibility. The amount of member participation in the hfl.program was associ- 10-18 ated with re-enrollment in several studies. The members who did not re-enroll had been less active in club work the year before they 10 Clark, loc. cit. 11 Graham, loo. 2}}, 12 harnan, loc. cit. 13 sabrosky, hh Studies and Training. Talk presented at the "annual" Wisconsin Agricultural Extension Conference, September 2h, 1953. Extension Service 1263 (12-53). 'Washington, D. C. United States Department of Agriculture, 1953, p. 2. 14 sabrosky, Going Up? higher hh Enrollment. Extension Service 257 (3-50)'Washington, D. C. United States Department of Agriculture, 1950, p. 2. “Sandstead, log. g_i_t_ . e 1 D. 0. Schrupp. Identifying Activities of Montana h-h beef Club Boys, sixteen to twenty:one years of age,_which are related to behavior patterns and needs of youth. Thesis (H:A.) George washington University, 1950. Summarized in Review of Extension Studies. Extension Service Circular L71. 'Washington, D. C. United States Department of Agriculture, 1951, pp. lh-l6. 7 1Western Region h-H Study Committee, 123. git. s 1.M. L. howes. Some Factors Involved in the Non-re-enrollment of Firsteyear h-h Club Boys in baltimore,fiharford, howard and Montgomery Counties::hary1and. Thesis (M.A:) University of Maryland, 1952. Summarized iggfieview'of Extension Studies. Extension Circular h86, Washington, D. C. United States Department of Agriculture, 1953, p. 27. dropped out than those re-enrolling had been. Members who participated in hh events and activities in the first year of enrollment tended to stay in club work longer than those who did not participate. These studies indicated that leaders need to encourage, invite and plan for wide participation of members in hh activities. The opportunity for participation was related to the finding that as the size of the club increased, the percent of the first year club members who dropped-out 18,20 increased. The studies did not agree on factors regarding the pattern of participation in organizations other than hH.21-23 I The recognition received by the member was related to the decision to re-enroll.24f28 The members who re-enrolled had generally received more recognition for their activities than the drop-outs had received. The studies emphasized that recognition is essential for all members 1n harman, loc. cit. 20 western Region h-n Study Committee, 92. _c_:_i_t_., p. 13. 21 Clark, 1.32. git. 22 Sandstead, 122. git, 23 Graham, 123. cit. 24 Laurel K. Sabrosky. Factors'Which Contribute Toward Successful hH Club Werk in Counties and Communities in THEIve Southern States and Puerto Rico. United States Extension Service 1952. Summarized in Review of Extension Studies. Extension Service Circular h86, 1953, p. 28. 2s sabrosky, Going Up? higher hH Enrollment, loc. cit. 2e Sebrosky, Meeting the Basic Needs of First Year h-H Members, pp, cit., p. 9. 27 . Barman, loc. cit. 28 Schrupp, 122- 2233 and should be awarded on talent, industry and leadership as well as on projects. Many studies reported that completion of the project tended to encourage re-enrollment.29_4o Three times as many of the first year members who completed projects re-enrolled. The older the first year members were, the smaller the proportion who completed the project. From the annual report of the Federal Ehtension Service it was found 29 R..A. Turner and Barnard Joy. Tentative Conclusions from Study of Local h-H Club Programs in IowaLNebraskaJ north Dakota and South Dakota. Extension Service 1012-hl. washington, D. C. United States Department of Agriculture, 19hl, p. l. 30 sabrosky, Data Relatipg to Individual h-h Club Project Enrollment and Re-enrollment. Extension Service Circular 6982(9-50) Washington, D. C. United States Department of Agriculture, 1950, p. l-h. 31 Sabrosky, hH Studies and Training, loc. cit. 32 Sabrosky, Improvinth Clubs, loc. cit. 33 Sabrosky, Meeting_the Basic Needs of First Year hH Club Members, 92. cit., p. 7. 34 harman, loc. cit. as Sandstead, 133. 313. so Edna Troth. "Views of Junior Leaders Concerning Satisfactions to be Found in h-H Club Membership)I Unpublished.Master's Thesis, Purdue University, Lafayette, Indiana, 19h9, pp. oil-86. 37 howes, loc. cit. ea - H;IF. Porter, Jr. and C. C. Anderson. Comparisons of School and non-school hh Clubs in'West Virginia. ‘West Virginia Agricultural College Ehtension. Miscellaneous Publication No. 11. Morgantown, 'West Virginia, 1952. Summarized in Review of Extension Studies. Extension Service Circular h86,_I953, pp. 38355. 39. SChI'upp, 3:29... 212° 40 western.Region h-H Study Committee, 123. cit. that in the United States in l9Sh seventy-nine percent of the LH members completed projects. Sixty-eight and three-tenths percent of the members enrolled in l953 re-enrolled. Three studies reported that first year members who carried certain projects had a greater tendency to re-enroll.‘““43 The personal satisfaction the club member received from his project work was one of the factors influencing the decision on re-enrollment. Persons in charge of the he club program need to consider if the variety of projects offered is adequate to fit the assorted home facili- ties, age and interests of members. Studies related to the individual within the group. Several studies were concerned with factors within the club which contributed to higher re-enrollment. Such factors were a balanced program for every club meeting, a variety of local and county activities and the active participation of each member. All activities, events and meet- ings should grow out of local conditions and needs. The variety of 46-49 interests of different age groups in the club must be recognized. 41Harman, 123. git. 425abrosky,‘lgg.‘git. 43N'esterntRegion h-h Study Committee, pp. 222,, p. 1h. 44Sabrosky, Meeting the Basic Needs of First Year h-H Club Members, 92. 933., p. 9. 4‘SSchr'upp, leg. gig. “Porter, 1.92. 9331. 47Turner, loc. cit. 48Sabrosky, Going Up? Higher hH.Enrollment, 22°.2i3-3 p. l. 49Sabrosky, improving hH Clubs, loc. cit. The studies supported the fact that a person is more likely to continue as a group member if his best friends are members of that 60-56 group. A number of studies indicated the importance of the leader dis- playing interest and attention to the individual. It was important for the leader to give personal assistance with the project. Leaders who attended training schools were more likely to be leaders of the 57-66 more productive clubs with members of longer enrollment records. 5°Clark, Ice. 9333. “Graham, 2.0.. 22.12. 63Sabrosky, hH Studies and Training, pp. cit., pp. 5 and 6. 64Sabrosky, Meeting the basic Needs of First Year h-H Club members, 32. cit., p.lt. 56Boy Scouts of America, Research and Statistical Service. Straight from the Boys on Why Scouts Drop Out. New York: boy Scouts of America, lghh,1p. lO. 56Holding Power Committee of Grand Rapids Board of Education. Re ort on holding_Power in the Grand Rapids, Michigan Public Schools K-lH. Grand Rapids, Michigan, May l§§3, p. 1h. “Clark, 2... 92:2. 58Graham,{lgg.‘git. 59Barman, leg. git, Gohowes,.lgg.‘git. elPorter,Ilgg.'git. SZSabroslqy, 3933. easandstead, .123. . Li}. 64W; L. Slocum. Second year re-enrollments in h:§_§lubs in‘Whitman CountXQJWashington. washington Agricultfiral'Experiment’Station C. 171} Pullman, 1951. Summarized in Review of Extension Studies. Extension Service Circular LEO, 193?, p. 3. 65A hH.Club Cooperative Study. A Study of How to Get Parent Coopera- tion in h-H.Club Wbrk:,MaineJ Massachusetts,_hew hampshire_§nd Ohio, 19h7. Extension Service Circular hSD {280 (3-58)). washington, D. C. United States Department of Agriculture, l9h8, PD. 2 and 3. 10 Studies related to the community_and homefbackground. Sponsorship of club work by local organizations helped establish the status of club work in the community. Local sponsorship also had a positive effect on re-enrollment. A hn club sponsored by an active community group tended to hold its older members longer.66-68 Various aspects of the member's home background in relation to re- enrollment were explored in several studies. Members whose parents were members of farm and home organizations tended to stay in club work longer. The more formal education the parents had received, the larger was the percentage of hfl club members.6$_?2 Members whose parents were interested and participated in the hh club program tended to remain in club work for a longer time. A member was more likely to drop-out if 75 73— his brothers and sisters had dropped-out. Members who dropped-out were more often from the more disadvantaged, poorer homes, than those es Sabrosky, Improving hh Clubs, loc. cit. 67 Porter, loc. git. 68 Turner, _1_g_c. cit. 69 Clark, 22.9.- 2a. 70 Crile, pp. 33.1., p. 22. 71_ Howes, $230 2233 72 Graham, lpg, gig. 73 harman, ggg. 93:9. 74 Sandstead, lag. cit. 75 A hH Club Cooperative Study, $23, 311. 11 who re-enrolled. The difference in club enrollment based on types of farm was not significant. The size of the farm was not an important 76,77 factor in relation to enrollment. Factors beyond the control of the organization. Factors beyond the control of the organization such as the member moving away or working, and the club disbanding account for 35 percent of the annual uh membership turnover. But 65 percent of the drop-out loss is caused by interrelated factors which are, in part, controllable. Factors within the control of the organization. It is with the 65 percent drop-out loss that the persons working with hh clubs should be concerned. Leaders in the organization need to evaluate the program, note the controllable factors needing adjustment, find the causes and determine ways and means of making effective adjustments. The adjust- ments will be effective if a positive change results in the re-enroll- ment behavior. The purpose of this study was to examine program content to see what information might be discovered which would result in a positive change in the re-enrollment behavior. Procedure of the Study To test the assumption that program content influences the decision of the members to remain in hH club work, data were obtained through interviews with girls who had re-enrolled and girls who had 7e Chas. P. Loomis and others. Rural Social §ystems and Adult Edu- cation. The Michigan State College Press, 1953, p. 78. 77 Crile, l22°.2$2° 12 dropped-out of hh clubs. The procedure followed is summarized in this section. Development of the interest list. One way of studying the effect of program content on the decision to re-enroll was to ask girls what they were interested in learning about and doing and what they had done. Several methods were used to develop a list which would include a variety of activities and interests pertinent both to the hh program and the teen-age girl. Reviews were made of previous studies related to teen age interests, publications used in hh clubs and schools, interest tests, and books on adolescent needs and interests. Teen-age girls in Dallas County, Iowa were asked what things they liked to do and learn about in a variety of situations. The list of items was pre- tested in Clinton County, Michigan in March, 1955. The final list of 62 items included ten items in each of the three major home economics projects in Iowa, clothing, food and nutrition, and home furnishing; fifteen items classified as organization activities; and seventeen items classified as related projects and activities. The list of items is included in the Appendix on pages 95 and 96. Development of the questionnaire. From the list a questionnaire was developed during the winter quarter, 1955,at Michigan State University. The final pre-test was made in Marshall County, Iowa in November, 1955. The questionnaire had two parts. Part one was a two page folder with five pockets for holding the 62 cards on which were typed the interest items. The instructions asked the girl to decide as she read each card whether she was interested in leanning about or 13 doing whatever was on the card. As the decision was made she placed the card in one of two pockets which were marked with "Interested in learning about or doing” or 'Not interested in learning about or doing." The girl then read each card in the "Interested" pocket and decided if she ”had done" or "had not done" each item. The same procedure was followed for the cards in the "not interested" pocket. At the close of the interview all 62 cards had been placed in one of four pockets, “Interested-have done“ or "Interested-have not done" or "Not interested-have done" or "Not interested-have not done.“ The second part of the questionnaire was the section on which the girl being interviewed supplied the personal data such as age, years in club work, etc. A copy of the questionnaire and instructions for using it may be found on pages 102411h in the Appendix. Selection of the counties. The study was conducted in nine Iowa counties, Pocahontas, Chickasaw, buchanan, Calhoun, Scott, Tama, Lee, Marion and Appanoose. These counties were selected to secure a variety of the three major home economics projects, representation of the three supervisory areas, and the assistance of county extension home economists. Figure l is a map of Iowa showing the location and projects of each county in the study. The girls hH.program in.each Iowa county revolves around a three year rotation of home economics projects. The county each year plans the major program around either clothing, food and nutrition or home furnishings. Each project receives major emphasis in one-third of the counties every year. Girls are urged to carry practices learned . been. 2.... fi $3560 QSH on? 23 mo spoonopa 0.383%. 9.8: one 83.3009 .H 953% a .332 no.“ GM as o o “fish 38: 6-3 .3, 223 83:: 0......) (508 388.... .32..» 03¢ 285.... 3-3.“: .55.. 582...... 3......) 02:8... 03.... 95.30 :02: 05.9. 5:85.... 3...: ass ' ’ 328$ gIOUI (9.0“; to; zU¢8() :00; ¢.§ Cg H.1(LIP4 \3(P§ “8—bit .5600 J 523).! 10.31. «30.. 83.20 03...»... .53. >32.» roasts... 90H o £002.31 ()0. . gnu \ 20.5.30 umfiu issue... 080: 42.5.2... >195 wzooo azuuco .30.... (0 20* O . Aaron’s (20202 7.09.03. 09:2. 21.... ($3.. I m 5” 538:5} F F s Sawfly —. 080m .6233 59.3. 205.5: 230.33 0.3 3 0.52.2. 35.5300 z0JL 70!! c 05.00 200023. 05¢ 04.: ><40 22.3.0 X30.» reflux...) 05.50... 440.32! 2.5.03 00302:.) 12.33. .51....» fzooziosfi .3303 20>... 15 each year into the next year. This makes it possible to carry out work started in a particular project and at the same time become acquainted in other phases of home economics. The girl may also partici- pate in any of the related projects and activities. In the selection of the nine counties three each were selected who had clothing, food and nutrition, and home furnishings as the major project in 1955. The state was divided into three areas following the lines of the extension supervisory districts. Three counties, each one having a different home economics project, were selected in each one-third of the state. Selection of the sample. The sample was selected in the nine counties from girls who met these qualifications: 1. had been enrolled in an home economics hfl club for the year, l95h-l955. 2. was 13, lb or l5 years old by January 1, 1955. 3. Had re~enrolled for the hh club year 1955-1956 or had dropped out during the 11111 club year 1951:4935“ m had not re-enrolled for the hfl club year 1955-1956. h. wee attending a local school. In November, 1955 the nine home economists supplied the lists of names of girls who met the requirements. A total of 666 names of girls who had re—enrolled and of 195 names of girls who had dropped-out was available. Random sample tables were used to draw the sample. The sample was composed of twenty percent or 133 of the girls who had re- enrolled and seventy-five percent or lh6 of the girls who had dropped- out. 16 Completed interviews were obtained from 10? girls who had re- enrolled and from 105 girls who had dropped-out. The incompleted interviews were for girls who had moved or were not in school the day of the interview; The summary of the sample is on page 9b in the Appendix. Training the interviewers. The nine county extension home econom- ists who were selected to interview the girls attended a training meeting during the annual extension conference in December, 1955. Information about the study and principles of interviewing were dis- cussed. Each interviewer gave an interview after seeing one demon- strated. A copy of the material used in the interview training is in the Appendix, pages 987105. Actual interviewing. The 288 contacts were made by interviewers during January, 1956. The nine county extension home economists made 238 contacts ranging from 11 to h6 per county. The writer made 50 contacts in three counties. The interviews were conducted in schools with girls in the re-enroll and drOp-out sample being interviewed at the same time. The number interviewed in one school varied from one to ten girls. 3 copy of the questionnaire is on pages lC6ellO in the Appendix. Analysis of data. The data were tabulated and analyZed in February, 1956. The statistical analysis included the chi square test and the analysis of variance test. The chi square test was applied to each of the 62 items fo find the significant difference in the interest and in the experience of the girls in the re-enroll and 1? drop-out sample. The analysis of variance test was applied to the group of items in each of the five program areas. The significant difference was found in the interest and in the experience in each group of items for the girls in the re-enroll and drop-out sample. The difference found in the tests was considered very significant at the one percent level, Significant at the five percent level, and a trend at over the five percent level. General Characteristics of the Girls Studied .A description of the general characteristics for the girls in the study is presented in terms of age, residence, family financial support, school grade, semesters of school home economics, years of hh club membership and years a record book was turned in. Data are , reported from the interviews with 107 girls in the re-enroll group and 105 girls in the drOp-cut group. Personal characteristics of the girls studied. Personal character- istics analyzed included the age, residence and family financial support for each girl. The study was limited to girls who were 1h, 15 and 16 years old by January 1, 1956. ha clubs have much to offer this age girl in personal and vocational development. Yet, only one-third of the present membership are 1h years old and over. This age group was selected for the study in an attempt to find why more of these girls do not remain as members. The age of the girls in this study did not seem to be related to re-enrollment. About 80 percent of all the girls interviewed were 1h and 15 years old. In both the re-enroll and drop-out gnaup, about 18 to percent of the girls were 1h years old. nearly one-half of the girls in the re-enroll group and one-third of the girls in the drop- out group were 15 years old. In Table I the age of the girls in the study is given. TABLE 1 AGE OF 212 GIRLS In THE STUDY -- IN PERCENT Percent Age in Tears Re-enroll Drop-out Total 107 Girls 105 Girls 212 Girls 1h 39 37 38 15 h? 36 u2 16 1h 27 20 Total 100 100 100 The girls interviewed were asked if they lived on a farm or in a town. Table II shows that three-fourths of the girls in the study lived on farms. but there was a difference in the percent of girls re-enrolling and dropping-out who lived on farms. About 65 percent of the girls in the re-enroll gnaup and 70 percent of the girls in the drop-out group lived on farms. The residence of the girl may be related to re-enrollment but additional study is needed to determine the relationship. The girls' reply concerning the occupation of the person contribut- ing the family financial support was either full time farmer, part time farmer, or other than farmer. Table III shows that about 60 19 TAbLE II RESIDENCE REPORTED BY 212 GIRLS -- 1N PERCENT Percent Residence ’Re-enroll Drop-out Total 107 Girls 105 Girls 212 Girls Farm 55 6b 76 Town 15 32 2h Total 100 100 100 percent of the girls interviewed replied full time farmer and about 25 percent other than farmer. About two-thirds of the girls in the re-enroll sample and one-half of the girls in the drop-out sample replied full time farmer. While one-sixth of the girls re-enrolling and one-third of the girls dropping-out indicated the family support was other than farmer. The occupation of the person contributing the family financial support may be related to re-enrollment but additional study needs to be made concerning the relationship. Characteristics of the girls studied related to school. Each girl was asked to indicate her school grade and how many semesters of home economics she had taken. It can be noted in Table IV that the girls in the study were in grades 7 to 12 in school. Seventy-two percent of the girls were in the ninth and tenth grades. In the drop-out group of girls hO percent were in the ninth grade, 30 percent were in the tenth grade and 20 percent were in the eleventh grade. The larger percent of the girls in the re-enroll group were 20 TABLE III OCCUPATION OF PERSON CONTRIBUTING FAMILX FINANCIAL SUPPORT REPORTED bY 212 GIRLS -- In PERCENT Percent ~_ Occupation Re-enrolI» Drop-out Total 107 Girls 105 Girls 212 Girls Full time farmer 69 h9 59 Part time farmer 1h 15 , 1h Other than farmer 17 36 27 Total 100 100 100 TABLE IV SCHOOL GRADE REPORTED BY 212 GIRLS -- IN PERCENT Percent Grade Re-enroll VDrop-out Total 107 Girls 105 Girls 212 Girls__ 7 l k 2 l b 12 6 9 9 32 he 36 10 h2 31 36 11 13 20 17 12 -- 2 l Total 100 100 100 21 also in the ninth and tenth grades. In this study the grade in school does not seem to be related to re-enrollment. Little difference was shown in the enrollment in school home economics classes by the girls in the re-enroll and drop-out group. Enrollment of the 212 girls in the home economics classes ranged from no home economics to six semesters. Twenty-two percent of the girls interviewed had taken no home economics in school; while h2 percent of the girls in the study had taken two semesters of home economics in school as shown in Table V. TABLE V SDIESTERS Or‘ hOME EEONCX'IICS IN SCHOOL REPORTED BI 212 GIRLS -- IN PERCENT Percent Semesters Re-enroll Drop-out Total 107 Girls 105 Girls 212 Girls None 23 20 22 1 9 1h 12 2 145 b0 12 3 5 6 S h 15 l9 17 S 2 —- 1 6 l 1 1 Total - 100 100 100 22 Characteristics of the_girls studied related to hh. Information obtained about the LH history of the girls in the study included the number of years of membership and the years for which a record book was turned in. The girls in the study had been hH members from one to seven years as shown in Table VI. As might be expected for this age group, 1h, 15 and 16 years, the largest percent of the girls in this study were in the third, fourth or fifth year of membership. Over 50 percent of the girls in the re-enroll group were in either the fourth or fifth year of membership, compared with hO percent of the girls in the drOp-out group. One-half of the girls in the drop-out group and one-third of the girls in the re-enroll group had been members three years or less. In this study the girls in the re-enroll group had been club members for a longer time than the girls in the drOp-out group. TABLE VI YEARS 01" Mi CLUB EWIBFRSPELP REPORTED BY 212 GIRLS -- IN PERCENT Percent ,_ Years Re-enroll Drop-out Total 107 Girls 105 Girls 212 Girls 1 9 12 10 2 10 19 15 3 13 21 17 h 26 21 2h 5 26 19 23 6 13 6 9 7 3 2 2 Total 100 100 100 23 A summary was made of the years that each girl in the study had turned in a hh record book. The turning in of a record book was the only universal measure of completion that could be determined for this group of girls who had been enrolled in various projects for different lengths of time. Analysis of Table VII reveals that 151 of the 212 girls in this study turned in a record book for every year of member- ship. It may be seen in Table VIII that a larger number of the girls in the re-enroll group turned in a record book for every year of membership. This measure of completion was reported by eighty-eight of the 107 girls in the re-enroll group and by sixty-three of the 105 girls in the drop-out group. The smaller number of girls in the drop- out group who turned in a record book may be an indication of less interest on their part. Summary of the General Characteristics of the Girls Studied In summary the review of the general characteristics of the 212 girls in the study showed no outstanding differences between the girls who re-enrolled and dropped-out. The girls studied were similar in terms of age, school grade, and semesters of home economics. Eighty percent of the girls in the re~enroll and drop-out group were lb and 15 years of age. The girls were in grades 7 to 12 in school. About 70 percent of the girls who re-enrolled and dropped-out were in either - the ninth or tenth grade in school. Similar enrollment in school home economics classes was reported by the girls in the study. Twenty-two percent of the girls had taken no home economics and about 50 percent had taken two semesters of home economics in school. 2h 121311;; v11 THE NUT-{BER 0F he RECORD BOOKS Tum-2:1) IN AND 111383 or he I'lliI’IBEZiSEIIP REPORTED BY 212 GIRLS Number of hH Record number of Years of hh Membership Books Turned In 1 2 3 h 5 6 “I 7 3 6 ll 2 5 32 5 h h1 12 3 3 26 b h 2 22 9 l l 16 8 1 0 6 1 1 Total girls enrolled in each year 22 31 36 50 h9 l9 5 Note: This table should be read as follows: In the second year of hH membership, 31 girls were enrolled. 01' these girls, one turned in no record book in her two years of club work. Eight girls each turned in one record book in their two years of club work, and 22 girls turned in a record book for both years of membership. 25 TABLE VIII THE NUIVTBER OF DH RECORD BOOKS TURNED IN AND YEARS OF DH IVETBERSHIP REPORTED BY GIRLS IN THE RE-ENROLL GROUP AND IN THE DROP-OUT GROUP ____L_~4—___.L_ a ._ T h fi Number of DH Record Number of fears of hh;membership Books Turned In 1 2 3 h 5— 6 Y Re Dr Re Dr Re Dr Re Dr Re Dr Re Dr Re Dr 7 2 l o 9 2 l l S 2h8 2 3 h 2516 210 21 3 ll 15 3 S 3 l 2 81h 2 7 1 l 9 7 3 S l O 6 l 1 Total girls enrolled in each year 9 13 ll 20 1b 22 28 22 29 20 13 6 3 2 Note: This table should be read as follows: In the second year of membership of the drop-outs, 20 girls were enrolled. Of these girls one turned in no record book in her two years of club work. Five girls each turned in one record book in their two years of club work, and 1h girls turned in a record book for both years of membership. 26 Differences in characteristics between the girls who re-enrolled and who dropped-out were noted, but were not outstanding in residence, occupation of the person contributing the family financial support, number of years of hH club membership and the years a record book was turned in. 'While three-fourths of all the girls studied lived on farms, there was a difference in the number of girls re-enrolling and dropping- out who lived on farms. Eighty-five percent of the girls who re- enrolled and seventy percent of the girls who dropped-out lived on farms. There may be a relationship between the residence of the girls and the tendency to drop-out, but further study is needed to determine the relationship. A similar situation existed with another characteristic of the girls studied. It was found that the occupation of the person con- tributing the family financial support may be related to the number of girls who dropped-out but additional study needs to be made concerning the relationship. In summary over two-thirds of the girls in the re-enroll group and one-half of the girls in the drop-out group indi- cated the family support was full time farmer. One-sixth of the girls re-enrolling and one-third of the girls dropping-out indicated the family support was other than farmer. The girls who re-onrolled had been club members for a longer time than the girls who dropped-out. Fifty-two percent of the girls in the re-enroll group were in either the fourth or fifth year of club work, compared with hO percent of the girls in the drop-out group. 27 One-third of the girls who re-enrolled and one-half of the girls who dropped-out were members three years or less. A difference was also reported by the girls in the two groups in the years in which a record book was turned in. A greater number of the girls in the re-enroll group had turned in a record book for every year of membership. This measure of completion was reported by eighty-eight of the 107 girls in the re-enroll group and by sixty- three of the 105 girls in the drOp-out group. CHAPTER II INTEREST EXPRESSED IN PROGIUM CONTEL‘HT Introduction To test the assumption that program content influences the decision of the hh member to re-enroll it was necessary to find what girls were interested in. In this chapter the program content in which the girls in the study expressed interest will be discussed. When the girls were asked what they were interested in, the word "interest" was interpreted as "something which is of concern to the girl, and which engages the attention of the girl.” The program con- tent in which the girl expressed interest, could provide knowledge, understanding, or skill, or any combination of these. The girls in the study were asked to indicate their interest in program content in three areas, home economics, related projects and activities, and organization activities. The content of the home economics program over which the girls were questioned included those things which center around the unit formed by a family living together. The home economics program con- tent was further divided into food and nutrition, clothing and home furnishings. From each of those projects a list was made of subjects which are or could be in the LH girls program. In general the program content in the three home economics projects covered the basic principles which provide knowledge, skill and 29 understanding needed for satisfaction in everyday living. The program content included food selection, preparation and preservation, clothing selection, care and construction, home furnishings selection, care and use. Program tOpics of similar content which were included in all three areas of home economics were related to buymanship, time and energy management and money management. The program content of the related projects and activities included one topic related to each of the non-home economics projects and activities which are in the present hh club program. Four program topics concerned with the social behavior of the girl at home and in public and one topic on care of children were added to this group. All the program tOpics classified as organization activities could be achieved only through an organization. The activities included relate to business meetings, club program presentations, project events, and recreation. Participation of the girl in these activities may be as part of a group or as an individual within the group. This chapter is a discussion of the interest expressed by the girls in the program content in the three groups of hH projects and activities. Interest in Program Content of the Food and Nutrition Project The 212 girls in the study said they were interested in most of the program content in the food and nutrition project. The largest percent of girls were interested in food preparation and preservation, and meal planning and serving. The selection of foods needed for 30 health by 83 percent of the girls in the study indicated considerable interest in personal and.family health. About 70 percent of the girls said they were interested in buymanship and money management related to food. Table IX shows the percent of the girls who expressed interest in the program content of the food and nutrition project. Several factors may enter in the selection of the program content in food and nutrition by the girls in the study. For some of the girls learning the skill may be an enjoyable new experience. The girls may understand the importance of nutrition for attractive appearance and for healthy families. The girl may be realizing she will need the knowledge and skill involved in the food and nutrition project for use in the future. The selection may be an indication of the interest of this age girl in things which can be used as a means to a social end. For example, the girls interest in serving food on different occasions may not be in the actual process of serving food, but in the opportunity she is afforded for entertaining friends by the process of serving the food. What does this information mean to the persons concerned with the girls hfl.program? Since a high percent of the girls in this study were interested in planning, preparing and serving food and meals, it seems advisable that this part of the program be emphasized. Program content could be included for this age girl in the more advanced units of planning, preparing and serving food and of entertaining graciously. The study of nutrition should be continued and coordinated with other food projects. The inclusion of food preservation is TABLE IX PERCENT OF 212 GIRLS EERESSING INTEREST IN THE PROGith CONTENT OF THE FOOD AND NUTRITION PROJECT Program Content of the Food and Nutrition Project Percent Prepare foods 9h Plan food and meals for different occasions 90 How to serve food on different occasions 59 What foods are needed for health 83 How to manage time and energy while preparing and serving meals to ahat to look for in 'buying foods 7h Can food 73 Freeze food 72 What to look for in selecting china, silver, and table linen 69 How to plan a budget .for buying food 65 32 justified by the interest expressed by three-fourths of the girls in canning and freezing. however, the continuing changes in food processing habits of families need to be recognized by persons planning the projects. It is suggested that more be included in the program for the older girl on time and energy management in food preparation. Also, projects on buymanship, particularly in the area of spending the food budget, selecting food and selecting table service seem pertinent for this age girl. Interest in Program Content of the Clothing Project A very high percentage of the girls in this study were interested in the program content of the clothing project. The girls were almost unanimous in their interest in personal and clothing grooming. The desire of this age group to be attractively and appropriately dressed is shown by the fact that 95 percent of the girls studied wanted to learn how to select clothes and accessories for different occasions. The creative satisfaction in.making clothes and the financial saving in sewing could be reasons for the selection of clothing construction by 9h percent of the girls interviewed. About 85 percent of this group were interested in planning clothing needs and in principles of buying clothing. The percentage of girls who expressed interest in the program content of the clothing project is shown in Table X. The very high percentage of the girls who were interested in nearly all of the program content of the clothing project emphasizes the desire of this age group to be well groomed, attractively and TABLE X PERCENT OF 212 GIRLS EJGDRESSING DITEREST IN THE PROGR‘LM CONTENT OF THE CLOTHING PROJECT —_ __.___ PrOgram Content of the Clothing Project Percent how to be well groomed 99 What to wear for different occasions 97 that clothes to select for myself (color, design) 96 What accessories to select to complete a costume 9h Make clothing 9h How to sew 93 How to take care of clothes as press, mend 91 What to look for when buying clothes (quality, construction) 69 Plan my clothing needs for a , year 53 Keep a record of all money spent for my clothes 61 3h appropriately dressed. Based on the interest expressed by these girls, the inclusion of program content involving selecting and constructing clothing, planning of clothing needs, grooming of the individual and care of clothing will be popular with girls in this study. Interest in the Program Content of;the home Fprnishings Project The girls in the study were interested in the program content of the home furnishings project which dealt with the basic principles of interior decoration. The girls said they were interested in planning, selecting and arranging home furnishings. Interest was expressed by 88 percent of the girls in caring for the home and by 77 percent of the girls in time and energy management. About two- thirds of the girls questioned were interested in making home furnish- ings and finishing furniture. Nearly 70 percent of the girls expressed interest in the principles of buying home furnishings and equipment. The interest of the girls interviewed in the program content in home furnishings may be caused by several factors. The girl may be interested in an attractive home in which to entertain friends. The help the girl is expected to give in housework:could create interest in care of the home and in time and energy management in house work. The girls recognition of her need as a future homemaker for knowledge in home decoration may have been expressed in the interest in the principles of planning, selecting and using home furnishings. (See Table X1). TABLE XI PERCENT OF 212 GIRLS EXPRESSING INTEREST IN THE PROGRAM CONTENT Or“ THE ROME FURNISHING PROJECT 35 Program Content of the home Furnishing Project Percent how to arrange furniture and accessories 88 how to care for a house as clean 88 What to consider in selection of home furnishings (color, design, type) 8h Decorate a room including planning, selecting, making and arranging 82 How to manage time and energy when caring for a home 77 how to select and use household equipment 71 Make furnishings for the home 67 What to look for in selecting home furnishings (quality, construction) 6h How to finish wood as furniture and floors 56 How to make a budget for buying furniture and equipment for the home 5h 36 The study of home furnishings is important for this age group as about one-half of these girls will be married homemakers by the time they are 20 years old. One of the first concerns, then, will be an attractive place to live. RecogniZing that fact and the fact that 85 percent of the girls in this study were interested in caring for, and in planning, selecting and arranging of home furnishings, persons making program plans might include more for this age group on those four subjects. It also seems advisable to include more in the program for the older girl on buying home furnishings and equipment and on managing money for that purpose. Making home furnishings and finish— ing furniture might be included as special projects for those two out of three girls who expressed interest. Interest in the Eelated Prgjects and Activities The girls in this study displayed a wide variety of interest in the related projects and activities. As stated previously one program topic for each of the related projects and activities in the present hH program was included in the list of program subjects. The variety of program content selected by the girls indicated that girls in this age range have interest in many different projects. Very few of these projects appealed to all the girls, but all the projects appealed to some in the group. However, nearly all the girls were interested in the program content related to social relations and behavior. About 96 percent of the girls were interested in what to do and say on a date, in what to do and say in public, in entertaining people at home, and in how to dance. 37 The interest of this group of girls in family care was shown in the selection of care of children by 96 percent and of home nursing by 90 percent. Projects which were selected by the smallest percentage of girls were care of livestock and care of chickens. The percentage of the girls expressing interest in all of the related projects and activities is shown in Table XII. Program planning with the related projects and activities offers a challenge. The variation in selection of these projects and activities by the girls in this study pointed up the individual interest of girls in this age range. These girls were interested in program content related to self improvement, creative activities, hobbies, and natural environment. To meet these individual interests, persons planning programs will need to provide an assortment of related projects and activities from which the girl may choose. Since nearly all the girls were interested in social behavior at home and in public, it would seem advisable to include more in this area in the program. Since care of children was another project in which most of the girls were interested, it seems desirable to include more on that subject in the program. Interest in the Organization Activities The framework of the organization is the vehicle for the fifteen program suggestions classified as organization activities. The girl could participate in these activities as part of the group and as an individual within the group. TABLE XII PERCENT OF 212 GIRLS EXPRESSING INTEREST IN THE RELATED PROJECTS AND ACTIVITIES Related Project and Activity Percent how to take care of children 96 What to do and say on a date 96 Entertain people in my home 96 how to dance 96 What to do and say in public 93 how to nurse the sick at home 86 Beautify the house yard 82 write to pen pals overseas 80 how to prevent accidents at home 80 Read books 76 Remove fire hazards in the home 73 Take part in outdoor nature activities 69 Take part in music study 66 Keep informed on current world affairs 62 Raise a vegetable garden 53 Take care of livestock 37 Tak care of chickens ' 2h 39 Most of the girls in the study were interested in the recreational activities. The activities involving recreational leadership were . selected by a smaller percentage of these girls than the activities requiring recreational participation, as shown in Table XIII. The desire of this age person to be an accepted part of a group was shown when 91 percent of the girls said they were interested in helping other club members and in working with others in a club or group. about 60 percent of the girls were interested in the club events such as camping, dress revue, and better grooming contest. Three out of four girls interviewed were interested in the activities related to business meetings, as being an officer and taking part in a meeting. About two-thirds of the girls expressed interest in the club program activities, such as leading discussion, giving demonstrations, and presenting a talk. The number of girls who were interested in personal expense account record keeping and picture recognition study indicates that these two items are ones of concern to some girls, but not all girls. These activities satisfy the need of some girls just as the related projects and activities do. In making program plans, it must be remembered that the organi- zation itself is the means for providing the program content in this area. Using the interest expressed by the girls as a guide, persons planning programs should provide as many opportunities as possible for the girls to participate in individual and group activities within TABLE XIII PERCENT Ob' 212 GIRLS EXPRESSING INTEREST IN THE ORGAN .LZAT ION AC TIVIT IE S to Organization Activity Percent Go to parties 9h help other club members 91 how to work with others in a club or group 91 Plan parties for a group 88 Go to camp 8h Take part in a grooming contest 80 Model in a dress revue 78 How to take part in a business meeting 76 Be an officer of an organization 75 Lead recreation 70 Give a demonstration 6h Keep record of personal expenses 62 Lead a discussion in a club or group 61 Give a talk before a group 61 Take part in picture recognition study 35 the club. The girls in this study were interested in activities related to recreation, project events, club program, and business meetings. The club itself can be a laboratory for helping girls learn to get along with other persons. Girls are provided unlimited oppor- tunity for this through the procedure of business meetings, work on committees and programs, and cooperation on events. To meet the concern expressed by nearly all the girls it would seem desirable to provide information on understanding self and others, and working in a group. CHAPTER III EXPERIhNCE AND INTEREST REIATED TO PROGRAM CONTENT In the preceding chapter the interests expressed by the 212 girls in the study were discussed to find what program content girls were interested in. No attempt was made to relate the girls interest to the experience they might have had in the program content. In this chapter the experience which the girls in the study expressed in the program content will be discussed. The relationship of the girls experiences and interests will be explored. It was pointed out in Chapter II that the girl could obtain knowledge, understanding, and skill from the contents of the program. Also in Chapter II the word "interest" was interpreted as meaning "something which is of concern to the girl and which engages her , attention." The word ”experience" is interpreted as "the doing of something, either physical or mental." The "doing" might be in the form of physical action, such as doing a skill, and in the form of mental achievement such as acquiring knowledge and understanding. The experience itself may have been any one of, or any combination of, acquiring knowledge and understanding and doing a skill. The girls who were interviewed reported a variety of situations involving their experiences and interests. The girls told what projects they had taken and were interested in. They also told what projects they had not taken and were interested in. The situations reported 113 by the girls were classified as those with: 1. Similar interest and experience. In this case the percentage of girls expressing interest in the project was about the same as the percentage of girls who said they had taken the project. 2. More experience and less interest. In this situation the percentage of girls who said they had taken the project was larger than the percentage of girls who said they were interested in the project. 3. Less experience and more interest. In this case the percent- age of girls who said they had taken the project was smaller then the percentage of girls who said they were interested in the project. Experience and Interest in Program Content of the Home Economics Projects In the study the 212 girls were asked what they had done in the program content of the home economics projects. Nearly all the girls replied they had taken projects which included skills frequently used in homemaking. And nearly all the girls replied they were interested in those same projects. These projects included food preparation, canning and freezing food, selecting food for health, making clothes, care of clothing, personal grooming and care of the house. Two home furnishings projects in which the percent of girls who were interested and who had taken the project were somewhat similar, but in which the percents were not high were making home furnishings and finishing furniture. A smaller percentage of the girls interviewed indicated experience in the program content of all three home economics projects which covered selection and buymanship principles, time and energy management, and money management. The projects in which the smallest percentage of girls expressed experience were money management and time and energy management. The percentage of girls expressing interest was larger than the percentage of girls expressing experience for all the program content related to selection and buymanship principles, time and energy management and money management. The percentage of girls who expressed experience and interest in the program content of the home economics projects may be seen in Tables XIV, XV, and XVI for food and nutrition, clothing, and home furnishings, respectively. In analyZing the situation to find some implications for the girls hh club program these factors are noted. The program content in which similar percentages of girls expressed experience and interest were home economics projects which involved skills frequently used in homemaking. It must be recognized that some of the projects in which a smaller percentage of girls expressed experience were used in doing the projects in which a larger percentage of girls expressed experi- ence. For instance, in making clothes, the girl first had to consider style of garment, color and design, and use of the finished garment, before she actually constructed the garment. let a smaller percentage of girls indicated experience in those three subjects than in making clothes. The home economics projects in which the percentage of girls who said that had taken the project was less than the percentage of girls who were interested may be projects which the girls have had little TJLBLE XIV hS EXPERIENCE AND IIVTIEPLESP IN PRUGRM CONTENT IN FOOD AND NUTRITION PROJECT EXPRESSED BX 212 GIRLS, IN PERCENT Program Content of the Percent Expressing Food and Nutrition Preject Experience Interest Prepare foods 97 9b What foods are needed for health 81 83 Can food 75 73 Freeze food 65 72 Plan food and meals for different occasions 57 90 What to look for in buying foods h? 7h how to serve food on different occasions b3 7h how to manage time and energy while preparing and serving meals 39 80 how to plan a budget for buying food 16 65 What to look for in selecting china, silver and table linen 13 69 TABLE XV L6 EXPERIENCE AND mrmmsr IN Paocaua CONTENT IN CLOTHING PROJEST LllPhESSED ex 212 unis, 1m PEnCENT _ ‘--‘-.—.—‘¢-‘ - Program Content of __- — Percent Expressing the Clothing Project Experience Interest how to sew 90 93 now to take care of clothes (press, mend, etc.) 90 91 how to be well groomed 89 99 Make clothing 88 9h What to wear for different occasions 78 97 What clothes to select for myself . (color, design) 76 96 What accessories to select to complete a costume 71 9h What to look for when bu’ing clothes (quality, constructiong 61 t9 Plan my clothing needs for a year h2 83 Keep record of all money spent for my clothes 33 61 TABLE XVI L7 EXPERIENCE AND INTEEESI‘ IN PROGRLM CONTENT IN ROME FURNISHINGS PROJECT EXPRESSED BI 212 GIRLS, IN PERCENT Program Content of the Percent Expressing home Furnishings Project Experience Interest how to care for a house as clean 90 88 how to arrange furniture and accessories 56 88 Make furnishings for the home LS 67 now to finish wood as furniture and floors hh 56 What to consider in selection of home furnishings (color, design) 39 8h how to select and use household equipment 37 71 Decorate a room including planning, selecting, making and arranging 33 82 How to manage time and energy when caring for a home 32 77 What to look for in selecting home furnishings (quality, construction) 25 6h now to make a budget for buying furniture and equipment for the home 7 Sh h8 opportunity or need to do. The program content referred to includes selection and buymanship principles, time and energy management, and money management. Some of the program content which has received less emphasis in the Iowa he club program can be identified as home economics projects in which a smaller percentage of girls expressed experience. Using the expressions of 212 girls as a guide, it seems logical to make these suggestions for the program content of the home economics projects. Continue to emphasize the home economics projects which involve skills frequently used in homemaking. Such projects are preparation and preservation of food, construction and care of cloth- ing, personal grooming, care of the home, and making home furnishings. Include in the home economics program more of the projects in which more girls expressed interest and fewer girls expressed experience. The subjects in this category are related to selecting and buying homemaking articles, to money management, and to time and energy management. Experiences and Interest in the Related Projects and Activities The 212 girls interviewed indicated that few of the related projects and activities had been taken by all of the girls, but all of the related projects and activities had been carried by some of the group. The girls were more selective in their choice of these projects and activities. The one activity which nearly all the girls said they had experienced was reading books. The girls experience in this was obviously the result of school work. h9 A smaller percentage of the girls in the study said they had experience in the activities related to social behavior, but nearly all the girls said they were interested in those activities. About three-fourths of the girls had taken care of children while nearly all the girls were interested in this. Three projects in which a smaller percentage of girls expressed in- terest andin which a larger percentage of girls said they had experience were projects with which farm girls are often expected to help. And seventy-five percent of the girls in this study reside on farms. Those projects were vegetable gardening, and care of livestock and chickens. The percentage of girls who had studied music, kept informed on current world affairs, and taken part in outdoor nature activities was nearly the same as the percentage of girls who were interested in these activities. These activities could all be carried as an individual outside an organization. The percentage of the 212 girls who said they had taken the related projects and activities and the percentage of girls who were interested is given in Table XVII. The relatively high percentage of girls who said they were inter- ested in most of the related projects and activities and the smaller percentage of girls who had undertaken most of the activities points up the need to provide opportunity for more girls to participate in these. These findings indicate the importance of including in the hH club program a variety of related projects and activities from which the girls may choose. But just including the projects will not TABLE XVII SO EXPERIENCE AND INTEREST IN RELATED PROJPETS AND ACTIVITIES EXPRESSED BY 212 GIRLS, IN PERCENT Related Projects _Percenthgpressing and Activities Experience Interest Read books 93 76 How to take care of children 77 96 Entertain people in my home 77 96 how to dance 73 96 Take care of chickens 70 2h Raise a vegetable garden 67 53 Take part in outdoor nature activities 67 69 Keep informed on current world affairs 67 62 Take part in music study 66 66 Beautify the house yard 58 82 Take care of livestock S6 37 What to do and say on a date 55 96 how to prevent accidents at home 52 80 What to do and say in public 52 93 Remove fire hazards in the home 51 73 How to nurse the sick at home h2 b6 firite to pen pals overseas 33 8O 51 provide all the solution. The question could be asked how'many of the hh girls and the hh leaders advising the girls are familiar with the possibilities for participation in the related projects and activities. Some means of acquainting the leaders and girls with the possibilities in each project and activity is necessary. Since the girls were nearly unanimous in their expression of interest in activities concerned with social behavior and child care, it would seem logical to enlarge the program content in those two areas for this age girl. Experience and Interest in the Organization Activities The variations in the experiences and interests expressed by the 212 girls in the organization activities indicates that the girls participation had been both limited and encouraged by the club. The interest and initiative of the individual also seemed to have a bear- ing on the participation in the club activities. Activities wmich the highest percentage of girls said they had undertaken and were also interested in, required voluntary associ- ation with peOple. The activities were going to parties and working with others. Other activities in which similar percentages of girls in this study expressed eXperience and interest required the girl to work with people in a leadership role. Such activities were being an officer, participating in a business meeting, leading recreation, and leading discussion. is shown in Table XVIII. Activities in which a smaller percentage of girls said they had participated but a larger percentage of girls said they were TABLE XVIII EXPfltIEI‘JCE AND INTEREST IN ORGANIZATION ACTIVITIES EXPRESSED BY 212 GIRLS, IN PERCENT S2 Percent Expre851ng Organization Activities Experience Interest Give a demonstration 95 6h Go to parties 9h 9h Give a talk before a group 92 61 How to work with others in a club or group 87 91 how to take part in a business meeting 76 76 be an officer of an organization 76 75 Help other club members 71 91 Take part in picture recognition study 65 35 Go to camp 62 8h Plan parties for a group 61 88 Lead recreation 6O 70 Lead a discussion in a club or group 56 61 Keep record of personal expenses 55 62 Take part in a grooming contest 55 80 Model in a dress revue 3h ‘78 53 interested were activities in which participation has often been limited by the club. These activities are examples, camping, dress revue, grooming contest, party planning, and helping other club members. The club goals seemed to provide part of the incentive for the girls participation in some activities. In Iowa hh club work it has been a goal for each member to give a talk and a demonstration in her club each year. About 95 percent of the girls in this study said they had given demonstrations and talks. About 65 percent of the girls said they were interested in these two program activities. The picture recognition study was another activity in which a larger percentage of the girls expressed experience and a smaller percentage of the girls said they were interested. This activity has usually been one of the goals in the home furnishings project. Before any suggestions are recommended about the requirement of demonstrations and talks in the club program, the writer feels more facts are needed. In this study the girls were not asked "why" they were or were not interested. Many factors are involved in the girls expression of interest in these activities. What recommendations for the club program can be implied from the statements of the 212 girls concerning their interest and partici- pation? One most important suggestion is again recommended. Persons planning club programs need to provide as many different opportunities as possible for the club member to take part in activities. First, the opportunity itself must be available, and second, the member must Sh be encouraged to use the available Opportunity. Club program plans should include many activities in recreation, project events, business meetings and club programs. CHAPTER IV INTEREST.AND EXPERIENCE IN PROGRAM CONTENT EXPRESSED bf UIRLS RE-ENROLLING AND DROPPING-OUT In the two preceding chapters the interest and experience reported by the 212 girls in the study were discussed to find what program con- tent these girls were interested in and what projects these girls had taken. In this chapter the interests and the experiences expressed by the girls who re-enrolled and who drOpped-out will be discussed. The interests will be compared to see, first, if more of the girls who re-enrolled were interested in the home economics projects, and second, if more of the girls who re-enrolled were interested in the related projects and club activities. The experiences will then be compared to see if more of the girls who re-enrolled had taken the projects and activities. The comparisons will be made of the percentages of the girls in the re-enroll group and in the drop-out group who, first, expressed interest, and second, expressed experience in the home economics projects, related projects and activities and organization activities. The statistical analysis of the number of girls expressing interest in each item and for each group of items will be reported. Similar analysis will be reported for the experience eXpressed by the girls. The difference found in each analysis between the number of girIS‘ in the re-enroll group and the drop-out group will be reported as very 56 significant, significant, or a trend. A description of the statisti- cal analysis may be found in Chapter I. The results of the chi square analysis are reported with each item on the appropriate table. The analysis of variance test results for each group of items may be found on page 109 of the Appendix. Interest in Program Content of Food and Nutrition Projecthxpressed by Girls Re-enrollinggand Droppingfout The difference between the number of girls in the re-enroll group and in the drop-out group who were interested in the program content of the food and nutrition project was not significant. nilthough the - difference between the girls in the two groups was not significant, differences were noted. however, no regular pattern of selection of projects by the girls in either group was evident. Slightly more of the girls in the drop-out group were interested in preparing and canning foods, in time and energy management, and in budgeting for buying food. A few more of the girls re-enrolling expressed interest in serving food, foods for health, freezing food and buymanship princi- ples. A similar percentage of girls in both groups were interested in meal planning, and in selection of table service. The percent of girls in the re-enroll and drop-out group interested in the food and nutrition project is shown in Table XIX. It can be concluded that there was no significant difference in the number of girls in the re-enroll and drop-out group who were interested in the program content of the food and nutrition project. TRBLE XIX 57 PERCENT OF GIRLS RE-ENROLLING AND DROPPING-OUT EXPRESSING INTEREST IN THE PROGRAM CONTnNT OF THE FOOD AND NUTRITION PROJECT Program Content of the Percent Chi Food and Nutrition Project Re-cnroll Drop-out Squarel Prepare foods 93 9ha .0630* Plan food and meals for different occasions 90 90 .Oh28 how to serve food on different occasions 90 88 .0371 What foods are needed for health 86 81 .9720 How to manage time and energy while preparing and serving meals 77 83* 1,2687% Freeze food 77 68 2.1h50 What to look for in buying foods 76 72 .30h0 Can food 73 7h* .0731% What to look for in selecting china, silver and table linen 69 69 .0085 How to plan a budget for buying food 60 70* 1.9378* * Numbers are larger for the drop-out group. lChi square numbers underlined once are significant at five percent level. Chi square numbers underlined twice are significant at one percent level. 58 This can be interpreted to mean that in this study the present pro- gram content of the food and nutrition prejects was not a significant factor in re-enrollment. Interest in_Proggammpontent in the Clothing Projgct Expressed by Girls Re-cnrolling and Dropping:out No significant difference was found in the number of girls in the re-enroll and drop-out group who expressed interest in the cloth— ing project. ‘Trends of difference between the girls in the two groups were noted. A few more of the girls in the re~enroll group were interested in selecting accessories, planning clothing needs, making clothes, personal and clothing grooming. While a few more of the girls dropping-out were interested in clothing buymanship principles. In the analysis of variance test no significant difference was found. But a trend was shown indicating that the girls in the re- enroll group had slightly more interest in all the clothing items than the girls in the drop-out group. In Table XX the percentage of girls in both groups who were interested in the program content of the clothing project may be seen. The conclusion can be made that there was no significant dif- ference in the number of girls in the re-enroll group and drop-out group who were interested in the clothing project. In this study the present program content of the clothing project was not a signifi- cant factor in re-enrollment. TABLE XX PERCENT OF GIRLS RE-ENROLLING AND DROPPING-OUT EXPRESSING INTEREST IN THE. PROGR-M CONTENT 01" THE CLOTHING PROJET Program Content of the Percent Chi Clothing Project Re—enroll Drop-out Square1 How to be well groomed 100 98 --- What to wear for different occasions 97 97 .0005 what accessories to select to complete a costume 97 93 1.7196 What clothes to select for myself (color, design) 96 96 .0381 Make clothing 96 93 .593h how to sew 95 93 .3951 How to take care of clothes (press, mend) 92 90 .0657 What to look for when buying clothes (quality, construction) 86 91* 1.5663% Plan my clothing needs for a year 8h 81 .3672 Keep a record of all money spent for my clothing 6h 58 .0031 a Numbers are larger for the drop-out group. lChi square numbers underlined once are significant at five percent level. Chi Square numbers underlined twice are significant at one percent level. Interest in Program Content in the home Furnishings Prgject Expressed by Girls Re-enrolling and Dropping-out The difference in the number of girls re-enrolling and dropping- out who said they were interested in the program content of the home furnishings project was not significant. There was a very significant difference in the number of girls who were interested in selection of home furnishings with more of the girls who dropped-out expressing that interest. A few more of the girls who dropped-out were inter- ested in caring for a house, decorating a room, selecting household equipment and budgeting for buying furniture. Finishing furniture, making home furnishings, and arranging furniture were of interest to slightly more of the girls in the re-enroll group. The percentage of girls in the re-enroll and drop-out group interested in the home furnishings project is shown in Table XXI. Even though the difference in the number of girls in'both groups who were interested in home furnishings was not significant, persons planning home furnishings programs might consider the small differences as a guide. It seems including more in the program related to selection and buymanship of home furnishings and equipment would interest more of the girls who dropped-out. It can be concluded that there was no significant difference in the number of girls re-enrolling and dropping-out who were interested in the program content of the home furnishings project. It was found in this study that the present program content of the home furnishing project was not a significant factor in re-enrollment. 61 TAnLE XXI PETCENT OF GIRLS RE-ENRULLING iND DROPPING-OUT EXPRESSING INTEREST IN THE PROGRAM CONTENT OF THE ROME FURNISHINGS PROJECT Program Content of the Percent Chi Home Furnishings Project Re-enroll Drop-out Squarel how to arrange furniture and accessories 91 8o 1.2h32 How to care for a house as clean 85 90* l.h518§ What to consider in selection of home furnishings (color, design, type) 8h 8t .0036 Decorate a room including planning, selecting, making and arranging 82 83* .0073* how to manage time and energy when caring for a home 79 77 .0569 how to select and use household equipment 70 73* .3215* Make furnishings for the home 68 65 .2852 How to finish wood as furniture and - floors 61 50 2.2655 What to look for in selecting home furnishings (quality, construction) so 72* 6,1271% now to make a budget for buying furniture and equipment for the home 53 55* .0826% * ___ Numbers are larger for the drop-out group. 1Chi square numbers underlined once are significant at five percent level. Chi square numbers underlined twice are significant at one percent level. Interest in Related Projects and Activities Ezpressed by Girls Re-enrolling and Dropping:put. A significant difference was found in the number of girls re- enrolling and dropping-out who were interested in the related projects and activities. More of the girls who re-enrolled were interested. In the statistical analysis significant differences were found in the number of girls who expressed interest in three of the activities. More girls who drOpped out were interested in care of children, while more of the girls in the re-enroll group were interested in reading books and care of livestock. No regular pattern of interest could be discerned for the girls in either group. Again, it seems that the interest expressed by the girls in the related projects and activities is one of individual choice. Of all the girls who re—enrolled a greater number expressed interest in all of the activities concerned with social behavior. More of the girls in the re-enroll group were interested in reading books, current world affairs, livestock and chicken care. While more of the girls in the drop-out group were interested in care of children, vegetable gardening and fire prevention in the home. The percentage of the girls re-enrolling and dropping-out who were interested in the related projects and activities is shown in Table XXII. The conclusion can be made that more of the girls who re-enrolled were interested in the related projects and activities. In this study the interest in the present program content of the related projects and activities was a significant factor in re-enrollment. This means 63 TABLE XXII PERCENT OF GIRLS Rs-mmOLLINc nNo DROPPING-OUT EXPRESSING INTEREST IN THE. RELATED PROJFETS nNo ACTIVITIES Related Projects Percent Chi and Activities Re-cnroll Drop-out Square1 Entertain people in my home 100 93 --- What to do and say on a date 98 9h 2.1577 How to dance 96 95 .1365 What to do and say in public 95 91 1.2650 how to take care of children 93 99* we how to nurse the sick at home 86 86 .0031 Read books 85 65 8:2219 beautify the house yard 8h 80 .6091 White to pen pals overseas 81 79 .1705 how to prevent accidents at home 80 79 .0576 Take part in outdoor nature activities 72 66 .9650 Remove fire hazards in the home 72 7h* .lh5h* Take part in music study 69 62 1.2352 Keep informed on current world affairs 67 58 2.0739 Take care of livestock hS 30 5,2215 Raise a vegetable garden 35 50* .6673* Take care of chickens 28 20 1.8728 ‘Numbers are larger for the drop—out group. 1Chi square numbers underlined once are significant at five percent level. Chi square numbers underlined twice are significant at one percent level. 6h that the girls in this study who dropped—out may have been influenced to do so, because the related projects and activities in the present program did not interest them. The lack of interest might be in the subject itself. Or the girl may not have been interested because she did not realize the possibilities of the project. This study provided very little indication of other projects the girls who dropped-out might be interested in. The one project in which a significant dif- ference was found with more of the girls in the drop-out group expressing interest was, care of children. It is suggested that further study be done in this area. Persons in charge of hh club programs should include these and additional related projects and activities. The club member and her leader need the opportunity to become acquainted with the possibili- ties in each related project and activity. Interest in Organization Activities Expressed by Girls Re-enrolling and Dropping:out Very significant differences were found in the number of girls in the re-enroll group and the number of girls in the drOp-out group who were interested in the organization activities. More of the girls who re-enrolled were interested in 12 of the 15 organization activities. In Table XXIII the statistical differences in the number of the girls re-enrolling and dropping-out who expressed interest in the organi- zation activities may be noted. Very significant differences were found in the number of girls who said they were interested in being an officer, taking part in TABLE XXIII 65 PERCENT OF GIRLS RE-ENROLLING AND DROPPING-OUT EXPRESSING INTERJST IN THE ORGANIZATION ACTIVITIES Percent Chi Organization Activities Re-enroll DrOp—out Square1 help other club members 97 8h 11.115h ‘how'to work with others in a club or group 96 89 8.2026 Go to parties 96 96 .0007 Go to camp 91 78 0.3598 How to take part in a business meeting 88 65 1h.9291 Be an officer of an organization 88 6h 16.2536 Plan parties for a group 87 89* .13h7* Take part in a grooming contest 87 73 621522 Model in a dress revue 83 73 3.0227 Give a demonstration 77 51 16.2982 Keep record of personal expenses 7h 50 12.303h Lead recreation 7h 67 1.3026 Lead a discussion in a club or group 70 51 7.7h98 Give a talk before a group 68 53 b.9327 Take part in picture recognition study h2 28 b.8613 a Numbers are larger for the drop-out group. 1Chi square numbers underlined once are significant at five percent level. Chi square numbers underlined twice are significant at one percent level. 66 business meetings, giving a demonstration, leading discussion, help- ing other club members, working with others and keeping personal expense records. All of these activities except the last one, involve the girl in a leadership role. Significant differences were found in the number of girls who said they were interested in camping, grooming contests, dress revue, picture recognition study, and giving a talk. The only group of activities in which similar numbers of girls in both groups expressed interest was in the recreational area. Those activities were going to parties, planning parties, and leading recreation. It can be concluded that more of the girls who re-enrolled were interested in the organization activities. In this study the interest in the organization activities was a very significant factor in re- lation to re-enrollment. ‘What does this mean to the hH club program? Why were more of the girls who re-enrolled interested in 12 of the 15 organization activities? Are the girls who re-enrolled interested in a different type of activity? Have the girls who re-enrolled had more satisfying experiences in the club, thus influencing their expression of interest? These questions will need to be considered as program suggestions are made. Experience in Program Content of the Food and Nutrition Project Expressed by Girls Re-enrOlling and Dropping-out In the program content of the food and nutrition project the difference in the number of girls re-enrolling and drOpping-out who 67 expressed experience was not significant. There was a significant difference between the number of girls in the two groups who had canned and frozen food. More girls who re-enrolled had carried those projects. Of the girls interviewed, more who dropped-out had experi- ence in planning food budgets, selecting table service, and selecting food for health. Even though the difference was not significant more of the girls who re-enrolled had taken all the other food and nutrition projects. In Table XXIV the percentage of girls in the re-enroll and drop-out group who expressed experience in the program content of the food and nutrition project is given. The conclusion can be made that there was no significant difference in the number of girls in the re-enroll and drop-out groups who had taken the food and nutrition projects. More girls who re-enrolled had canned and frozen food. In general in this study the experience of the clhb member in the food and nutrition project was not a sig- nificant factor in re-enrollment. Experiences in Program Content of the Clothing Project Expressed by Girls Re-enrolling_and Droppingeout Although no significant difference was found in the number of girls re-enrolling and dropping-out who expressed experience in the clothing project, a larger number of girls in the drop-out group indicated experience in five of the clothing topics. The clothing topics in which.more of the girls who dropped-out expressed experience were in the area of planning, selecting and buying clothing, and personal grooming. Clothing construction was one project which more 68 TABLE XXIV PERCENT OF GIRLS RE-ENROLLING AND DROPPING-OUT EXPRESSING EXPERIENCE IN THE PROGRAM CONTENT OF THE FOOD AND NUTRITION PROJECT Program Content of the 9 Percent Chi Food and Nutrition Project Re-enroll Drop-out Square1 Prepare foods 97 96 1.679 Can food 8h 68 7.6870 miat foods are needed for health 80 52% .0811* Freeze food 72 58' h.h852 Plan food and meals for different occasions 62 51 2.52h9 What to look for in buying foods 50 b5 .h8h0 How to serve food on different occasions h6 DO .6292 How to manage time and energy while preparing and serving meals L2 36 .7653 how to plan a budget for buying food 11 20* 3 .0113: ‘Ehat to look for in selecting china, silver and table linen ll lhfi .3281* a Numbers are larger for the drop-out group. 1Chi square numbers underlined once are significant at five percent level. Chi square numbers underlined twice are significant at one percent level. 69 girls who re-enrolled had done. The percentage of girls in both groups expressing experience in the clothing project is shown in Table XXV. 'It can be concluded that there was no significant difference in the number of girls re-enrolling and dropping-out who had taken the clothing project. More of the girls who re-enrolled had made clothes. In this study the experience of the girls in the clothing project was not a significant factor in re-enrollment. Experience in Program Content of the home Furnishinge Project Expressed by Girls Re-enrollinggand Droppingeout Of the girls re-enrolling and dropping-out the difference in the number who said they had experience in the topics in the home furnish— ings project was not significant. however, more girls in the re-enroll group had made home furnishings and decorated a room. A few more girls in the re-enroll group expressed experience in all the home furnishings program content. The experience expressed by the girls in the re- enroll and the drop-out group in the home furnishings program content is shown in Table XXVI. The conclusion can be made that the difference in the number of girls re-enrolling and dropping-out who had taken the home furnishings project was not significant. More girls who re-enrolled had made home furnishings and decorated a room. The experience of the girls inter- viewed for this study was not a significant factor in re-enrollment. 70 TABLE XXV PERCENT OF GIRLS REPENROLLING AND DROPPING-OUT EXPRESSING EXPERIENCE IN THE PROGRiM CONTENT OF ThE CLOTHING PROJECT Program Content of Percent Chi the Clothing Project Re-enroll Drop-out Square1 How to sew 95 86 5.9781 Make clothing 914 oz 7 . 8091 How to take care of clothes (press, mend) 92 89 .5080 how to be well groomed 89 90* .0298* What to wear for different occasions 77 80* .353O* hhat clothes to select for myself (color, design) 7h 78% .5272a What accessories to select to complete a costume 73 70 .1215 What to look for when bui'ng clothes (quality, construction{1 58 65* 1.0386* Plan my clothing needs for a year b5 55* .7350* Keep a record of all money Spent for my clothes 3h 32 .0382 3(— Numbers are larger for the drop-out group. 1Chi square numbers underlined once are significant at five percent level. Chi square numbers underlined twice are significant at one percent level. 71 TABLE XXVI PERCENT OF GIRLS PJE-ENROILING ANu DROPPING-CUT EXPRESSING EXPERIENCE IN ThE PdOGfiAM CONTEKT OF THE hOhE FURNISHINGS PROJECT Program Content of the Percent Chi Home Furnishings Project Re-enroll Drop-out Square1 how to care for a house as clean 90 90 .0758 how to arrange furniture and accessories 59 52 .9065 Make furnishings for the home 5h 36 6.9b15 how to finish wood as furniture and floors h9 39 1.9630 What to consider in selection of home furnishing (color, design) hO 38 .0973 Decorate a room including planning, selecting, making, and arranging 39 26 b.2331 How to select and use household equipment 38 36 .OShO how to manage time and energy when caring for a home 3h 30 .2hh2 What to look for in selecting home furnishings (quality, construction) 25 2h .0550 how to make a budget for buying furniture and equipment for the home 7 6 .2668' 1 Chi square numbers underlined once are significant at five percent level. Chi square numbers underlined twice are significant at one percent level. - 72 Experiences in Related Projects and Activities Expressed by Girls Re-enrolling and Dropping—out No significant difference was found in the number of girls in the re-enroll and drop-out group who expressed experience in the related projects and activities. Again no pattern was found in the type of related project carried by girls in either group. In the activities related to social behavior more of the girls drOpping-out had experi- ence in entertaining people at home, and in dating behavior, while more of the girls re-enrolling knew how to dance and what to do and say in public. Of the girls in the drOp-out group more had experience in care of children, nursing the sick at home, outdoor nature activi- ties, and beautifying the house yard. More of the girls in the re- enroll group had read books, kept informed on current events, removed home fire hazards, and cared for livestock. In Table XXVII the percentage of girls in both groups who expressed experience in the related projects and activities is given. The conclusion can be made that there was little difference in the number of girls re—enrolling and dropping-out who expressed experience in the related projects and activities as a whole. The experiences of the girls in this study in the related projects and activities were not a significant factor in re-enrollment. But there was a difference in the number of girls who had taken some of the related projects and activities. Both groups showed more girls expressing experience in some of the related projects and activities. It seems essential for the hh club leaders to keep the way open for TABLE XXVII 73 PERCENT OF GIRLS RE-ENROUJING AND DROPPING-OUT EDCPRESSING WEiIENCE IN THE RELATED PROJECTS AND ACTIVITIES Related Projects Percent Chi and Activities Re-enroll Drop-out Square1 Read books 96 90 3.6592 now to take care of children 77 78* .06hh* Entertain people in my home 75 79* .38385 how to dance 75 70 .h908 Keep informed on current world affairs 7h 61 b.2102 Take care of chickens 73 67 .9761 Raise a vegetable garden 72 63 2.0013 Take part in music study 67 6h .28h3 Take care of livestock 6 L7 6.8183 Remove fire hazards in the home 60 h2 6.8008 Take part in outdoor nature activities 58 77* 8.8977e What to do and say in public 56 h9 1.0622 Beautify the house yard 5h one 2,0201% How to prevent accidents at home 52 52 .0000 What to do and say on a date h8 63* h,2g§1# how to nurse the sick at home 38 h7* 1.h823% write to pen pals overseas 33 32 .0026 a Numbers are larger for the drop-out group. 1Chi square numbers underlined once are significant at five percent level. Chi square numbers underlined twice are significant at one percent level. 714 participation by the club member in whatever related prOJect and activity she may choose. Egperienoes in Organization Activities Expressed bngirls Re-enrolling and Dropping-out In the re-enroll group the number of girls who expressed experi- ence in the organization activities was significantly different from the number of girls in the drOp-out group who expressed experience in those activities. The difference in experience was very significant between the number of girls in the two groups who had given a demon- stration, modeled in a dress revue, been in a grooming contest, kept personal expense records, been in picture recognition study, taken part in a business meeting, and helped other club members. While the difference was not significant more of the girls in the re—enroll group had given talks, lead a discussion, been an officer, gone to camp, and lead recreation. A few more of the girls who dropped- out said they had planned parties, gone to parties and knew how to work with others. From these findings it can be concluded that more girls who re- enrolled had participated in the organization activities. Again the reasons for this can only be Speculation. Did the girls in the re- enroll group who have participated in the activities receive more satisfaction from the experience? Are the girls in the re-enroll group interested in different activities? Regardless of the reason for more girls in the re-enroll group participating in the organization activities the fact that they did seems to have been a significant factor in their decision to re-enroll. 75 TABLE XXVIII PERCENT CF GIRLS RE-ENROLLING AND DROPPING-OUT EXPRESSING EXPERIENCE IN THE ORGANIZATION ACTIVITIES Percent Chi Organization Activities Re-enroll DrOp-out Square1 Give a demonstration 99 91 .6;2§gz Give a talk before a group 9h 89 2.3112' Go to parties 93 9h* .0630* How to work with others in a club or group 86 88* .l2h0* how to take part in a business meeting ‘dh 69 6 .5505 Be an officer of an organization 60 73 1.3903 Take part in picture recognition study 78 52 1h.7987 help other club members 78 65 g;ghgg Go to camp 68 55 3.755h Take part in a grooming contest 6h h5 8.3209 Keep record of personal expenses 63 h8 b.8200 Lead recreation 63 57 .6611 Plan parties for a group 60 62% .0973* Lead a discussion in a club or group 59 52 .9065 Model in a dress revue L6 23 12.3h96 1 . Chi square numbers underlined once are significant at five percent level. Chi square numbers underlined twice are Significant at one percent level. CHAPTER V SUMMARY AND IMPLICATIONS The purpose of this study was to determine the influence of program content on the decision of girls, age 1h, 15, and 16, to re-enroll in hh club work. The information supplied by the 212 girls was related to program content in five ways. First, the interest of the girls in program content was analyzed. Second, the projects and activities in which the girls had participated were identified. Third, the girls interest in relation to experience in program con- tent was studied. Fourth, the differences in the girls in the re- enroll and drop-out group were analyZed in relation to interest in program content. Fifth, tie differences in the two groups of girls in project participation were studied. In this chapter the information given by the girls relative to program content is summarized. And finally, the implications of that information to the hh program are considered. What the Girls Said About the Rpme Economics Program Content The girls in the study said the program content of the home economics project was not a significant factor in the re-enrollment of girls,age 1h, 15,and 16. Similar numbers of girls in the re-enroll and drop-out groups expressed interest in the projects frequently used in everyday homemaking. .A high percentage of the girls were interested 77 in these projects, planning, preparing and serving food, selecting and making clothes, personal grooming, clothing care, caring for the house, and planning, selecting and arranging home furnishings. Nearly all the girls had experience in the projects used every- day in the home, such as, preparing food, care of the house, personal grooming, care of clothing, and making clothing. A greater proportion of the girls who re-enrolled had carried projects which could be exhibited at local, county and state achievement shows. Those projects were can food, freeze food, make clothing, make home furnishings, and decorate a room. A larger number of the girls were interested than had taken the projects related to consumer buying, money management, and time and energy management in the three home economics programs. About three- fourths of the girls were interested in the standards to consider in buying food, clothing, and home furnishings. About one-half of the girls said they had experience in this area. Interest in planning budgets for buying food, clothing, and house furnishings and equipment was expressed by 60 percent of the girls. About 18 percent of the girls had experience in money management in the three projects. Nearly three out of four girls were interested in managing time and energy in food preparation and house care, While one out of three girls said she had experience in those projects. While the difference was not significant, more girls in the drop- out group did express interest in projects related to time and energy management in food preparation, caring for a house, selection and use of household equipment, budgeting for buying food, furniture, and clothing buying principles. Suggestions for the home Economics Program Invthis study the interest of the girls in the program content of the home economics projects was not a significant factor in re- enrollment. It was also found that the experience of the girls in the home economics projects was not significantly related to re-enroll— ment. This can be interpreted to mean that the present program content in the home economics projects was not a determining factor in the re-enrollment of the girls in this study. However, from the expressions of the girls, certain suggestions can be made for the home economics program for the older girl. These include additions to and continu- ations of the present projects. Since a high percentage of girls expressed interest in projects frequently used in homemaking, the emphasis on these projects should be continued. The more advanced units of the projects would satisfy the maturing interest of the older girl. The projects involve food selection, preparation, and preservation; clothing selection, care and construction; and home furnishings selection, care, and use. For various reasons the 212 girls expressed more interest and less experience in several projects. Several trends were shown which indicated the 105 older girls who dropped—out had considerable interest in these same projects. Thus, it is suggested that more program content be included in these projects, time and energy management in 79 home furnishings and food preparation; care of the house; money management related to food, clothing, and home furnishings; buying and selecting food, table service, home furnishings and equipment. What the Girls Said About the Non-Home Economics Projects The girls in the study said their interest in the projects not dealing with home economics was a significant factor in relation to re-enrollment. A significant difference was shown with a larger number of girls who re-enrolled expressing interest. The girls interest in most of these projects was an individual concern. Interest in a variety of topics was indicated. It was found that the experience of the girls in the non-home economics projects was not a significant factor in re-enrollment. A larger number of girls expressed interest in these topics than had carried them. Nearly all the girls in the study were interested in the program in the social relations area, such as behavior on dates, in the home, and in public. But a smaller percentage of all the girls had participated in the social behavior activities. however, a larger ‘percentage of the girls in the re—enroll group expressed interest in these activities. A large proportion of the girls in both groups were interested in care of children, with 99 percent of the girls in the drop-out group expressing interest in this. Three-fourths of all the girls had experience in care of children. 80 More of the girls who re-enrolled were interested and had read books, and kept informed on current world affairs. Projects in which the smallest percentage of girls expressed interest were care of livestock, care of chickens, and raising a vegetable garden. however, a larger percentage of girls said they had experience in these projects. Suggestions for the Program Concerning_the Non-home Economics Projects A significant difference was found in the number of girls who were interested in the projects not dealing with home economics, with more of the girls in the re-enroll group expressing interest. This means that the girls who dropped-out may have been influenced to do so, because they were not interested in those projects. The study also showed that the interest in the non-home economics projects varied with the individual. Very few of the topics appealed to all the girls. This age girl was more selective in her choice. The experience of the girls in the non-home economics projects was not a significant factor in re-enrollment. The number of girls in both groups who expressed experience in these activities was similar. Based on these findings the following suggestions are made for the program concerning the non-home economics projects. A variety of projects should be provided from which the girl may choose the ones in which she is interested. The projects in the present program should be continued. Opportunity needs to be provided for the girl and her 81 leader to become acquainted with the possibilities for participation in this part of the hh program. A very high percentage of the girls expressed interest in the care of children. It seems advisable to include a unit on care of children for this age girl. Another activity in which nearly all the girls expressed interest was in the social relations area. It is suggested that more program helps be included on social behavior in the home and in public. What the Girls Said About the Organization Activities In this study the more significant findings about program content and re-enrollment were obtained from the girls expressions concerning the organization activities. The interest of the girls was a very significant factor in re-enrollment. More of the girls who re-enrolled were interested in 12 of the 15 organization activities. Likewise the participation of the girls in these activities was a very significant factor in re-enrollment. The 15 organization activities were classified in five groups of similar content. The club events included camping, dress revue, grooming contest, picture recognition study, and personal expense record. Activities involved in a business meeting were participating as a member and as an officer. The club program activities included giving a demonstration, presenting a talk, and leading discussion. Going to parties, planning parties, and leading recreation were classified as recreation activities. Two other activities were work- ing with other persons, and helping other club members. 82 About 80 percent of the girls said they were interested in the club events such as camping, dress revue and grooming contest. The smaller percent of girls who were interested in the picture recog- nition study and keeping personal expense records indicated that these two activities met the indiVidual interest of some girls. There was a significant difference in the number of the girls in the re-enroll group who expressed interest in all five of the club events. A larger number of all the girls were interested in camping, dress revue and grooming contest than had participated in the activities. A very significant difference was found in the number of girls re-enrolling who expressed experience in all of the club events but camping. While more girls in the re-enroll group had gone camping the difference was not significant. Participation in a business meeting as a member and as an officer was of interest to 75 percent of the girls in the study. however, a very significant difference was found in the number of girls in the re-enroll group who expressed interest in the two activities. A much larger number of girls in the re-enroll group had participated in a business meeting. More of the re-enroll group of girls also expressed experience in being an officer, although the difference was not significant. Two-thirds of the girls said they were interested in the club program activities of leading a discussion, giving a demonstration, and presenting a talk. In these activities a significant difference 53 was found in the number of girls in the re-enroll group who were interested. A much larger number of the girls in the re-enroll group, 99 percent, had given a demonstration. While the difference was not significant, more of the girls re-' enrolling had lead discussion and given talks. The recreational activities were not a significant factor in re-enrollment in this study. The three activities in the recreational area were the only organization activities in which similar numbers of girls in the re-enroll and drop-out group were interested. A high percentage of all the girls were interested in going to parties, planning parties and leading recreation. however, more girls were interested in going to parties than in leading recreation. Although the difference was not significant a fewrmore of the girls re-enrolling had lead recreation. 'While a few more of the girls who dropped-out had planned parties, and gone to parties. A significant difference was shown in the number of girls re- enrolling who were interested in getting along with others. A very significant difference was noted in the number of girls in the re-enroll group who said they had helped other girls in the club. A few more of the girls who dropped-cut said they knew how to work with others. Suggestions for the Program Concerning_the Organization Activities The interest of the girls in this study in the organization activities was a significant factor in re-enrollment. Thus, it is 8h logical to provide opportunities in the club program in which the 1h, 15 and 16 year old girl may satisfy that interest. Likewise the participation of the girls in the organization activities was a significant factor in re-enrollment. These findings indicate that opportunity for participation by the girls in the organization activities is most essential as a means of keeping more girls in club work. The number of girls in the study who were interested in the club events was larger than the number of girls who had participated in them.- It is suggested that more girls be given the chance to take part in club events such as camping, dress revue, and grooming contests. This might mean a change in rules which limit the number of girls who can take part in these events. A similar number of girls in both groups had participated in business meetings as an officer and a member. but a larger percentage of girls who re-enrolled were interested in being an officer. It seems the experience of being an officer must have been more satisfying to the girls who re-enrolled. It is suggested that additional helps be given the member and the officer on procedure in a business meeting. A much larger number of girls in the re-enroll group expressed interest in the club program activities of leading discussion, presenting talks, and giving demonstrations. Also, more of the girls in the re-enroll group had participated in these activities. It is suggested that the local club program be planned to allow more girls to lead discussions, present talks, and give demonstrations. To help 85 the girl have a more satisfying experience it would seem desirable to give the girl more help in methods used in giving talks, dis- cussions and demonstrations. The recreational activities were not a significant factor in re-enrollment in this study. however, a high proportion of all the girls were interested in going to parties, planning parties, and leading recreation. It is suggested that the recreation activities be continued as an integral part of the girls hh program. More of the girls in the re-enroll group were interested in helping other club members. A much larger number of girls re-cnrolling had helped other members. It is suggested that the older girl be provided with the opportunity to help other girls in the club. This age girl can assist younger members with many things such as record books, demonstrations, talks, officer training, recreation, projects, etc. It is obviously necessary to continue the organization activities through which the girl has a chance to work with others. The club itself is a laboratory for this. The size of the club is a factor in this. The larger the club the less opportunity the girl has to participate. The inclusion of subject matter in the area of understanding self and others, and in working with others is recommended for the older girl. in expansion of the type of program which has been given at leadership camp is recommended. 86 Concluding_Statement It was found that the activities in the club, other than those related to home economics, were a most significant factor in de- termining re-enrollment of the 1h, 15, and 16 year old girl. There was a significant difference shown in the interest of the girls who re-enrolled in the activities of the club organization. Another very significant factor in re-enrollment was the participation by a larger number of girls in the re-enroll group in the organization activities. The organization activities in which more girls who re—enrolled were interested required the girl to participate as an individual and as part of a group within the club. The activities were helping other club members, working with others, being an officer, taking part in a business meeting, giving a demonstration, leading discussion, giving a talk, going to camp, taking part in a grooming contest, modeling in a dress revue, keeping personal expense records, and taking part in picture recognition study. A larger number of the girls re-enrolling had participated in these activities, helping other club members, taking part in a business meeting, giving a demonstration, taking part in a grooming contest, keeping personal expense records, and taking part in picture recog- nition study. Based on the expressions of the girls, these suggestions are made concerning the organization activities in the hh club program. It is evident that one means of keeping the interest of the older girl is to provide the opportunity to do the activity in which the interest b7 was expressed. In planning local club programs, arrange for more girls to give demonstrations, give talks, lead discussions, lead recreation, and help other club members. Include in the club program more events and activities in which an increased number of girls may participate such as camping, dress revue, grooming contests, picture recognition study and parties. Continue the organization activities through which the girl has a chance to work with others, to plan parties, to partici- pate in a business meeting and to be an officer. Provide help in methods for giving talks, leading discussions, giving demonstrations, leading recreation, and being an officer. Other suggestions for the club program are to include a variety of the non-home economics projects from which the girl may choose the ones in which she is interested. Add a unit on care of children. Include more program content on social behavior at home and in public. Include more program content on understanding self and others and on working with others. In this study it was found that the program content of the home economics projects was not a significant factor in the decision of the older girl to re-enroll in club work. Similar numbers of girls in the re-enroll and drop-out group were interested in the food and nutrition, clothing, and home furnishings projects related to the family in the home. Also, the number of girls who had participated in the home economics projects was similar. The older girls who had re-enrolled and dropped-out said they were interested in the homemaking projects used in everyday living. 68 The pr0jects include planning, preparing and serving food, selecting and making clothes, personal grooming, clothing care, caring for the house, and planning, selecting, and arranging home furnishings. They said they had experience in the projects frequently used in home- making as preparing food, care of clothing, care of the house, making clothing, and personal grooming. More of the girls who re-enrolled had taken the projects from which exhibits can be made at hh achieve- ment shows. A large number of the girls indicated they were interested in, but had not taken projects related to consumer buying, time and energy management, and money management in all three home economics programs. While no significant difference was found, several trends were noted which indicated the older girls who dropped-out had considerable interest in the projects just mentioned. From these findings the following suggestions are made for the home economics program content for the 1h, 15, and 16 year old girl. Continue to emphasize the home economics projects frequently used in homemaking. Provide more advanced units of the projects involving food selection, preparation, and preservation; clothing selection, care, and construction; and home furnishings selection, care, and use. Include more program content related to time and energy manage- ment in home furnishings and food preparation; care of the house, money management related to food, clothing, and home furnishings; selecting and buying food, table service, home furnishings and equipment. BIBLIOGRAPHI Extension Publications A hh Club Cooperative Study. A Study of how to Get Parent Cooperation in h-h Club'Workg Maine, Massachusetts, new‘Hampshire and Ohio, 1914?. Extension Service Circuiafllgd (280T3-Lo))f I-Jashington, D. C. United States Department of Agriculture, l9h8. Boehnke, G. E. Opinions of h-H Club Members and Leaders Concerning the Effectiveness ofgnwards in the hn Club Program in Iowa. Thesis (m. 3.7 Iowa State College, 1953. Summarized in Review of Extension Studies. Extension Service Circular L93. Washington, D. C. United States Department of Agriculture, l95h. Clark, R. C. and J. h. Copp. A Study of Factors Associated with Continuing Enrollment in hh Club worki;l953. College of Agri- culture, University of Wisconsin. From a Summary of the Wisconsin h-h Drop-Out Study. University of Wisconsin. Crile, Lucinda. The Relationship of Age and Other Factors to Enroll- ment and Continuation in Ben Club work. Extensinn Service circu— lar 231. Washington, D. 0.: United States Department of Agriculture, 1935. Extension‘Work with Young PeOple. Federal Extension Service h-fl-lS (2-56), hashington, D. C., 1956. Gordy, A. S. Statistical Analysis of h-h Club work and werk with Youpg Men and women. Extension Service Circular 50h. hashington, D. C. United States Department of Agriculture, 1956. . Extension Activities and AccomplishmentsJ 1953. Extension Service Circular h9h, Washington, D. C. United States Department of Agriculture, l95h. Hannah, John A., and P. V. Cordon, Edmund de S. Brunner, W. C. Coffey, H. L. Donavan, J. R. hutcheson, David Meeker, W..A..Minor, H. P. Rusk, Thomas E. Wilson. Joint Committee Repprt on Extension Programs,gPolicies and Goals, Washington, D. C. United States Department of Agriculture and Association of Land Grant Colleges and Universities, l9h8. 9O Harman, S. I. A Study of Some of the Factors Associated with Re- enrollment of First lear h-n Club Members in narrison County, West Virginia. ESsay (h. S.inornell University, l95l. SummariZed in Review of Extension Studies. Extension Service Circular h7h. Washington, D. C. United States Department of Agriculture, 1951. hill, Kate Adele. The Lubbock County Studyi l9h8. Extension Service Bulletin - R-ll Agricultural and mechanical College, College Station, Texas, l9h8. howes, M. L. Some Factors Involved in the Non-re-enrollment of Firstgyear b-h Club boys in naltimore, harford, howard and Montggmepy Counties, Maryland. Thesis (M. A.) University of Maryland, 1952. SummariZed in Review of Extension Studies. Extension Circularh56, washington, D. C. United States Department of Agriculture, 1953. hunt, Viola. ngperatinggwith the Teen igg. Extension Service Circular L26. University of Wisconsin, Madison, Wisconsin, 1952. Iowa Girls' hH Program of Work 1956. Unpublished Extension Service, Iowa State College, Ames, Iowa. Martin, T. T. The Learning Situation in h-H Club work. Extension Study h. Missouri Agricultural Extension Service, Columbia, Missouri, l9h8. Niederfrank, E. J. Main Types of County Extension Organization. Extension Service Circular’hEBHIH—MB). washington, D. C. United States Department of Agriculture, 19h8. Parents and h-H Club Wbrk. Extension Service PA—95. Washington, D. C., United States Department of Agriculture, 1950. Porter, W} F. Jr. and C. C. Anderson. Comparisons of School and Non- school hH Clubs in'West Virginia. west Virginia Agricultural College Extension. Miscellaneous Publication No. 11. Morgantown, west Virginia, 1952. Summarized in Review of Extension Studies. Extension Service Circular 1486,1953. - ‘ Sabrosky, Laurel K. Data Relating_to Individual h-H Club Project Enrollmant and Re—enrollment. Extension Service Circular S98 (9-50fwashington, D. C. United States Department of Agriculture, 1950. . Factors Which Contribute Toward Successful hH Club work in Counties and Communities in‘fwelve Southern States and Puerto Rico. United States Extension Service 1952. Summarized in Review of Extension Studies. Extension Service CircularIH86, 1953. 91 Sabrosky, Laurel K. hh Studies and Training. Talk presented at the I'annual" Wisconsin Agricultural Extension Conference, September 2h, 1953. Extension Service 1263 (12-53). 'Washington, D. C. United States Department of Agriculture, 1953. . Going Up? higher hh Enrollment. Extension Service 257 (3-50) Washington, D. C. United States Department of Agriculture, 1950. . Improving_hh Clubs. Extension Service P. A. 111, Washington, D. C. united States Department of Agriculture, 1950. . Meeting the Basic Needs of First—fear b-H Club Members. Extension Service P. a. 203, Washington, D. C. United States Department of Agriculture, 1952. Sandstead, A. Factors Affecting_h-h Club Re-enrollment in Colorado. Thesis (M. Ed.). Colorado Agricultural College, 1952. Mimeographed Summary. Colorado Agricultural Extension Service, Fort Collins, Colorado. Schrupp, D. 0. Identifying Activities of Montana h-H Beef Club Boys, sixteen to twenty-onegyears of age, which are related to behavior patterns and needs of youth. Thesis (M. A.) George Washington University, 1950. Summarized in Review of Extension Studies. Extension Service Circular h71. flWashington, D. C. United States Department of Agriculture, 1951. Slocum, W. L. Secondgyear Re-enrollments in h-h Clubs in Whitman County, Washington. Washington Agricultural Experiment Station C. 171. Pullman, 1951. Summarized in Review of Extension Studies. Extension Service Circular DUO, 1952. Turner, R. A. and barnard Joy. Tentative Conclusions from Study of Local h-h Club Programs in Iowa, Nebraska, North Dakota and South Dakota. Extension Service 1012-L1. Washington, D. C. United States Department of Agriculture, 19h1. Warren, Gertrude L. Building a Better American Through the h-H Clubs. Extension Service A. I. B. 58:_,Washington, D. C. United States Department of Agriculture, 1951. western.Region h—H Study Committee. Tables of Data from Western Region h-h Club Study_of First Year Members, 19h9. Extension Service 378 (D-50). Washington, D. C. United States Department of Agriculture, 1950. . 92 Theses Reference List .brown, Emory d. 'Elements Associated with Activity and Inactivity in Formal Organizations." Thesis Pn. D. Michigan State College, East Lansing, Michigan, 1952. Graham, Frank. "A Study of the Tenure of Missouri tn Members." Unpublished Master's thesis, University of Missouri, Columbia, Missouri, l95h. Troth, Edna. "Views of Junior Leaders Concerning Satisfactions to be Found in h-M Club Membership." Unpublished Master's Thesis, Purdue University, Lafayette, Indiana, 19u9. Books havinghurst, Robert J. Developmental Tasks and Education, 2nd Ed. New York: Longmans, Green and Company, 1952. Kelsey, David, and Cannon C. hearne, Coopprative Extension work, 2nd Ed., Ithaca, New lork, Comstock Publishing Associates, 1955. Landis, Paul M. Rural Life in Process, New York: McGraw hill, 19hO. Loomis, Chas. P. and others. Rural Social Systems and Adult Education. The Michigan State College Press, 1953. Bulletins Alexander, Frank D. and Lowry Nelson. Rural Social nganization in . Goodhue County, Universit of Minnesota Agricultural Experiment Station, bulletin h01, l9 9. Boy Scouts of.America, Research and Statistical Service. Straight from the Boys on Why Scppts Drop Oup. New York: boy Scouts of America, l9HL. hoffer, C. R. Social Organization in Relgtion to Extension Service in Eaton Cpunty, Michigap. Michigan Agricultural Experiment Station Special bulletin 338, 19h6. Holding Power Committee of Grand Rapids Board of Education. Report on holding Power in the Grand RapidsggMichigan Public Schoplg Kélh. Grand Rapids, Michigan,.May 1953. 93 Kolb, John M. and Douglas C. Marshall. Neighborhood-Community Relationships_in Rural Sopiety. Wisconsin Agricultural Experi- ment Station, Research bulletin, 15h,il9hh. Social Research Service Committee. Youth and the world at work. Complete Report, Social Research Service, Michigan State College, 19u9. Sower, Christopher. iouth in the Suburb. Social Research Service. Michigan State College, l95h. APPENDIX 9h SUPEJ‘EARY OF THE SAT-EPLE FROM N INE COUNTIES IN IOWA Re-enroll Drop-out Total in 1tumber Total in number Sample Drawn in Completed Sample Drawn in Completed List Sample Interviews List Sample Interviews Food and Nutrition Counties Lee 76 11 11 15 10 10 Calhoun 39 o b 11 8 7 Pocahontas .122 _1 1h '38 39_ 11 Total 2th 50 33 oh h8 28 home Furnishings Counties Buchanan 8O 15 12 38 25 22 Tama 6h 10 8 13 12 9 Appamoose .12. 12. .2 12 .9. .2 Total 186 37 29 61 h6 LO Clothing_Countiesl Marion 5h 9 9 26 19 18 Scott 11b 27 27 19 15 9 Chickasaw 3.6.3. 19. _2 2.5 163.. 19. Total 236 to us 70 52 37 Grand total 666 133 107 195 1h6 105 95 LISP OF ITH-lS IN WHICH THIS GIRLS JNTEHVIENED INDICATED THEIR INTERNST AND EXPERIENCE 1' I. hOME ECONOMICS PROJECTS fl “0 Decorate a room including planning, selecting, makinc Food and Nutrition What foods are needed for health Can food Prepare foods Freeze food . Plan food and meals for different occasions how to manage time and energy while preparing and serving meals how to plan a budget for buying food What to look for in selecting china, silver and table linen hOW'to serve food on different occasions What to look for in buying foods as quality, size, etc. Home Furnishings What to look for in selecting home furnishings as construction, quality, etc. What to consider in selection of home furnishings as color, design, type, etc. How to make a budget for buying furnishings and equipment for the home How to arrange furniture and accessories how to select and use household equipment Make furnishings for the home How to manage time and energy when caring for a home how to finish wood as furniture and floors how to care for a house as clean, etc. and o) arranging Clothing Plan.my clothing needs for a year What to look for when buying clothes as construction, quality, etc. What clothes to select for myself as color, design, etc. What accessories to select to complete a costume What to wear for different occasions Keep a record of all money Spent for my clothes HOW'to take care of clothes as press, mend, etc. How to sew Make clothing how to be well groomed II. III. 96 RELATSD PROJECTS AND ACTIVITIES Take care of chickens Take care of livestock now to prevent accidents at home Remove fire hazards in the home How to nurse the sick at home How to take care of children Raise a vegetable garden beautify the house yard Take part in music study Take part in outdoor nature activities Read books Keep informed on current world affairs write to pen pals overseas how to dance Entertain peOple in my home What to do and say on a date What to do and say in public QKGANIZATION ACTIVITIES Go to parties how to take part in a business meeting Lead a discussion in a club or group help other club members how to work with others in a club or group Take part in a grooming contest Model in a dress revue Give a demonstration Go to camp Be an officer of an organization Give a talk before a group Take part in picture recognition study Keep record of personal expenses Plan parties for a group Lead recreation 9? ANALYSIS OF VARIANCE TEST Mean Scores on Interest Classification Re-enroll Drop-out ‘3 Food and Nutrition ~ 7.897 7.92h .087 home Furnishings 7.23b 7.276 _.119 Clothing 9.028 8.829 1.07u Related.Brojects and Activities 13.009 , 12.2h8 2.159% Organization Activities 12.112 10.133 h.870%* Mean Scores on Emperience Aglassification Re-enroll .Drop-out 2 Food and nutrition 5.551 5.086 1.751 home Furnishings h.h02 3.867 1.6h7 Clothing 7.318 7.057 .901 Related Projects and.Activities 10.79h 10.390 1.308 Organization.kctivities 11.150 9.571” b.079%* * Significant at 5% level ** Significant at 1% level 98 OUTLINE FOR INTERVIEW’TRAINING OF COUNTY EXTENSION hC’l‘lE EEONCMISI‘S l. Distribute and discuss information about: A. General background and reasons for the study. B. Purpose and objective. 0. Method of study, sample, interview plan. D. Questionnaire and instructions for use. 2. Demonstration of interview with each county extension home economist being interviewed as the girls will be interviewed in the school. 3. Discuss and distribute information about: A. Instructions on the questionnaire itself. B. Specific interview procedure. 0. Recording the interview. Each person record their own for practice. D. Interview procedure. E. how to arrange for the interviews. F. Sample lists of girls and schools for each county. h. Discuss when in January in each county interviews are possible. 5. Each county extension home economist give one interview to one other county extension home economist. Discuss and answer questions. . 99 INFOkMATION USED IN TRAINING or COUNTY EXTENSION nous mowcnlsrs SELECTED Tu Immivraw REASONS FOR THE STUDY Persons working with h-h clubs have been increasingly concerned about the number of h-h members who each year do not continue as b-n members. Figures from the l95b Iowa Extension Service annual report indicate an enrollment of b8,116 boys and girls in club work, with 83.5 percent completion and 76.0 percent re-enrollment. Some of the studies which have been made concerning the problem of drop-outs have related the h-H member to age, project, participation, recognition, club activities, peer group influence, leader and member relations, community organization and sociological factors of the member's home background. One area in which there did not seem to be much information concerning the drOp-out problem, was in the area of h-h program content. This study was then planned around the drop-out problem and program content. moss OF THE STUDY It is hoped the study will provide some information on the re- lationship of the expressed interests and activities of girls, ages 1h, 15 and 16 years, and the program content and activities of the Iowa h-H girls' organization. It is assumed that program content influences the decision to remain in h-h club work. It is also assumed that each girl has similar knowledge of and equal opportunity for participation in the program area included in this study. The study is designed to find similar and different interests relating to the girls' h-h program content, expressed by girls who re- enroll and drop out, and to find similar and different activities in which the girls who re-enroll and who drop out participate. OBJECTIVE The over-all Objective is to find why girls, ages lh—lS-lé do not remain as members in h-h club work. » IOO METHOD OF STUDY To secure the expression of interests and activities related to h-H.program content, 200 Iowa girls will be asked to express which of 62 items they are interested in learning about and doing, and which of these 62 items they have done. The sample of about 200, is composed of 100 h-H home economics club . members who re-enrolled and 100 h-h home economics club members who dropped out for the hih club year beginning October 1, 1955. The age of the 200 girls was either 1h, 15, or 16 years by January 1, 1956. A total of 20 percent of all the girls re-enrolling and 75 percent of the girls who dropped out was selected by the use of random tables from lists from nine counties. The nine Iowa counties from which the sample was selected are » located three each in the north one-third, central one-third, and south one-third of the state. The major home economics projects of Clothing, Foods and Nutrition, ani Home Furnishings were each carried by one county in each area of the state in the h-h club year, l95h-55. All counties selected for the study have available the services of a county extension home economist. The data will be collected through interviews of the re-enrollees and drop-outs. The interviews will be secured in one group, from the girls who are attending the same school. The county extension home economist and the graduate student will both secure interviews in each county in January. GENERAL - INTERVIEW PROCEDURE FOE THE NINE COUNTY EXTENSION BONE ECONOMISTS Upon you, the interviewer, rests the responsibility of securing and recording information that is reliable and that can justify the study. Some of the guides to this interviewing situation are: 1. Be thoroughly familiar with the study, the purpose, the questionnaire and the instructions for use of the questionnaire. 2. The manner of the interviewer should be businesslike, frank and pleasant. The interviewer is taking the girl's time and the school's time and offering nothing tangible in return., But do not apologize, for people are flattered by being asked their opinions and enjoy telling them. 3. h. 101 It is advisable for the interviewer to remind herself not to talk too much. There is danger of revealing your personal Opinion and thus coloring the girl's responses. The interviewer should be absolutely neutral, never indicate disbelief, disapproval or approval. Even voice inflection or facial expression may provide clues of action. Should the girl ask you what you think, answer that the girl's view is the important thing at the moment. The girl should be satisfied that a harmless survey is being made, that there is nothing personal in this study, and that 200 girls in nine counties are giving this information. hOW TO ARR-KNOB FOE THE flITlfitiVIhWS The interviews will be arranged for in January at a time which will be convenient for the county extension home economist. All inter- views need to be completed and returned to Ames by January 25, 1956. The appointments for the interviews can be made by telephone with the school superintendent or the person to whom he delegates such authority. The arrangements need to include: 10 The actual day and actual time of day considering the most convenient time for the functioning of the school. The length of time required for the interview is about 30 minutes. The giving of the names of the girls in the sample to the school authority. Do not substitute girls in the sample. If a girl is not available for the interview on the day you are doing the interview, indicate the reason on her questionnaire. The request for a room for the interview that is free from distractions, such as other students coming in and out, has table Space or desk Space adequate to allow each girl to reSpond without the influence of any other person. A brief statement of the purpose of the study, and the name of the sponsor, Iowa State College Extension Service. It might be well to feature the teen-age girl interest angle rather than the h-H angle. Use your own good judgment and knowledge of the attitude of the school authorities to h—n and the Extension Service. 102 SPECIFIC INTERVIEW PROCEDUHE Arrangements: It is advisable to be at the school ahead of the time agreed upon. Check on the room and the availability of the girls. Supplies: have with you the needed supplies which are (1) pencils for each girl, (2) the list of names of girls to be interviewed with (3) the correSponding numbered questionnaires. Questionnaire: -Each questionnaire has two parts. Part one is the card holding section and is numbered page 1, 2, 3. A set of 62 cards is used with each part one. The same part ones are used by the girls to be inter- viewed in the next school. Part two is the personal information section for each girl and is numbered page h, 5, 6. On each part two is a number that corresponds with the sample number and name of the girl. A different part two must be fastened to a part one for each girl inter— viewed. This needs to be done before going to the school. Check on Questionnaire: Be sure each questionnaire is ready for use with part one, contain- ing a complete set of cards which have been shuffled since the last interview and with part two, the numbered questionnaire for personal information. Introduction: When the girls are all seated, give the right questionnaire to the right girl. This can be assured if the “numbered questionnaires" are in the same order as the "numbered girls" on the sample list. If a girl is not present for the interview be sure to remove the questionnaire numbered for her. Do not give that questionnaire to any other girl, but mark on that queStionnaire the reason for her not being available. The statement on the first of the questionnaire contains suggestions for points to be covered in explaining the purpose of the study. If you vary from this in what you say, be particularly careful not to set the stage for biased answers, that is the girl giving the answers she thinks you want. Instructions to Girls: Ask the girls to work without talking to each other. Ask them to raise their hand when they have a question and you will reSpond to that individual. 103 Ask that they complete each section before going on to the next section. That is, complete Section one, Section two, Section three, Section four. A girl can go to the next section just as soon as she completes a section. The girls will work at varying speeds. Ask the girls to raise their hands when they have finished the entire questionnaire. It is very important that you check each questionnaire for any questions not answered. Ask the girls to remain quietly seated until all the girls have completed and you have checked all the questionnaires for completeness. Check for Completeness: Each questionnaire must be checked for any unanswered questions. A completed questionnaire will have cards in envelopes 3, h, 5 and 6. All questions in Section four should have answers. If a question has not been answered, ask the girl if she would answer it as it is very important to have her own answer. Answering the Questions: If the girl asks what something means, try repeating the question, putting emphasis on the word or phrase which you suspect caused the trouble. If you do feel it necessary to explain, be very careful not to bias the response. If at all possible, avoid rewording the question. The interview is to secure information--not exshange information. If the girl asks, "how did you get my name?", explain that girls are selected by the use of random sample tables, from all the girls in their county, who were 13, lb or 15 years old and were in h-H last year. Replying that the names were secured from the county extension home economist has satisfied some girls. Another question asked has been, "Will the girls' h-h program be changed after this is completed?" Reply that the information found will be a guide to the planning of the program. Closing the Interview:8 When all the girls have completed, collect the questionnaire, being careful not to Spill the cards from the pockets. It is important to leave the interviewees with a friendly feeling toward you and toward Iowa State College Extension Service. A few words of thanks to the girls at the close of the interview will make the girls feel that the information is appreciated and that they have made a contribution to something worthwhile. You will certainly want to express thanks and appreciation to the school authority who cooperated in the arrangements for the interview. 1011 R11: 19.01110 THE INFOerZAT 10m ' As soon as possible after the interviews, record the placing of the 62 cards. ‘Where to Record: Remove Part two, that is pages h, 5, and 6 from Part one, the card holding section of the questionnaire. The form for the recording of the cards is on the back of page 6. In recording the information, write legibly with a #3 pencil. how to Record: . On the back of each card is a number which corresponds to the numbers on the form on back of page 6. On the form, there are four possible places for recording the number of each card. Each card is recorded in only ONE place. The cards will be recorded in one of these four places. INTERESTED NOT INTERESTED hAVE hAVE MAVE hAVE DONE NOT DONE NOT DONE DUNE l 2 3 b All the cards from one pocket must be recorded at one time. For example, all the cards from Pocket 3, INTERESTED--nAVE DONE are to be recorded in the column headed INTERESTED before any cards are removed from any other pocket. hAVE I DONE For each card mark / by the same number on the form that is on the back of the card. For example, if the first card you picked up from the cards from Pocket 3, had number 2 on the back, you would mark / by 2 under INTERESTED hAVE DONE 1 2/ 3 The cards will not be in numerical order, but can be recorded quite rapidly as they come. 105 Check and Recording: The very life of the study depends upon the accuracy of the recording of the cards. After recording the cards from one pocket, count both the cards and the number of / to see if the number is the same. write this number at the top of the column you are checking. Keep the cards from each pocket separate, even after you have recorded them. The final check after all cards from all four pockets have been recorded is to see if each of the 62 numbers has a / after it in one of the four columns. kdd the four totals you placed at the top of each column to see if the grand total is 62. Completing the Recording: , When you are satisfied that all cards are recorded in the correct column, the four piles of cards may be mixed and shuffled thoroughly and replaced in Pocket l on page 1. The order of the cards must be different each time they are presented to a girl, so adequate shuffling is necessary. Actual Recording:‘ 1. Remove all the cards from Pocket 3, INTERESTED--RAVE DONE, and record them in the column similarly headed. Carefully check the recording of these cards. Remove all the cards from Pocket h, INTERESTED--thE NOT DONE, and record them in the column similarly headed. Carefully check the recording of these cards. I\) o 3. Remove all the cards from Pocket 5, NOT INTERESTED-—RAVE DONE, and record them in the column similarly headed. Carefully check the recording of these cards. h. Remove all the cards from Pocket 6, NOT INTERESTED-~thE NOT DONE, and record them in the column similarly headed. Carefully check the recording of these cards. 5. Complete the final check of recording by (1) checking to see if each of the 62 numbers has a / after it, (2) adding the four totals written at the top of each column to see if the grand total is 62. 6. Shuffle the four piles of cards and place in Pocket l. IOWA $TATE COLLEGE EXTENSION SERVICE ~ A THE INTERESTS AND ACTIVITIES OF TEEN AGE GIRLS IN IOW ‘ ind what teen Iowa State College Extension Service is doing a survey to f age girls in Iowa are interested in. The interests eapreise ersons working asked to participate in the survey will serve as a guide 0 p with programs for teen age girls. We need your help. We would like your opinions about the :hinggmgogf like to do, and like to learn about. You can also help by tillezgs and by the things you have done at home, in school, in clubs, With r1 ’ yourself. When your interests and activities are added to thoietogno:::rgg:::sa:: Iowa, FETSOHS working With girls can know more about wha e really interested in. INSTRUCTION No one you know, not even your teachers, will ever see what you have said. This is not a test. There are no right or wrong answers (except for a few questions about your age, grade, etc.). t girls will have different interests and will have done Differen We want to know what your interests and activities are. different things. If you have questions at any time ask the person helping with this survey. In this pocket are cards on which are some of the things girls have said they are interested in learning about and doing. Will you take all the cards from this pocket, open the folder, and read SECTION I. FREEZE FOODS Sample of Card Used d by the 200 girlS' nan-— ~r-..... NHIVNNOIissnt so 3N0 Lara ‘ GHSO UHVO JO ETJNFS DNIGHTONT 107 No. 533T ION FOUR What are some of the other activities and interests that you are interested in learning about and doing, in addition to the ones you just went over? The answers to these next questions will guide us in the use of {fin interests and activities you just expressed opinions about. Most of the questions can be anSwered by circling or underlining the answer you choose. In those cases where you are asked to write out your own answer, Space is provided for you to do so. 7. In what Shoool grade are you? (Circle one) a. 12 b. 11 c. 10 d. 9 e. 8 f. 7 8. In what grades in school have you taken a class in home Economics? Include this year. (Circle the grade number if you had the class for both semesters as 10th. Underline the grade number if you had the class for one semester as 10th. Mark as many as apply or mark "none".) 12th 11th 10th 9th 8th 7th none 9. l0. ll. 12. 13. 1h. 15. 16. 108 How old were you on your last birthday? (Circle one) a. 12 b. 13 C. IN d. 15 e. 16 In what month is your birthday? Where is your home? (Circle one) Farm Town which of these best describes the person who contributes most to the financial support of your family? (Underline one) a. Full time farmer b. Part time farmer c. Other than farmer In what county (or counties in case you moved) were you enrolled as a girls' h-h club member this past year, 1955? Are you enrolled in girls' h-n work for this year, 1955-1956? (Circle one) Yes No If I'yes"' what is the main home economics project in your county? (Circle one) Clothing Food and Nutrition Home Furnishing The next question has three parts. All answers can be given by underlining some part of the table below. Read one part and answer it completely before you come back and do the next part. Part 1. On the table below underline the figures for each year you have been a member of a girls' h-h club. 109 Part 2. For each year you were a member, will you underline the one main home economics h-h project you and your county worked on, that is, Clothing, or Food and Nutrition, or home Furnishing? Part 3. For each year that you turned in a girls' h-H project record book, will you underline, YES? Answer Part 1 first. Part 1 Part 2 Part 3 Underline each year Underline the one main underline les for you have been a project for each year each year you turned girls' h-n club you were a member. in a girlsI project member. record book. 1955 (year just Clothing res completed) Food and Nutrition home Furnishingg 195h Clothing YES Food and Nutrition home Furnishing 1953 Clothing YES Food and Nutrition home Furnishing 1952 Clothing YES Food and Nutrition home Furnishing 1951 Clothing YES Food and Nutrition home Furnishing 1950 Clothing YES Food and Nutrition Home Furnishing_ 19h9 Clothing YES Food and Nutrition Home Furnishing Please go Please go Please go on to to Part 2. to Part 3. question 17. 110 17. What have you liked most about Girls' h-h Club Nbrk? Why have you liked it the most? 18. What have you liked least about Uirls' h-h Club work? Why have you liked it the least? THANh IOU FOR ANSWERING ThESE QUESTIONS AND FOR hELPINU US WITH THIS SURVEY OF INTENESTS AND ACTIVITIES OF IOWA TEEN AGE GIRLS. lll INCTRUCTIONS ON THE QUESTIONNAIRE TTSELF SECTION ONE: The girl should read the front page of the older, then take all the cards from the pocket on the outside of the folder, open the folder and read Section one. is she reads a card she is to decide whether she is interested or is not interested in the next year in "learning about" or "doing" whatever is on the card. "Learning about" and ”doing" are used together in this study in referring to the 62 interests and activities because the items differ in the ways their achievement seems feasible in the club program. "Learn about" applies to those interests and activities about which knowledge, fact and understanding may be acquired, mainly in a passive way. “Doing" includes physical activity and acquiring skill, in addition to "learning about." Each card is put in either pocket 1 or pocket 2. When the cards are all in pockets 1 and 2, the girl goes on to Section two. SECTION TWO: She should take all the cards from pocket 1. (Leave the cards in pocket 2 for now.) As the girl reads each card she decides whether she "have done" or "have not done" whatever is on the card. "have done" applies to those interests and activities which the individual has experienced, acquired, learned, performed, participated, expressed or obtained knowledge, fact, understanding, skill, or action. "nave not done" applies to those interests and activities which the individual has not done. As the girl decides about each card, it is placed in either pocket 3 or pocket h. When these cards are all in pockets 3 and h, the girl goes on to Section three. SECTION THREE: The girl should take all the cards from pocket 2 and sort each card into either pocket 5 or pocket 6. As she reads each card, she decides whether she has done or has not done whatever is on the card. When all the cards from pocket 2 are in pockets 5 and 6, the girl should close the folder and start on the next page, Section four. SECTION FOUR: The girl should write several other interests and activities (in addition to those 62 on the cards) in which she is interested in learning about or doing in the next year. Question 7. The one grade in school in which the girl is enrolled at present is to be circled. Only one answer is possible. ‘ 112 Question 8. Every grade including this year in which the girl has been in a home economics class is to be marked one of two ways. If the girl was in the class both semesters of the one school year, the grade numoer is to be circled. If the girl was in the class just one semester (either one) of the one school year, the grade number is to be underlined. Each number marked is to be marked only one way. The total number of answers can vary from one to six or be marked none. Question 9. The age of the girl on her last birthday should be circled. This Will be different from her age as of last Jan. 1, 1955. Question 10. The month the girl was born in should be written out. Question 11. Farm or town should be circled for residence. "Town" means an incorporated center of population, of any size and any population. The key word is "incorporated." ||'Farm" means outside the boundaries of an incorporated center of population. - Question 12. The girl should underline the one answer which describes the person (father, mother or other) who contribute most to the financial support of the girl's family. "Farmer" means a person engaged in farm operation and/or agri- cultural activities. "Full time" means that the person who provides the major financial support of the family has farming as his only occupation. “Part time" means that the person who provides the major financial support of the family Spends part of the time farming and part of the time in an occupation other than farming. "Other than farming" means that the person who provides the major financial support of the family has an occupation other than farming. The place of residence does not enter in this question--only the occupation of the family wage earner. Question 13. The name of the county, or counties in case the girl moved, in which the girl was enrolled in girls' h-H club work for the past year, l9Sh-l9SS, should be written out. ”Enrolled" means that an enrollment card was on file for that girl in the file of h~H girl members in the county extension office. Question 1h. Either ”YES" or "NO" should be circled. The girl is considered "enrolled" unless she has, in some way, informed the county extension office, that she is not a member this year, 1955-1956, after which her membership card is removed from the file. 113 Question 15. Only the girls marking "IE8" in question 1h answer question 15. The one home economics project which is the main h-h project in the county for 1955-1956 should be circled. Question 16. There are three parts to be answered in sequence of part 1, part 2, part 3. Part 1. Every year, including the year just completed, that the girl was a member of a girls' h-H club should be circled. A “member" in this study means that an enrollment card for the girl was on file in the home economics club member file in the county extension office. how long the enrollment card was in the member file is not a factor in this question. The length of time during a year the girl was a member is not a factor. The factor involved is, "has the girl enrolled as a member of a girls‘ h—h club that year?‘ Membership in an agri- cultural club is not to be marked. The figure listed for the year is for that part of the club year from January 1 on each year. The figure 1955 means the club year of October 1, l95h to September 30, 1955.195h means the club year of October 1, 1953 to September 30, 195b. 1953 means the club year of October 1, 1952 to September 30, 1953. 1952 means the club year of October 1, 1951 to September 30, 1952. 1951 means the club year of October 1, 1950 to September 30, 1951. 1950 means the club year of October 1, 19h? to September 30, 1950. 19h9 means the club year of October 1, l9h8 to September 30, 19h9. The girl should work back from 1955, circling each year, until she comes to a year she was not a girls' h-h club member. If she was a member for some year or years, then was not a member for some year or years, then was a member again, she sould circle only and all the years she was a member. She should then go on to part 2 of question 16. Question 16. Part 2. For every year circled in Part 1, one of the three home economics projects should be circled. The one project to be circled is the home economics subject which the county had as the main project for that year. One home economics subject in Part 2 should be circled for every year that is circled in Part 1. (She should then go on to part 3 of questtan 16.) Question 16. Part 3. "1E8" should be circled for each year the girl turned in a girls' home economics project record book. "Turned in" means the record book was made available near the end of the h- H club year to some person or for some event either in the local club or county. 11L. Question 17. There are two open-end questions to be answered. The girl is to first write what she has liked most about girls' h-h club work. The answer is unpredictable; it may be one or several things covering any area of girls‘ h-h club work. After she has written what she liked most she is to write "Why" she liked it the most. If the girl has a question concerning this, d2 not suggest any answers-~just repeat the question. Question 18. This question is like the preceding one, except the girl is to write what she liked "least" about girls' h-h club work. She then is to write "Why" she liked it the least. 300%. USE 053W '- Ab‘ee‘r ear-w I