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L I B RA R Y
Michigan State
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st“ CRITIQUE

The weakness or this problem is that the questionnaire
does not apply to the objectives. The questionnaire should
be developed with the following three main questions as

a guideline:

1. What are the major plans you used in establishing a

job training progru in Home Economics?

2. In what way does job training reinforce what has been

learned in the home economics classes?

3. What are the Opuortunities and outlook tor home economics

in job training?

We will be using only the cooperative training program in
our Toledo high schools the first year that Job training is
started. Our city schools have a special school where the
students fitting the occupational work experiesce program
would be placed. (page 5)

This problem stated that the study is limited in the size
and representativeness of the sample. There were only twenty-
five schools in uhio ottering job training in home Ecouomics
at the time of the research. The oral examination committee

f'elt however, that this was not a limitrtion of the study.

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The writer wi he: to express her appreciaficn ts
hiss Father Everett for her guidance and help in the prep-
aratlcn of thin thesis; to Dr. Alice Ingres far her many

helpful suggestions.

 

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TABLE CF Cc-N’li—ZNTSH..................................
CHAPTER
I. INTRODUCTILL...................................
II. THE PRcBLEM....................................
Definiticns of Terms Used....................
Limitations of the Study....................o
III. REVI?W t? 133 LITE?tTJRE.......................
IV. PECCEDJEE......................................
Development of the questionnaire.............
Collecting the Date..........................
Examining use Data...........................
'V. FINDINGS.......................................
Interpretation of Data.......................
Description of Results..;................t...

VI. summer AND IMPLICAZIQNS.......................
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U)“ '

CHAPTER I
INTRGDUCTION

The purpose of this study was to ascertain type. of
plane currently in.use in establishing a Job training pro.
gram in Home Economics.to ascertain the way Job training
reinforcee'uhot has been learned in home economics classes
and to determine the opportunities and outlook for occupations
in cooperative education.

It is hoped that the information gained from this study
will be a; value in developing guidelines for teachers who
will be_putting Job training in their high schools. The
Toledo School system will be adding cooperative vocational
education to its program of study next year. In this study

mettenpt will be made to obtain a description of the aims,
purposes, and characteristics of several on-going programs as
e help in future planning for the Toledo School System.

The major goal of Home Economics since its very incepc
tion has been the preparation of youth and edul ts for the
responsibilities and activities involved in nonsmoking and
in achieving family well being. It is in Home Economics
that a breadth of basic studies effecting family life-o
consumer economics, health, psychology, and science ere.

integrated and related to assist the individual in meeting

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tho 1noreas1ng challenge of undorItand1ng and oop1n3 w1th I

it

myr1Id of problems 1n I chan31n3 Ioc1oty.

.-

w1th the passage of tho Vocat1onal Act at 1963. Vocational
30;. Econom1oI haI boon dolIgItod I no! rolo 1n Idd1t1on to
-?t! present onI of trao1n1ng for thI vocnt1on of ho-Inak1ng. -
’1h1I new role charch Vocat1ona1 éomI Ebonon1oI w1ch tho train-
1ng of youth and adults for oocupat1ana d1rootod toward saturul
“Imployment. wage carn1n3 occupat1ons rcqfi1r1ng homo Iconon1es

“t

‘knowledgo and skills 1nalude thono wh1oh prov1do Iorv1ce 1n
oh1ld carI, food. oloth1ng carI and ropa1r, and home car... In
Iummary, Vocatlonal Home Eoenom1oI has two purposoI 1n IducIt1on:
. ' Tra1n1ng for homomaklng and {33111 11'1ng whloh V.
inou'1dInI1ry It‘IOOfIJ‘Onyllilfllt 1-.thI.IIII¢InInt
‘ of tho home.

I Tra1n1n3 for occupat1onI d1racted toward ga1nful
*Inploylcnt Ih1ch II no! 1dcnt1tz II Job trn1n1ncy ; I.

-'IIIttanI1.Ind~tIInl1Inl IduIItton hII.bIoonI 1norIII1ngly
$30.90! toiast thoapwopqri$1wn:otsnocoullrr ltudcntl rat’sl1nfu1
{Ilplqmlmntil11n91965.«3.8 n1111¢n young 900.19 rIthId uork1ng
Flat? ‘Ihil t1gurlvvnl almost douhln:thnt at 15.10I3I,I¢o.. Tho
runtbdr of coho-Ivn1lablo torztho InIk1llvd hII DECIdQII‘dO¢
iol1nII during th1I por1od, Ih110 opportun1t1II 1n tho Ik1llod.

toohn1oai. and Ierv1co occupat1onI thI 1norIaIId. Adequato
puma» 1a an Inn- ”out for cum-I u Jobl mm ‘
Upportun1I1II IrI Ira11Ih1I u1th both pos1c1vo att1tudII -

Ind aulitrut1on of than. trn1tI Ihloh lIad to Imployab111ty

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are 1mperat1vo. Aunumbor of new programI have been Intab11Ihed

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to prepare high school students for gainful employ-Int: 80..
of those programs are tadornlly foilburu.b1c. whoroaj nth-rs
m not} . . . . .... ,. , _ - ,1

an or tho-”3‘01- «oioim I nuns poi-uh in our" anion
nu ukc in the mom of a mum: not. lavish”:
In." that on. of tho soci- ot “bio-«nu in to about an
Occupation for “ion m in. a: donut» utility and w—
mm on thin winch: a» chain. u one-‘0. cal-cor in-
nlnl not only a that or 0min I living, but it an iihiy
to moot. an indi‘tid‘uin-mrdi m of lift. It is, thoro-
roro. of camou- upon-manta um manna-{.1

fi'ho mum of on national Youuonni Radiation be "
n 1963 mpoud aim din-noun in hon economic. caution:
hon «6min ”laud to up «hinge m «mm or hon.
«one-ion r» was. burning chub. Ju-titiu‘not'aniy on cur
Incas": of ”I. largo numbn- or «an -up1’o'yu in the labor
tourm- 11111.“.- I’l‘bfll‘ or their «pin-tun.“ hip with
Choir mutating Mifleiu'. but Ian: «cautions nquiriu
«rum hon. economic- knoviodgu and skins u a pm or

Job obnmtgnéo.“

 

thltlaflh, Ruth. “Attitudes of ”ginning In. Economic.
Education‘ltndoatl Tow-rd A ”Icy-oat Iphuis in High 813th

3°!- Boonouch' W "Int-r
1965-66 Vol. IX, an. Iowa. ._ '

znobort J. Btvighurli, e 0 on
(Now for!" Long-cu. Green. n p. , 1 -, p. 2 .‘

' 3.1in that and Sidney A. fine. “(Mid-11ml fl? homing
and haunting Occupational Materials. 'Vooationnl Guidance
“utterly. XII (twins. 19“). p. 219. r.~1'

b

' 14.11.. J. llaonfiold. W. (In
term 8011:. Rinohurt, and inuton. no“ . p.

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cm mew-3m II
'Tuz PROBLEM.

F f. 1' 1 v ‘. .-

Home Econom1oI Job Tra1n1ns 1I I DO! undortak1ng 1n
prov1d1ng vooat1onal educat1on for I lIrgI o1ty Iohool IyItIm
such as Toledo. The are: oovered 1noludeI all the h1gh
IohoolI of tho Toledo School D1Itr1ot. In ordor to Ivalunto
the poae1b1o Iltornat1vo or the Homo .Eoonom1eI Job TrI1n1ng
upon tho commun1ty and tho students. IxtInI1vo rIIInroh 1n
seloot1on of Itudonts. ourrloulun. followdup‘u1th In IvaluItxon
of tho program I111 be nIoIIsary. :_

. Tho purpoII of th1I Itudy 1n otfor1nz IuggIIt1onI IhIrI ‘
Job tra1n1ng expor1onocs bu1ld or relato to trn1n1nz learned
1: the home Ioonon1oI olIIIII 1I to: prIIInt Ioro un1torI
informat1on Ibout Job tro1n1ng obJoot1vII and 118 value 1n the
Home Eoonom1oI ourr1ou1un. show that Job tra1n1ng exporlonoII
proparo I Itudent for her home Ind ram1ly 11fI II well II I
Job, prloro' tho mator1al Ivallablo for tra1n1ng and tho
opportun1t1oI 'for Inploynont.

OHJECTIVESS

1. To desor1bo tho typeI of plans currently 1n use 1n
1 IIthl1Ih1ng I Job trI1n1ns program 1n Home Econom1on.
2""Tohdoaor1bo the way Job trI1n1ng re1nforoea what has
been learned 1n tho home econom1oc olIIIeI. .
. , . 1 .
3; To describe the opportun1t1ea and outlook for home
~Ioonom1oI related oooupat1ono. (1n cooperative Iduoatlon.)

Th1I study was an attempt to obto1n I desorlpt1on of the
oharaotor1st1cs 1n the Oh1o schools of tho present on-go1ng
programs 1n Job tra1n1ng for the future planning of tho Tolodo

School System.

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Eggatgona} Education-Vocational education 13 a program of
.éucataoh below college level. organized to preparo the

IIarner for entrance into a particular chosen vocation, or to

upgrade employed workers. It includes such division. as

trade and 1ndu§t§ial education, home economics education.
iocfinical education; agricultural education. and distributive
Education.5 ' .
Cooparatlve fialnigq Frozram-Thls program 18 for students of
average and above average abilities. The training will inoludc
lustfuétloh in Home Eccnomios and a supervised on-tho-Job work
exporiéfiob 1n the occupation for which the atudeht in trainod.6
. a o a fin E ence o am-This program is for ..-
iffldohth of limited abilitiea. The occupational woik ex-
fiérionoo prégram 1: to asalst the student identified with
iiaitdd abiiity to find a place in employment at the unakllicd I
OOOUPatIOfiélflovél. The major objective is onlof Job placement
aofibidod with iohool work, both aimed at helping the student
become a productive citizen and émntinuing his education as

long as poacibla.7

w

5 'Evaluattve Criteria for Diatributive Vboatlonal
Educntl on". Zéer1can Vocational asaogiet; cg. Hovomber. 196k.

6Rua Vnn Horn, “Roma Economics Education for flags Earnors,'

_ oatlo a carnal. April, 1965. p. 25.

7::8 Van Horn, op. c1t.. p. 26.

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The study in limited in: a. The size and representetiveneee
.of the sample. There were only twentr-tire echoole in Ohio
offering Job training in Home Economics at the time of the
research. or the twenty-five schools, nine did not respond
to the questionnaire which was mailed.

b. The method and the instrument. The mailed questionnaire
method of collecting data cannot fully take the place of en
interview. HOwever, it was not feeeible to intervieu all the
teachers in the sample due to the hunter end the distance.

The questionnaire was developed by the writer. The
instrument was limited in length in an attempt to try to in»
.oreaae the number of respondents. It was pro-tested on the
Home Economics teachere in the Toledo area who will be involved
in the new cooperative {ob Training program next year. Revision
was mode in the wording and the order of questions erter the

pretest to make the questionnaire more meaningful. _

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UHHPTER 111
.EVibW cr LIThfizTUuE

For many years,.Home Es nomics Ieacherg hive

f.

given reel of their time and attention to prennration or the

role 0? homemakihg. After 1968 with the {ocutionel «fluention

ct, propariug young womvn fur oily homumuliug is changing.
ihcy are now respon31.g to a new challengec— th:t of preparing
girls For the wage earvirg 1019 as well as for homehuking.
Van nor“ st.ted thwt an increasing wumbor v? woman rre

fie-e r if” rezfoaaihilities, 1n addition in

\‘J ‘ 0;)

fis owing w-
heing homemakers. fine out 0’ three workers ure wome.; over

50 percent 0* these are married; owe of Lon wre heads of
f‘mlllrt; and two of_five are mothers With Children under six.
The home economics courses need to be planned so that girls are
prepared to menofic a home and also to work outside the home.
They need help in deciding whether or not to work, and in
detormining the values they feel important to maintain the

home and the family. They need help in evaluating child care
services if needed; ‘Home economics pragrams preparing for wage

earning can be an rmportant part of this program.8

fiffié T

 

8 1 . l . H
Rue Van Horn, "Home hcooomlcs hducau1on for wage

Earners," AmeriCan Vocational Journal, April, 1964.

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41.

Although the question of an employment emphasis i! a
controversial insue in home economics education. it in not an
entirely new idea. In l9hh, Brown and Arneeonlo listed nan:
home economics related Jobs requiring lose than_o college
degree, and reconmended that adjustments be made in the secondary
hone economics curriculum in order to offer precerotion for
employment; furthermore. that Junior colleges and special trade

schools offer terminal courses for those who could not complete

'eenior college. Also, Spaftord.11 in 19h0. included in her text

several possibilities for including an employment emphasis in
home economics programs. She wrote:

An examination of curriculum materials of vocational
pregrane shows little attention being given to
employment expects, either guidance into or education
for were-earning vocations. The school may no so?»
erel things along these lines without interfcrring
with the achievement of its homeneking purposes.

The major basis for the development of an employment

-emphesie as a major trend in home economics education include

the changing role of women in our society, the changing nature
of pupil population. the high drop-out rate, and the chenqing
employment picture. It seems apparent that women are working

and will continue to work in increasing numbere. women now

 

9C1cra Maude Brown and Ruth V. Arneson, Emploznent

. fl:
Qgpgggunitieg {gr Homen_yith.Limiteg Home Economics ngfnfifig,
Burgess Publish ng Co., Minneapolis, Hinn., 1994. pp. 1- .

:‘lQIvel Sparrord.

 

      
 

one Eco om

   

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constitute one third of the labor forcelland the numbers of
employed women have increased six-fold since 1900,12 Startling,

labor statistics reveal that today's woman will work outside
the home a predicted average of 27 years if she marries and
has children, 31 years it she marries and has no children, and
40 years ii she never marries.13 Approximately 60 per cent of_
the 24% million womén in the labor force are married, and over
half or these have children under 18.14

Van Horn stated that public schools, while formerly
being dedicated to preparing youth For college, must now turn
their attentions to the needs 0* th, majority who are not
college-bound. irograms for the slow learner and work—stufiy
programs for the potentiel-drop out are being added to the
curricul m of many schouls to prepare these stu3ects for their

places in society.

ics reveal thvt While u slilled jobs are rapidly

J)
6+

Sta

decreasing, skilled, semishillefl, *nd service occuontio s are

03‘?
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I.

increasing. many of these service jobs are directly or in—

directly relatcfi to home economics. In the light 0? these

 

11 a
United Qtotes Department 0? Labor, Women's Bureau,
fimericnn Woncn, Utfi. Covernwout Prii‘ing (Pfice, Snshington,
x.C., 1963. p.27. ‘

l2

‘ Frank Johnson, eorting Women and Their Sig ificauce
as a Market Sector: e fiilot Study, thesis, University of
Illinois, Urbano, llliWOiS, P05°
13., ". I. l, I ._ _ 1 . 4
califor 1a state ueprrtment of Enucotiou, gUF8&u of
Homemaking nducation, -echnicol and Semiprofes»ionol Jobs for
Women, P-ugress neport, Sacrnmo.to, 1962. p.7.

14. ‘
trunk Johnson, on. cit., p.2

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facts, it seems apparent to Van Roan that I realistic halt
economics program should include some rrcparation for employ-
ment and the recognition of the duelresponsihilitiesuhich
the young woman of today will be expected to accunl.15

These factors led to the investigaticn by Glenna Blunior
in 1962-63, of Opinions of stete supervisors of home .eenegio-
education concerning the inclueicn of an employment emphasis
in the secondary home cccnoeics curriculum.

The Vocational Education Act of 1963 provides the oppor-
tunity for education in gainful employment for occUpetione
involving knewlcdee and skill in heme economics. This Act
emphasized the need to develop prcgrere which meet the needs
of persona attending high school.

The following are the general characteristics of the Job
training programs for high school students in home economics
under the Vocation 1 Education Act of 1963:

1. IMe purpose of the prograc(s) is to prepare persons

enrolled in hieh school fer gainful employment in an
occupation which uses heme economics knowledge and

skills.

2. The programs are offered in the eleventh end/or
twelfth grades.

3. Types of preerEEa are determined by available Job
appertunitiea. needs. and abilities of persons to be
trained.

h. The training program is an integral part of the total
school program, thus allowing students enrolled to
complete requirements for graduation.

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15Rua Van Hera. “Home Eccnomice Education for Wage
Earnera,' American Vocational Journal. April. 1965. p. 31.

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5. The program combines cod coordinates instruction
with field. laboratory. and work exocricnce.

6. Entry into occupation is the focus of the program.

7. Preparation for employment is a more specialized
type or procram than one which centers on perparation
for home and family living.

o. The instruction needs to be sufficiently inclusive
and, at the 335“ time. intcno{ge,cnouoh to insuro
preparation for wage earning.-

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16

Hortin H. Essex, finnnai cf breraticn in Vocatiqgg;
ic , Division of Vocation.l tomcation, Columbus,

  

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CYAFTEF IV

FESCHSFTE

DEVFLDP%FKT 0? TS? QUESTIONEAIRE'-

Because of the concern about getting up a cootorotive.

Job training program in the Toledo Public School system. the

posqibility or concuctinz a stuey of what the schools now

7

operating on this program are doing was discussed with the City

Supervisor, State Vocational Supervision, and High School

Principals. The? were all in agreement and indicated they

would_te very much intereetec in the results.

The queetionnaire was develooed with the following

Btatercnt as guidelines.

1.

2.

3.

c

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7.

It rust mother data which are related to the objectives

"of the etndy.

It must be lone enough to obtain the desired
data, hut abort encuoh for teachers to want
to answer it.

The questionnaire rust be set up in much a way
that coding the reeulte will be as efficient as
possible.

The questions and possible responses must be

stated in clear. concise terms eo that they will be
onfleretood, and the desired information will be m
obtained.

’l‘he questionnaire mugt be protested 13 8736!] .
way so that desired chance? in ”grain? find organi-
nation can be made.

The queetlone should be arronqed logically.
The denonde of the questionnaire must be reason-

able regerdine time and effort co the'inetrumont
will be answered by busy teachers.

“The questionnaire may be found in the Arpendix

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C’. LLEICI 1'13 TREE DATA

Twenty~five hi~h school hcving Job traininx for the
current t19’ 5-66 rrowrors were used in this study. These
involved only the schools in Ohio that cars offerinr vocational
homo economics at the local school level. Ehis list of
fichcols wot received from Mrs. Hchay, the Assistant State
Hut}: rviscr for Job Training. I 6

Each school in the sncfle was sent a cover letter, a
questionnaire, and a starred self-addressed envelcpe. Th0
‘unvolcpo was addressed to the teacher in ctcrrc of Job train-
ing in each high school. (A.copy of these items may be found
in the Appendix.)

Of the twenty-five high schools receiving the questionnairc,
fifteen returned a conyieted questionnaire, one returned it
because thn teacher in charge of Job training had been out of
school due to an operation, and there were nine school that
did not respond.

The reapcnces of high‘schcol vocational home economics
teacher: training girls for Jobs were recorded and examined.
They represents ixty per cent of the tot cl nutter of q e3tion-
nairec which were mwilcd.

The rcrzcrdcntc rcprcc ntcd the first cr second year
of teaching Job training in the Home Economic: curriculum

which wac set u; to ccct the local schcol ficnnraa.

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EKARTNIFG T3E DATA

The responses were tabulated by itemizing questions
necording to the categories of the eight questions used in the
questionneire. Open and queetians were uscfi in t%e question-
naire. These refinances were then corpured on the basic of
different areas of Jab training. The questicns were then
div1dcd intc the tircc main obuccfives far coo;5r&:.ve Jcb

training in the Toledo Public achool system.

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CHAPTER v

| ‘25 FlNDIESS
L;_8t_ra~ lie 9 be; :e igceihfek; I fie fie .e: {owijr :.7§
_oonomice Clneaee ‘ '

All recpendentl repliel that the grcundwcrk is laid in
the Home Economics classes end free these classes in built '
e wage earning program. Three stated that they wished they
could have acne girl. doing Job training during the home
economics classeeQ-thct it would make t? Vieir'clacsee were

realistic and related.

Obiecgiigg,

- The teachere' ebJectivee in occupational work experience:
were specific. general, or everell. Specific ccjeotive; éérb}
t9 en objective peculiarly adopted to its purpose (as only
one area 6? Job training.)' General cbjcotivea mean the object-
iven thet are not specialized. Trey would apply to the whole
field of occupational work ex;criences. Overall objectives
include the field-cf cccupaticnal work experience: and the
areas related or ansociated ta everything'eonneoted with work
experiences.

The results or thie.queetian trcn.the fifteen question-
nairee.were*eleenified into the three main divisions cf
objectivee. :The majority of the reapcndents favor specific
and gener81 objectives. :Thl objectives include the preparilion
of the etudentl for the dual rele'cf homemaker,and wage earner.
qualificaticnt and responsibilities of wage earning. the growth
and development or children, ekille‘ln~eare and guidance for

future parenthood, and personal qualities needed for gaining

ucrk experiences.

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T Wu": I

EAIN CEJECTEW 8 PCR QCCUPAFICNAL N'fiK EXiFRIL CECEfi

 

‘
HAIfl OBJECTIVES H’REIR CF
3231. ’ 3.‘N .3; 3

Preparing studants to became
homemakera and wage earners . . . . . . . . e . . . . 6

The respansibilities and qualifioations
Of a Child Oflrfi aide e eee e e e e e e e e e e e e e 2

Principlns 0f secur11gfi and
h”-d1nfi R 30b e e e e e e e e e e e e e e e e e e e e 2

Undarstnndinm 0! child development . . . . . . . . . . . . 2

Skills in care, ?uidance, and future
parenthccd Cf young Ghflldrpn e e e e e e e e e e e e 2

Personal qualities needed fur
WQTR BX? sriencpa. e e e e e e e e e e e e e e e e e e_l_,

e arat an of Stu“onts

Fifteen reported that they felt occuraticnzl wcrk
experiences prepare a student fer a 3111 as well as: for both
home ena family life.

Kine reported the dhild Care Asgistants can use their
skill of patience; maturity, and handling children in the
home as well as on the Job.

511 referred tn the use increas1rzg Gaul role of matheru
hood and helding a part-time tr full time Job. They felt that
lkilll learned for the 36b in Home Economics programg in Job

training are applicable tn ($1:in life.

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Eben asked tn check tke value 0f hnvtnf‘”9¥6 earning
exv9r1aucos in the Hun! Eccnémlcs Curricnlnr, fifteen felt
that it (id give vé1u9. 'Einht lfifited that 9¢SQ cri9ntut10n
to the wrrvinz wrrld will help rtvéentfi tA tecmxe fibre aware
of tRe rbjwctszs of th9 rrarrnm.

Thrre felt tFEt uO-batter Lfiy nwrld he us9d ta teach Honey
management and time manamemnut. Théy stated 33 the remann,
{Fat girls csuld lemrn ta manage money thay earned and ta
Eflfiafie their tine for wér"inr. hemewcrk and eytrqcurrlcnlar
activities. L9firfi1fifi vaXuns, nteds, and teinq a responnihle
rerSnn én a jab filVER a air! were training than bring
respmnslble t0 3 class situatinn. the teachers statad.

In thrPR re$penfifis tfin teanhfirs {git that many girls
who are not gain; to callers are nab safe wfifit they afint

to 69. The scene of hvte ecafihrlch cffera education far

. V ’

many areas at explmyM9nt while 335.53-9rth6s121nq the

feainlne rule of being a WGV?Q gnfi a homemsker. It csn

$91? tfifi yawn: VIII nfijnst to tha respnnsfirilitv we rntw she

‘x

will {use in thn next one 3r tWQ rmflrs.

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Thrae said suitable Esterial win nVailable fcr uge in
training Students for Job training in all *rwas of Home
Econemiofi.

Twelvn indicated more mat9r1~1 was needed. Their great»

est naed 393 due t9 fire avecializrd areas. Tbey f91t mat¢r1"1s

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could be kalhed in lime. -Ecwevcr,‘*hey stated there are not“
taterinla available specifically for wavq-oarn1nx in many
areas. Thny anat adoyt 6r fievise the}r own materi;ls whicn
was state! bv n11 tn he véry tire cahéuhinx. 'Tb covar the
entire nfen wnuld rrqnflre rare par» than most teachers have
RVQilabje. One 616 nnt reply. . .V ’
Continu ng a? Jabs {figrr quduqtion
Four ;;c5rdea that thnfir students continue on the Jobs they
have ‘Men trcfine'I 1n rafter thefi- mfiuafilou. .

Eight have jnnt sta téd the new jab training program
this ye=r so trey thgvno basis for an5wer1n?.

Thrcn resynndod that their students were married after
graduation and used tHear have and farSYy living skills 1n_1
their own homgs. The evplcyeea wpre nftrn 619ccuraged, bo-
_cwu99 after trzirfirg theae girls, the rtrIa wavld qu‘t work
after graduation, leaving the omrlcyor to start over azyin.

. One tewcher rfiparted that she had seventeen girl: onroIled
in job training last y93r. Only three of the seventeen con-
tifiueé dfi the 155. $c§efi wérc married 9nd two went to 6011.‘..

Five quit work with na apparént riasofi.

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Tho.rollcting it a list of thc Jobs which werc_availcblc

for inn-1 oymcnt. -

Assistant in Kindcrgardcn

(a). Child Care

(b). Child Care Assistant in the first grade
"(0). Child Care Acsirtwnt in Special Education

(6). ”0%d Start

(0). Child Care assistant at Day Care Centers

(f). Food Service worker in the school cafeteria

(8): Food Service-Counter Eclp

(h). Cooks Ascintcnts (Kitchen lidc)

(i). Haitrosces

(J). Food Handlers (Prcezar-Locker)

(k). Cafeteria H°1pcr

(1): Fccd Handler (Groccry Store)

1.)." Boat How. Aida

En). Bounckceping

o).‘ Dry clean-rs (minor repair. bagginn, inspection)

in). Sales (lard Food! and Linens)

(Q). Floral Arrangements

Sine. it in tho first year for c {an choolu. some student.
were no; yet placod in rho Job. This cituhtion was truo in
four Ichoolc. The disadvantage of chi: question was that the
questionnaire did fiat ask how many girls were employed in
One teacher replied that this is her greatnrt

oach area.

problem. Though she felt the course is regarding, there are
not enough Job: availablo.

5331: For Placing Students on_gobs

Tuelvo of tho fifteen relponding teachers liatod the
ctudcntn' chic! interests and potential skill: as base. for
determining the typo of Job in which the students will be placed.

Skill was listed by ten teacher: as an important b1110-
Eight gavo the students a choice tron tho Jobs available.

Aptitude. and porconality III. listed by {our teachers. Two

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teachers listed the GéTfl (testa given by tha unemployment
bureau). Another factor listed by two teachers wary the
needs of the cnmrvnity. The remaining were listad only on.‘
by tha r¢sphrdentgg

Past ysrformwnne in Fore Sachem cs.

Stufien*9 visiting Jnhs of their own intwreat.

fibers t%e bwst sunervlsicn up. be found.

'The students T111 out a Questionnaire as to

ufilch job they wauld like_and than a p rsonal

intorview is arrangefl. The principal wakaa tho

final selection as to which Btudaut goes into

Job traininn. (This was a small school; so they

could do thig.)

dhcra she livas and mafia of trvnsportation.

The students rotate to three different stations
throvqhout the year. Thesa three statiena include:

a. Yindarrqrden Igublic)
b. Starlight (re'&rted)
c. Special Rfincation (crirpled)

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The questihms which were inclufiwd 1n tfia qu9st10nnnlre
were broken down into the three mfiin objectives of ceorermtive

Job training in home econnmlcs.

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In startahr job traininu within the school, there 18
a great need f0} the teaéfier ta first survey the community in
which thw enhnol is located to see if the need and tywes of
Jobs the school could offer are available. The needs of the
achaol. its stufients, and the community ghould be cansidered
in making the decision regarding program effortngg.

The achoal wnuld next decide on the ty;o of Job training
program which best suits the students. Conneratlves could).
be a one or two year pragraz that applfiaa to Etudents of
average and above «V9rmre ability.. Occupational applies to
prouraws for students with areclallnéeds. +

T%o b~sia for detertlnlnz 1n "hmt 30h t0 rlacA the student
will nrain vary with the schoclfl mnfi teacherfi. Three-feurths
of the reapondents listed the studnnte' chfief'lntwrefits and
skills as basis for deterxirtng in what tyfies of Jobs the
sandafita will be plmcod. Jobs nvnilahle, aytitudes, versonwlity,
GéTB tests, and nfiefis cf tie comwunlty were listed only one
time by teachers as rfintors for plécinq_the girls on Jabs.

1“ 0?? 3¢?°?1 t”? I‘m-“icw’és were asked to fill out a

queytionnniro as t0 which gab thny wov1d 13kg “an then_a

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final 99190330” 93 tn which student ycag into Jab trainina.
(”i-11$ was an anal}. suhocl: :35: they enulfl (in this.)
finnther teacher Stfitfifi thwt hfir fifn6%wt$ rct9t9 to three
éiff?rent stations thr~umhnut the year. These thrre stations
irrelufie: '
a. K\ndarwnrdan (public)
b; 3tar11qht (retarded)
c. fireclal fifiucatien (crirzied)
The nreatvst marker at j~hz the girls were trained far
and emrloywd in 9rd he syficifin areas of child care and fend

service.

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istant
stnnt
n assistant

CHILE CfiHF------——--—---------yindergaréan ass
FII‘St EYE-(1e $85.11
fimeciml educatio
35953.6 Stfll‘t
Day Nursery

F650 3HWVI8%----~---~-------—-School cafeteria
Counter help
Cook's agslstqnt
iaitreswes
Freezer-IOQPer
Grocery Store

ECUSfikhbPING—-—----~------~---Rest home aide
Housekeeper

Yard goods. linens

 

 

 

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b2 3-

Suitablo untoridl is needed for fitnehln: an: 0113.. :Job
tra1n1ng 1- no oxndption; hoist-r. t15htr.h13 purJIent fcol
that there 1: a ctrong need rer'to-ch1ng later1a1'cu1tablo
for use 1n Job tra1n1ng for all arcs! of Ebmn SacaunLou.

Material. can b. gained 1n time. However. that. are not
nator1aiu ava1lablc Ipoo1rloally for wag. oarn1ng 1u.nany
'hrons.’ Thacher: must adopt 6r dov1ao tho1r own nutorlal.

It 1- very time consum1ng to collect anterinlxth-te1s
suitable {of use 1n align for Jab trn1n1ng, thd coachirl
'ocat'e'd. ' man of the mug-1:1 that 1: «11th m not mm
for by the aohooI or board of education. Th1: scan: that the
mator1ala can baoomo very costly for tho teacher who 13
oolldating 1t, tbs reapondents stated. .

A successful prcvram would require the teacher to enn-
centrato her efforts to obt 1n materinlw 1n agec1f1c areas.
To covar the ant1re area of jab tra1n1ng would require mar.
t1mq than most teachers felt they had avs1lable. _ 1

Fér oquifiéent, however, the state supervisory staff 1n
voostional home economics offera serv1ces to local admin1-
“curators 1n plwnning both vocat1onq1 and non-voczti onal homo
‘oconom1ns ¢epxrtments.l When a rnquest for thls serv1ce 1:
made to the state éuparv1sor , an assistant >t :te superv1sor
will vialt the schocl and work w1th ths hor a econ ..... cs teacher
1n develop1ng a plan for facilities and equ1pment which w1.11

meet the naods or the local school and ccmmun1ty.

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chinlation :nacted in 1963 provided a limited amount of
fcdoral loamy on a matching bagis, for equipment in the Job
training programs in home econcmics. Tfie homemaheng programs
do not qualify for equipment under the prov1sions of this
IOflDlnthflb

A job training program often has pro-training of the
students in their Freshman, Sophomore, or Junior year through
tho Homo Economics classes. In some cases the schools set
up laboratories in the Home Economics Departmant for this
prootraining. Outside people are often contacted on a paid.
unpaid, or supervisory ba°is to help or conduct clanses for
the preparation of students in Job training.

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2. HGn’ D0723 JCT}? 1511111314 1-;EI.I?3:~'.!.,E£ AT? “2.? ” “a 33:33
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LEARNfiD IN THE HCEE CONFKICS CLAGE?S?

All reupondents felt that occupational work experiences
build or relate to the training learned in the Home Economics
classes. It was by a majority that the respondants in explain-
ing thil answer. stated that skills and knowledge developed
in Job training courses build to training in homemaking.

The groundwork that is laid in Home Economic classes can
b. used to build or relate to a wags earning program. This
grounluork or homemaking background is desirable before enter-
ing a ran. earning program. The teachers feel that this

build. upon baaio training from regular homemaking classes.

It in the teacher's Job to see that they do build and relata
to the Job for which the student in being trained. The basic

motivation is differcnt. however.

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-25-

In forty per cent of the cases, the objeetixes of
occupational work eXperiencea huvc specific objectives,
(see Figure I) while thirty-three per cent listed general
objectives. The objectives include the preparation of tho
student for the dual role of homemaker and wage earner,
qualifications and responsibilities of wage earning. thc
gfowth and development or children, and skills in earn and

guidance {or future parenthood.

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-25-

 

 
    
    
      
   

13.8%
Overall 13.3%
Specific

and
veneral

     

40%

SgGCifiC

 

33.3%

General

 

PERCENTAGE OF OBJECTIVEs ngn-I ’PATIONAL WCRK EfiPEBiENCEs

The objectives outlinc briefly the broad concepts of
learning that could be included in a Job training course. It
was necessary for the teachers to select the ideas and
experiences that will develop the knowledge and skills needed
for successful employability. After the Job cntry occupations

have been determined, a careful Job analysis will give an

indication of which objectives are the most valuable learnings

to be emphasized in the course.

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-27-

All respondents felt that occupational Isrk experiences
prepare e student.ror her home and family life.es‘well'es for
a job, In nine eases the teachers pointed out that the girls
in child care areas of training learn skills of patience,
maturity, and handling children for the home as well as on the
Job. Forty per cent referred to more women working: so the
skilled learner in Job training is applicable to family‘lire.

-The program should have a dual purpose. It should pre-**
pare the student for gainful financial security by preparing
for an occupation, and it should better prepare for nethere
hood and homemnking. The teacher stresses preparation for
work, but the girls need to be ever. of the dual responsibility
of women today and somehow be prepared to cope with both. ‘Jeb
training should end can help prepare them. In this way. a
girl's treinlnq enables her to foresee the problems of managing
a Job plus other duties. the teachers‘ responses show.

The major areas included in Home Economics in secondary
schools are: personal and family relations: home management;
consumer,conpetencs and responsibility; care and guidance of
children; selection and care of the house, its furnishings
and equipment: clothing for individuals and families: and
food for individuals and families. These multifaceted offer-
ings are fundamental to a program Which must develop home-
makers who are knowledgeable and skilled in their diverfllfled
service to the family. with these major areas covered in '

class. the respondents felt that the student would hmVQ to be

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923*

trained for both home and family life.el well as a Job._
beceuSQ in most canes. the studont would have hnd these
closets before entering a Job training ;rorr¢o.

All home economics teachers now conducting courses in
vocational job tralning exgreoced thct this is of Value to
the Home Economics curriculum. Their reasons included the
need to get orientation for the working world, so that they
would better understand money and tire monngerent, and to give
the rcn-cnllppg hnupfl carl pnqgihla trclnln? for her future.

Mrs. ficfiuffoe from flollcfofitnine, Ohio 9‘15, ”Thore is
.no better wwy to teach money monafomcnt and time management:
becausc both nf theao none to the forevrcund in Job training.
Lexrninw values, needs, outlezce and maturity are easier if
a little money is avail ble or connected with it. Being
rasponsible t5 , job gives a girl better feelings than being
resoonsihle to a class.” .
‘ The teachers reported th*t Job trolnlnz in the Home
Economics curriculum gives a student in e genorel coure
definite training rathwr than gr durtlnr from hloh school
without Job skills. It definitely fills a used for the girl
kho is not going to college or working in a secretarial couroe.
‘Eony tea hers etwted their students have found e new enthusiasm
and enjoy this mothod of loornlnr.

The rcspcoses ShOfl that the teachers feel some orientation
to the working world will helm students undérotond the objiotlvel
of the program whee they are ready to decide which track to

follow.

 

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Tho respondents felt tho value of Job training in the
Home Econowics curriculum to be to train youth and adult. for
wage garning occupations that require home economioS'knowludgn
and skills that lead directly toward employment. Those train-
ing programs proparo persons to be child care workers. clothing
service workers; food service assistants, or homemaker's
assistants for home or-nuraiam homes.-

3. TiK 0????TUJITIFE 3ND CUTL007 FOR'GJC‘PGTICHS IQ
CGO::AATIVE EQLCQTIC§I

The number of students anrolled in the ooorerative job
training program has inoroaaed from 153 ih the 1965;66 school
year to a present tntnl of 369 students in Ohio.

The Opportunities are good for mony airls who ore not
going to oollnao and are not auto wh»t they want to do. 'Tho
scope of homo econozioo offaro odnontion for mwny arena of
omployrent voile at the some time, does not do-erohnsizo the
feminine role of heirz a woman and honennkor. It oon help
the young Virl adjust to the rnooorsitility she will hwve to
taco in the next fair or two. I I
- Ovor half of the tewchfirs hove Just started Job train-
ing this year in their home economics departments. In these
instances, they have not piwced girls on Jobs prior to this
year. This is why they ho'? no basis for answering the question
a. to the number of students continuing on the jobs they havo

been trained in after they graduate. Three teachers reported

their kirla marry after graduation and use their home

 

 

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-30-

and family living skill in their own home. The employers
were often discouraging, because after training these girls,
the girls would quit work after graduoticn leaving the emoloyor
to start over again.

Twenty-six per cent rooordod that their students con-
tinue the jobs they have been trained in after they
graduatod. One teacher reasonflent hnd only three out of
savnntoan girls eotloyed on Jobs continue in tho some Jobs
after grwduwtion. The remaining tenchors had not kept a
rocord of the atudonts they plicod on Jobs the previous year
in home economics Job training.

The opportunities and outloog for occupxtions in coop-
erative education seem to be much wider than the area now
being covered by the teachers conducting the plwoeaonts of
student! on their Jobs. The treateot author of Jobs the
tirls were trainad for and employed in ara tka Srecific
or... of child car. and food service. lfiere are many other
areal:in Hon. Economlcl that'eould also hov- great possibilities

for the future students in Job training.

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C EIAPTK‘ER V I
S” MARY AND IHPLICATIrHS
S III-I‘M ix. RY

The purpose of this study was to describe the types of
plans currently in uss for establishing a job training pro-
gram in Home Economics. The study was to describe the way in
which job training reinforces what has been learned in the-
homo economics classes to show the opportunities and
outlook for occupations in cooperative education. Thus I .
study was made of the methods and programs now in Operation
in the Ohio Vocational Home Economics classes.

In developing this study, a questionnaire was prepared.
From this questionnaire evidence was found that supported
the objectives of this problsm.

Twenty-five high schools have Job training for the
current 1963-66 programs wars used in this study. Then.
involved only the schools in Ohio that wore offering voc-
ational home economics at the local school level. Of the
twenty-five high schools receiving the questionnaire,
fifteen returned a completed questionnaire.

The respondents rcpressntsd the first or socond year of
teaching Job training in the Home Economics curriculum
which was sot-up to meet the local school demands.

The plans currently in use in establishing a job training
program in Home Economics varies with the communities and
tho school. The schools have the greatest number of girls

employed in the spocific areas of child care and food service.

 

 

 

 

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The stuzients chief interests and skills are the primary bases

for determinin:

f
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the type of job in which the student will
be placed. V
Joe training is reinforc~d' oy shut has been learned in
the home economics classes. The ground work is laid in the
Ho. masin3 classes before the student is placed on the Job.
In tr is wa;r tee teac.her help cs to prepare the student for both
homemaker and wa3e earner. The respondents felt that the job
training prepare the student for the workin3 world as well
as for money and tires mans ezent, w? ich had previously been
tau3ht in class. ‘_ .
In descri.in3 the opportunities and outlook for
occupatio us in coooera ive  eiucation, mich more or;3ani-
zation is needed. Tie Opportunities and 300i however, for
many girls who are not 3oin3 to colle3e and are not sure what
they want to do. It can help the young 3irls aijust to the
responsibility she will have to race in the next year or
two...ln many cases the respondents are trainin3 the students
for jobs that will not adequately prepare them for a secure

future.

IsinIC.IIC‘S. ‘ 3
THE results of this research have several implications
for the job training pro3 Tao in home sccnosicsi' The first
of these use the fact that the more aware the teacher is of
the needs in the community the better prepared she would be

to offer training for these types of jobs.

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' This resource indicated the home econOmics Job training

' would vary within each school system. The Job training offered

by the school would have to fit the types of students,

school and community. The resource people and the faciliies
available for use in sturtin3 job trainin3 help to decide

the types of plans used in setting-up the pr03ram. The

basis for determining the Job placement of the student

will again vary with the school and the teacher.

T he results of this research implied that there isra
lacking of suitable material for teaching job training. Two
possible explanations of these results are that the training
is new and printed material is not yet available.‘ A second
’ possible esplanstion is that the teacher and the community
would not be alike in any school system. Materiel that would
meet one teachers needs would not be suitable in another
teachers situation. Further investigation needs to be made
in this area to determine what material and resources would
be suitable for the courses offered in job training.

This research indicated that home economics job training
was re inforced in the home economics classes. Ens ground
work that is laid in Home Economics classes can be used to
build or relate to wage earning pregrams. This ground work
is laid in the Freshman, Sophmore or Janior year before
entering job training. Research has not been done to deter-
mine the amount of overlap from the Home Economics classes

that is use d in Job training.

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{he res-Hie ir 5131's} Liv-t the fumes 07' job *.rwi.r:.i.:"z;; is
Just in its planning stage. this erogrnm is needed because
of the ificressi.g gumber of unskillco workers being slaced
in our social and economic communities. Ifle stuficnt it
adequately treperefl may fit into meny of the evenings
aveileble in the home economics field. it is impliefl how-
ever, that (hie Job traini g is only filling two of the
areas available in the job trnimivg program, that of
chilé cmre and Food service.

Inlicatinns are that overall errvllseeis in the home-
making programs are centimvi g to incresse in some of the school
sistricte where Job training orcgrems were in erogress last
year. A larger grouo will be svxilable this year to farther
check this rcletionshin.

the research imolied th t the bees economies toaster is
one of the mast im ort fit contritutious to the program. she
is the person who will set no the sage eurri'g or” r m for the
sense]. The toschor Will be the person that will reisforce
whet has been lear.ed in grevious home economics classes

and who will lead and clan the future saocesw of the program.

 

 

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Sear tame Yocnzfist:

Sex: year l§G7-Gfl firs. £80355, the

3gporvissr for Jab Training, types to

the Toledu Sohscl 9yszem. cf

beca.se

Eran paracns already wurklnu

Iv

get help

training nrograus.

. R *i r... -'.
WAIL;QW av

ogeggicnneira about 3;

yea wuuld fill it o;t, and rntzzn is

self-addressed

Pens n de cannLt fill it cat plaaeq rfiLLIn it

envelape.

Thank yam, far yuur time.

envelspa by fincamher 20, lfififi, I

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fiufi7 buggpuc
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‘919qa, 95$
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naverue Bu, lwfio

Assiahanfi Suave
atnrz Jab Training
:”ia we mauld like

I 1

_n p;auuing Lf jgb

bwc I hope ycu will be

in a

u u I. 'c ' ‘ v- q 1‘:
13. 14116.1.»‘3; a.)

n “ ‘ '
atpzecia a it a.1‘

an in the atamfiefi,

fur any

in 1; me {-3116 1 93 mi

Sincerely,

\.,.
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Lo Jab training expar nsns Reva 3 338013 10, a general 3r an

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awweific
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What are your main objectivus

Bu Jub training experlsnces prwpgra a stxdant fer a jab only, or

doca it prepare her far bone and iu‘ily life as well as a Jobr

family and 33b

 

 

Is thare any V3146 in saving wage earning axgeriences in

con.gics Curriculum?

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m

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