THS CONTENT ANALYSIS OF A SENIOR HIGH SCHOOL HOME ECONOMICS TEXTBOOK by Carol A. Nizlek 1966 LIBRARY Michigan State University ' IO 4:. an i» mi ("m-.1 i >- ' -' 7 ' H... I I; ‘ 1 ISSUID TO .4. “'J I" V (i )9 MW STATE UMWRSOW L at HUMAN F—r‘“~‘*~-’ -VLILUH: ,Lg-‘J‘rka - .. _.; JUL: L’BR;\\R‘II CONTENT ANALYSIS OF A SENIOR HIGH SCIDOL HOME noononms TEXTBOOK in. PLACE IN RETURN BOX to remove this checkout from your record. TO AVOID FINES return on or before date due. MAY BE RECALLED with earlier due date if requested. DATE DUE DATE DUE 6/01 c:/ClRC/DateDue.p65-p.34 mat MICHIGAN STATE UNIVERSITY COLLEGE OF HOME ECONOMICS EAST LANSING, MICHIGAN ACKNOWLEDGMENTS The writer wishes to express her appreciation to Dr. William Marshall and Dr. Twyla Shear who guided the efforts of the researcher on this problem, and to Mrs. Thelma Hansen who served on the committee. Their encouragement and direc- tion made the study possible. TABLE OF CONTENTS Chapter: Page: I. INTRODUCTION . . . . . . . . . . . . . . 1 II. REVIEW OF LITERATURE . . .. . . . . . . 5 III. METHODOLOGY . . . . . . . . . . . . . 10 IV. FINDINGS . . . . . . . . . . . . . . . . 15 V. DISCUSSION OF FINDINGS . . . . . . . . . 34 VI. SUMMARY AND IMPLICATIONS . . . . . . . 38 BIBLIOGRAPHY . . . . . . . . . . . . . 41 APPENDIX 6 o o o o o o o o o o o o o o A” 1 iii 8'1 '. .Z'ITT”; 33‘ '71 if.» .11 FIAT." :ogsq . . T'I I . . -. . . . .' .' . . .. .. .. vrzorrouaoL-‘rw .I. a: . . . . . . . ‘TRUIAJZ-I’i‘ltl '10 '.‘.’.’§IVSM .21 Y DUJOUCT T 21M . :1: PI .. .I . . . . . . . . . . . .aomamm .‘n w: . . .. . . . . . . LOT/[(124171 <10 L-IOIBZUDBIG as. . . I. . . . . amoxr-Aomcmmma ysmmua -.1.' YHquoomsts . It; 0 I O C h I O I O O O O I XIGVTEICI‘IA. 1‘0“» o o o o o t o O I 0 O 0 0 O O CHAPTER I INTRODUCTION Four fundamental areas exist in studying curricula: objectives, subject matter. methods and organisation, and evalua- tion. All four are mutually dependent upon the kinds of answers which are being given in response to questions in each area. This problem will focus primarily on the area of subject matter. In recent years home economics education has become increasingly introspective in the sense of examining its objectives, subject matter, methods and evaluative techniques. Awareness of objectives underlying selection of subject matter is the first step, but equally important is the selection and use of material that is consistent with the desired outcomes. Tyler calls this element continuity or vertical reiteration of major curriculum elements. 3 Burton stresses that learning occurs through a variety of experi- ences which are unified around a core of accepted purposes. 4 lRalph Tyler. Basic Principles of Curriculum and Instruction, (Chicago: University of Chicago Press. 1950) p. 3. 2Helen Westlalte, "Teaching For Concepts and Generalizations In Home Economics Education, " American Voca- tional Journal (December. 1964) p. 17. 3'Tyler, p. 55. 4J. Burton, The Guidance of Learnigg Activities (New York: Appleton—Century-Crofts Inc. . 1962) l '.‘ ' r ’ ‘5 '3 '2"?! .14..) O i won ouoom'm :sluoi'i'wa gnivbuis si iaixs ess'is Isinsmshnu‘l 1110'! .0 i" . -sulsvs has .noiissinsgio has abodism .1aiism issidua .ssvppsrdo answens lo abniii srii noqu insbnsqsb vllsuium 9-15 mo} [IA 5 '1 .00“ .g ' ° ‘ ~ -. .-.. - ". 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It; I . CHAPTER 11 REVIEW OF LITERATURE Recent trends in the field of education have focused heavily on organizing subject matter into broader, more widely usable kinds of knowledge. With our highly accelerated pace of accumulating knowledge. it becomes crucial to sift out the signi- ficant material for curriculum planning. Unrelated bits of information and unsalable skills were indicative of a need to reevaluate home economics as a profession. A meaningful organization of knowledge is necessary if the worth of the knowledge is to be appreciated and its utility made apparent. Much can be done in syn- thesizing knowledge by introducing global concepts or ideas which tie together what may previously have been unrelated facts. 8 Bruner has written: "Organizing facts in terms of principles and ideas from which they may be inferred is the only known way of reducing ,the quick'rate of loss of human memory. "9 The "principles and ideas" were to become known in the discipline as concepts and generalizations. A v 8Paul Dressel, "The Role of Concepts In Planning The Curriculum. " Home Economics Seminar, (French Lick, Indiana, July 24-28, 1961) p. 8. 9Berenice Mallory, "Home Economics Curriculum Study. " reprinted from American Vocational Journal (Sept. , 1963. l 5 A 1959 national study of home economics in secondary schools gave Mpetus to the reevaluation of curriculum 10 The following year the White House Conference on material. Children and Youth focused more deeply on the need for better family life education. In 1961, at a meeting of the Home Economics Education Branch of the U.S. Office of Education, a decision was made to define basic concepts and generalizations in various areas of Home Economics. Until now. however, no effort has been made to examine the basic content resulting from home economics re- search and other new knowledge to get at what is funda- mental in terms of widely held common objectives of secondary school home economics teaching programs. 11 February 1961 was the date of the first HEEB meet- ing. The forty professionals present included deans, professors, teachers. and state and city supervisors. Their intention was to build a curriculum that would be structured around unifying con- cepts flexible in light of changing conditions and in various kinds of communities and that would facilitate evaluation of teaching processes. That same year. the Home Economics Division of the American Association of Land-Grant Colleges and State loBeulah, Coon. Home Economics in the Public Secondary Schools, Office of Education (Washington, D. C. , 1962) “Mallory. op. cit. Universities held a seminar on the potential usefulness of the "concept approach" in unifying educational material and many of the same HEEB professionals fsirnultaneously contributed to what was to become known as the French Lick Seminar. At the semi- nar, Dressel referred to Tyler's concept of a concept as, "the cognitive aspect of the curriculum as it is embraced in significant ideas inclusive of definitions, generalizations. principles and unifying or integrative words or phrases. "12 The ultimate function of concepts is "to improve learning because they permit the indi- vidual to organize the learning in which he engages, and they permit him to deal more intelligently with new situations. ”13 Two HEEB workshops were held in 1962. The con- cepts and generalizations for Family Relationships were outlined at Iowa State University by high school home economics teachers, home economics teacher educators, supervisors and subject matter I specialists such as psychologists and sociologists. In 1963 a workshop on the DeveIOpment of Children and Youth was conducted at Merril-Palmer Institute in Detroit)Michigan. The outlines which evolved contained concepts which were clarified by the sup- porting generalizations under the concept. lzDressel. p'. 11 l3Dressel, p. 12 .....s At each workshOp participants had an opportunity to review the content in the subject-matter area under consideration. They heard presentations by the subject-matter specialists, read current literature, examined recent research, and parti- cipcated in discussions of the subject area. After this they idenitifed concepts and developed general- izations which they felt defined a particular area of home economics. Following the workshops the concepts and generalizations were edited and re- vised by the Home Economics staff of the Office of Education on the basis of evaluation and sug- gestions by workshop participants. The materials were then reviewed by selected subject-matter specialists who had not attended the workshOps, and again revised in light of their suggestions. 14 Mallory, in defending and explaining the use of the outlines explains, It is readily seen that these are broad generali- zations, and that when used as a resource for curriculum materials they will need to be further defined. More specific generalizations may be identified which will provide one basis for plan- ning learning experiences appropriate for various grade levels. 15 Yet, one of the HEEB basic assumptions has been to devise an out- line which offered valuable resource material for curriculum construction. 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Us 11838 aofifiaub'fl in sumo .715.“ inf.‘ 3» P" ....- ' ' ' ‘. : " ,ainomqofsvsfl n":.'!u:)ii‘xu3” ”1.22 '53.. -:.-_ IOOADE \‘(Tfilg-'0358 3';- "1";_I.‘;..i_’-jgt-‘._;'"_:.t"_L-vf‘.i.i;"'”a". :' .- ' - ' '3 .qfw-‘y! ‘z “3.1; , .'.'- _'_ .‘. 'L ‘ '0’ l'. v University of Missouri to revise the existing concepts and generalizations and to organize them. It is assumed that the five outlines of concepts, with the broad supporting generalizations, are sufficiently comprehensive to provide a reservoir of basic ideas in all areas of home economics that state and local groups can use in developing curriculum resource materials. . .It must be re- cognized that the materials prepared can never be considered 'finished. "'16 l6Mallory, op. cit., p. 56. CHAPTER III METHODOLOGY Introduction A brief review of the literature on content analysis is undertaken in the first few pages of this chapter in order to introduce the method of content analysis used in this study. The definition of content analysis given in the Handbook of Social Psycholggy by Berelson is that content analysis is a scientific method of describing communication content in summary fashion. 17 By this definition the methodology used in the study was content analysis. However, other indices of the method indicate that the data and analysis must be: 1) quantifi- able, 2) objective, 3) systematic, and 4) limited to the manifest content of the communication. The latter requirement, called the syntactic and semantic requirement, limits analysis to the overt content rather than the latent meanings in comnmnication. However, content analysis frequently later serves as a basis for these "intentions" of the latent content. 18 ___f - l7Bernard Berelson, liandbook of Social Psycho- logy, (Cambridge, Mass.: Addison-Wesley Publishing Co. , Vol. 1, 1954) p. 488. lslbid” p. 489 10 11 The requirements of objectivity dictates that the classification categories be very precisely defined such that others can repeat the study with a high degree of reliability. By definition, the need to be objective demands a system which would minimize bias. Finally, quantification of the appearance of coded material may be done numerically or on a relative basis such as more or less. 19 Content analysis has been used to reveal propa- ganda, "read-ability, " style, reflection of interests, but most commonly it is employed to sort out the intentions and character- istics of the communicator. The fields of Psychology, English, and Political Science have made greater use of this method than other disciplines in general. The use of the method is rapidly increasing. Five major units of analysis have been used: 1) words, 23 themes, 3) characters, 49 items, and 5) space and time measures. 20 An assertion about subject matter is the "theme" unit and this was the major analytical unit in this study. The theme is among the most useful units of content analysis. . .but it is at the same time among the most difficult, especially if it is at all complicated (i. e. is more than a simple sentence). One elaborate complex 1911:2211.- 'p: 489 20 Ibid., p. 507 -.. 12 method of attacking this problem is to break the theme down into its components, analyze them, and reconstruct the ”theme" by a mechanical process. Two units of analysis may be identified: the re- cording unit and the context unit. The recording unit is the smallest volume of content and the context unit is the largest body of content that may be examined in classifying a recording unit. Frequently, the recording unit is a sentence while the con- text unit is a paragraph. The context unit may be considered in coding the recording unit. One of the major problems in the use of this method has been lack of attention to reliability (i. e. the repetition of the study by others will produce similar results. ) This situation occurs because saphisticated, complex categories lessen the likelihood of a high degree of reliability. Some recommendations might include: 1) simplification of the categories, 2) better-trained coders, 3) use of more precise coding rules and, 4) fuller illustrations of the categories. 22 These recommendations can help increase reliabi- lity only to the extent that reliable interpretations are made of the data. lebid., p. 508 22Ibid., p. 513 \ § \ l3 Larger units of content are usually as valid as smaller units for analysis and analysis should be done rather quickly and rather precisely. 23 It was stressed that the paragraph should be read for its major theme and a quick decision made as to its proper placement. This instruc- tion proved to be very important and had to be repeated, for difficulty arose when the judge began to analyze and reflect on the paragraph. 4 Content analysis may attempt to distinguish what is said or it may be an effort to determine how it is said. 25 The basic aim of this study was to' determine what is said in the text, but the quality and level of expression was also studied. Procedure Used The testbook selected for analysis had nine chapters which would apply to the concepts and generalizations under "Human Development and The Family. " The relevant chapters included: chapters 1, 2, 3, 7, 8. 9. 10, II, and 12. Thirty-five paragraphs were selected by choosing the second paragraph of every fifth page .4 fl W V 22mm” p. 513 ”Ibis 512 513 ...—1.! Po 0 24John Hudson, Content Analysis _of Selectegfj‘amily Life Education Textbooks Used At The Seggzxdagggiwi. Unpub- lished Ph. D. Dissertation (Ohio State University, 1955‘, p. 34. ZSBerelson. p. 510. 14 in the pertinent chapters, to determine which concepts might apply and which generalizations were incorporated within the paragraph. Not every paragraph illustrated these concepts and generaliza- tions. Judgments were made as carefully as possible, but rapidly. Once this coding of paragraphs was complete. they were critically compared to see how and to what extent the para- graphs actually evidenced the I-IEEB concepts and generalizations. This process was accomplished by describing the qualitative differences between the HEEB framework and the paragraph. Finally, the concepts and generalizations which were fourd to apply in the text. were tallied to determine which concepts and generalizations were not related to any of the para- graphs, and which ones seemed to draw more emphasis. CHAPTER IV FINDINGS This chapter contains the analysis of the thirty-five context units. The textbook paragraphs are quoted directly and labeled with the page number where they appear in Thresholds To Adult Living. The HEEB concepts and generali- zations which are interpreted by the researcher as being in the paragraph are listed below the paragraph on the right side of the page. Explanation of the selection of the concepts and generalizations. the degree of continuity between the unifying framework and the text, the level of expression, and the impli- cations of such text material for educators is described, as succinctly as possible. below the paragraph. Qualitative Analyses and Comparisons 1. Success depends on skill in living with others as well as in career. Many stories and plays are based on the failure of a person to achieve per- sonal success in his relation to others even though he may achieve success financially or as a politi- cal or social leader. p. 13 HEEB Ref.: III 9, 20 No mention is made in text about "maturity" per se or "socialization" per se. but the implication is that successful 15 16 living hinges on being able to use personal skills to interact successfully with others. The process of socialization is not described. nor are any means suggested to arrive at "success- ful living, " but its importance is stressed. It may be more helpful to let students try to realize what some social resources might be that could influence interaction or as Craig said, "skill in living." The level is specific, the tone is moralizing and the desired generalization is that successful living depends on getting along with others. This generalization is not specifically stated anywhere in the HEEB framework. 2. "Please‘huyone for me. too" said the friend, as his train pulled out. When the second young man re- turned from his trip, he was greeted by his friend, who said: "Your ticket won first prize. " "But how did you know which was which?" "Simplest thing in the world, " replied the honest man, "I put one ticket in an envelope marked with my name and the other in an envelope marked with your name. " p. 18 HEEB Ref.: 111 7,40, 16, 17, 19 This dialogue emphasizes values. The HEEB frame- work says "In ‘thepprocess of self-development the individual builds up a set of values which are important criteria for his decision- making, " and "the‘more accurately the individual perceives his values, the greater his ease in choosingamong alternatives. " The example is good and clear but the discussion of it would have to bring out all its ramificationsa-the need for clear, [conscious values, and'how such situations may develop feeli‘rigsbf self-respect. v79 l7 3. It is pathetic enough for a man to let his drinking habits control him, but it is worse to see a woman problem drinker headed for skid row. Here are the facts about women alcholics: The number of women alcholics has doubled in the last 20 years. p. 23 This statement. although it contains facts, is extremely moralizing. No attempt is made to interpret the facts for better understanding of some of the causes and consequences of this type of behavior either upon the individual, his family or society. 4. Opportunities for further education may be had on- the-job; in military service, in hospitals; in trade, technical, vocational, art and business schools, or in college. Courses may be taken by television or correspondence for pleasure or credit. The question is not, "What is the best school or college? " but, "What is the best type of further education for you? " p. 28 HEEB Ref. : II 6 III 10 The latter part of the paragraph mentions the fact that the best education depends on the individual and lends support to the concept that individuals differ in potentials. and offers some weak support for the idea that a mature person "is able to perceive and accept the world and himself realistically. " The example is more specific and concrete than the HEEB generalizations. 5. In the past an average student might have been accepted at one of the so-called "big name" colleges because one parent was graduated from that college, but since applications for college entrance have exceeded the 18 number of vacancies. a person must prove by high school record and special tests that he can do the work required by the college. Leading eastern colleges turn down four students capable of doing college work for each one they accept. An engineering student who is not accepted by a good engineering college as a freshman may enroll at a liberal arts college co-operating with an engineering college on a two-degree plan. After three years he can trans- fer to the engineering college and at the end of two more years he will have both the Bachelor of Arts and Bachelor of Science degrees. p. 33 This has little or no relevance to the HEEB con- cepts and generalizations. 6. From his little kitchen (now in the Ford Museum at Dearborn, Michigan) in Sharpsburg, Henry and his mother began distributing bottles of horse-radish, vinegar. pickles, and ketchup. One day while he was riding an elevated train in New York City, Henry noticed a sign, "21 Styles of Shoes. " From this he borrowed the idea for his slogan, "57 Varieties of Pure Foods. " which helped spread the fame of his organization around the world. p. 38 HEEB Ref.: III 9. ll, 15 The rather low-level example illustrates how an in- dividual made use of the resources available to him and that he is an open.dynamic system which affects and is affected by his environ- ment. Some support also is lent to the concept of creativity as "the capacity to innovate, invent, or reorganize elements in ways new to the individual." 7. Case Study: Jerry, good-looking and ambitious, always seemed to fall short of his goal. It caused a personality problem. p. 45 HEEB Ref.: 111 5. IO {'L' ) ..> I .‘ a".‘ .V ,f ' ...“. . " .~ ‘f'a‘ ' '2 0:,- ' r J ' 4 "-‘s I'lyjyt'sf‘..4':_j.i 3:715 ' V5 rigid yd {we tq‘ Jeum acsroq s .eoi may; .22 '2 ..“mm 2"" ' ' I ‘ " i ””1594“ ob and 9d 15d! siss) £99va :1» 53212727": Mr: 1.2:: M ' i , ' 2‘ p missess acibssd . iaslioa mi; (0' bunny-9'1 .2: $365? swsdho ssimhme we) nwob 211.31 .',"'."iI'.,-‘,'f.\i “19"“.13110 h 4. dj-qff.) 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J! {I 7" ' M ‘ 37 acts or in the solution of routine problems where no sustained thought nor high degree of judgment is involved. 28 This last sentence particularily emphasizes that such an approach does not usually provide an adequate basis for learning concepts and generalizations. Many of the case studies and descriptive materials requiring judgment seems low-level for people in their late teens. Certainly many con- cepts may be introduced at a relatively simple level, but upperclassmen in high school generally have greater ex- posure to family life problems than this material would presume. It needs to be noted that the HEEB framework and the text analyzed in this study appeared at about the same time. Therefore, the author of the book did not have the bene- fit of the work that had been accomplished on the HEEB framework. 28Dressel, p. ll .-~.—-..s CHAPTER VI SUMMARY AND IMPLICATIONS There are trends in the kind of subject matter emphasized in textbooks. For example, since World War I textbooks on the family have largely ignored the ethnological and historical treatment of subject matter, while emphasis shifted to social problems and relationships of the family. 29 However. research has not focused on whether the objectives in the family life textbooks are actually those that experts in the field consider important. Although textbooks are only one tool that the teacher has at her disposal, they play an important part in the educational process. With the increased emphasis on family life education in secondary schools. many teachers have found them- selves pressed into teaching in this area without pre- paration, experience or training. Consequently, the textbook takes on central importance for the teacher is likely to rely on its content as an outline and source for his teaching as well as to inform and motivate students. 30 2c)I-Iornell Hart, "Trends of Change in Textbooks on the Family" American J. of SociologVol 39. 1933-34 p. 224. 39thsodi:gp_.-cii., p. 18 38 , 0-- 39 The textbook then must be up-to-date and representative of vital concepts for these young people who walk out of the home econo- mics classroom into adult-marital roles. Teachers in general seem willing to accept the educational beliefs of leading Home Economics educators, but they seem to need help in applying them and in interpreting them. 31 The HEEB framework is certainly one resource which would need to be interpreted to teachers. This is not as simple as explain- ing "how" through concrete examples which they. might use in classroom teaching. Many of these generalizations would need to be clearly defined to teachers whose own knowledge is still largely within the boundaries of the skills in home economics. Perhaps the format of the concepts and generalizations is not very workable for teachers who are accustomed to curriculum guide behavioral objectives. rather than to the more abstract level of concepts and generalizations. However, an author of a family life textbook has no such defense. He should be able to write within a framework that he can make explicit. The major finding of this study, using Thresholds To Adult Living, illustrates the need to synthesize much of the existing writing and to make the concepts and generalizations more explicit. No one can give students concepts and generalizations .__ 31Barbara Clawson and Hildegarde Johnson, 'Application In The Classroom of Our Beliefs About Teaching," (Journal of Home Economics. February 1965). 40 They develop slowly outof many kinds of experiences, but the learning materials and the learning experiences must contain at least some meaningful guideposts for the learner so that he will eventually become aware of the concepts and generalizations. This study illustrates the limitations of various kinds of teaching resources and how necessary it is that there be effec- tive communication between educators at all levels. Objectives for any curriculum material need to be clear and usable. The HEEB framework does contain very broad kinds of statements but they can be pulled into some very meaningful, specific kinds of learning experiences, if I) professionals, including writers and teachers, are aware of the framework and 2) if they are willing and able to devise learning experiences which can relay these concepts and generalizations to the learner. Further research could investigate how this framework can best be presented to professionals for use in the classroom. BIB LIOGRAPHY Allport, Gordon, Pattern and Growth in Personali_ty, New York: Holt, Rinehart and Winston, 1961. American Home Economics Association. Concept Structuring Of Home Economics Education Curriculum, Report of Home Economis Teacher Education SeminaY(Univer- sity of Nevada, October 25-31, 1964) Berelson, Bernard, "Content Analysis" Handbook of Social MILD-1m. Cambridge, Mass.: Addison-Wesley Publishing Co. Vol. 1, 1954. Clawson, Barbara and Johnson, Hildegarde. "Application in the Classroom of Our Beliefs About Teaching," Journal of Home Economics, Fall, 1965. Desenberg, Bernard. A Survey of the Historical Trends In Ameri- can Textbooks in the Sociology of the Family, Ph D. Dissertation, Ohio State University, 1949. Dressel, Paul. "The Role of Concepts in Planning the Home Economics Curriculum, " Home Economics Seminar, French Lick, Indiana, July 24-28, 1961. Hart, Hornell. "Trends of Change In Textbooks on the Family, " American Journal of Sociology, Vol. 39, 1933-34. Hudson, John W. Content Analysis of Selected Family Life Educa- tion Textbooks Used at The Secondary Level. Ph D. Dissertation, Ohio State University, 1956. Mallory, Berenice. "Home Economics Curriculum Study," Reprint American Vocational Journal, Sept. , 1963. Mallory, Berenice. ”Curriculum Developments, " The Bulletin of the National Association of Secondary School Princi- pals, Washington, D. C. , Dec. 1964 41 ...- 42 Travers, Robert. An Introduction to Educational Research, New York: MacMillan Co. , 1964. "Content Analysis of the Values Appearing in Two Home Management Text Books for High School Students," Master's Problem, College of Home Economics: Michigan State University, 1960. Weic k, Eileen. Westlake, Helen. "Teaching for Concepts and Generalizations in Home Economics Education, ” American Voca- tional Journal, December, 1964. Appendix U.S. DEPARTMENT OF hEALTH, EDUCATION AND WELFARE Office of Education Bureau of Educational Assistance Programs Division of Vocational and Technical Education Professional Resources Unit Auxiliary Service Branch Washington, D. C. 20202 CURRICULUM RESOURCE MATERIAL Conceptual Framework and Generalizations in Home Economics The theory that the identification of basic concepts and generalizations would provide structure for various areas of home economics and valuable resource material for curriculum build- ing was accepted by those who met for a curriculum conference in 1961, and by others who attended the workshops which followed. A curriculum that is structured on unifying concepts is flexible and can be adjusted to local conditions and to changing conditions, both of which can affect the curriculum. Once the pertinent concepts and generalizations have been identified, the content to develop them can be chosen from among a wide range of possibilities. Also, a curriculum so structured can easily be reviewed in the light of new ideas and information; this would be useful in indicating research which might be needed and in suggesting new approaches to the curriculum. In addition, the identification of concepts and generalizations should facilitate the evaluzation of the teaching-learning process. This paper gives the outlines of concepts and generaliza- tions for home economics developed in the workshops held in 1962 and 1963, and brought together in the 1964 workshop. They are organized under the following headings: -- Human Development and the Family -- Home Management and Family Economics -- Food and Nutrition -- Textiles and Clothing -- Housing The terms concept and generalization are defined in many ways in writings on curriculum. Therefore, it is important to indicate how they are used in this material. Concepts are abstractions used to organize the world of objects and events into a smaller number of categories. They have many dimensions and meanings and constitute the recurrent themes which occur throughout the curriculum. Examples of concepts which appear in the following pages are: -- Development and socialization of the individual H -- Resources and their utilization -- Nature of Food Generalizations express an underlying truth, have an ele— ment of universality, and usually indicate relationships. Examples of generalizations which appear in this paper are: -- As more services are built into food, the control of industry over the kinds and quality of food increases while that of the home decreases. -- The attitudes and information of the meal planner about food and nutrition influence the nutritional adequacy of the food served. In developing the generalizations included in this paper, the following criteria were used as guidelines: -- The generalization is based on objective data, on experience, or on theory accepted by specialists in the field. -- The terms used have clear and precise meanings. -- The development of the generalization is an important task of the school. -- The generalization will provide insight in dealing with new situations in social and cultural learnings. -- There is a reasonable possibility of learners developing some understanding of the generalization through ex- periences in the home economics curriculum in the high school. Since these five outlines were developed by different groups, they are not entirely uniform. Three of the outlines are introduced with brief explanatory statements while the other two are not. The variations in the outline form under which the conceptual structure and generalizations are organized are evidence of the independent work of the subject-matter groups. All generalizations have an Ara- bic numeral. HUMAN DEVELOPMENT AND THE FAMILY The conceptual structure and generalizations for this out- line were developed from two separate outlines prepared in two separate workshOps--the Iowa State University workshOp which focused on Family Relationships, andnthe Merrill-Palmer workshop which focused on DeveIOpment of Children and Youth. The two out- lines were fused into one because to some extent they overlapped and because it was felt that a single outline would be more useful as re- source material for developing home economics secondary school courses or units of courses dealing with child growth and develop- ment, and with personal and family relationships. Numbers in parentheses appearing in certain statements of generalizations refer to the Glossary of Terms included at the end of this outline. I. Universality of individuals and families 1. In all known societies there is a recognized unit that assumes the functions of child bearing, child rearing, regulation of behavior, and economic support. 2. Cultural patterns are transmitted from one generation to another primarily through the family (I). III. 7. There are more similarities in family patterns within one culture than there are in family patterns of different cultures. Every known society and every individual has values which give direction to behavior and meaning to life. In all societies the individual's place within the society depends primarily upon age and sex. Within each individual there is an urge to grow (2) toward his fullest potential. There is a universal and irreversible pattern of individual human development (3). Uniqueness of individuals and families 1. 7. Each individual is unique and this uniqueness helps to account for variations in family units within the same culture. There is a reciprocal relationship between the family and society. Each individual family member affects and is affected by his family. Cultures differ according to what is considered acceptable and normal behavior. Since every individual, every family, and every society is unique, the process of socialization (4) is different for each individual. Each individual differs from every other individual in his inherent potentialities. Each individual is unique in his potentialities and in his pattern and rate of development. Development and socialization of the individual 1. Development is continuous and proceeds in an orderly sequence with periods of acceleration and deceleration occurring in each phase of development. 10. ll. 12. A-6 When one aspect of development is taking place at an accelerated rate, other aspects may seem to be on a plateau. Critical periods occur throughout the life span during which an individual's total development, or some as- pect of it, is particularly sensitive to environmental influences. The human organism has a great capacity for physical, mental, and social self-repair and for adaptability. To the extent that an individual's developmental needs are met as they occur, he is free to move toward his full potential. To the extent that an individual's developmental needs are met consistently and in an atmosphere of emotional warmth and love, he seems to develOp a basic trust in himself and in the world around him. Situations conducive to the develoPment of self-respect are those in which the individual is valued as a person of intrinsic worth and dignity. Maturation is change in structure that cannot be measured in amount by means of a standard measuring scale, but can be appraised by reference to an orderly sequence of qualities, features, or stages. Maturity is revealed in an individual's use of the re- sources available to him to develop his potentialities. A mature adult copes (5) with his environment, shows a certain unity of personality, and is able to perceive and accept the world and himself realistically. The human organism is an open, dynamic system, con- stantly taking in stimulation from its environment, and constantly behaving in response to the stimulation; such behavior, in turn, affects and changes the environment. Modeling (6) is a particularly effective technique for learning roles, attitudes, and values. 13. 15. 16. 17. 18. 19. 22. 23. 24. 25. When an individual experiences satisfaction from the results of a particular pattern of behavior, he is likely to incorporate that pattern into his behavior. The sense of self (7) grows gradually and continually as the individual participates in an ever-widening environment. Creativity is the capacity to innovate, invent, or reorganize elements in ways new to the individual. In the process of self-development the individual builds up a set of values which are important criteria for his decision making. Value systems are develOped as a person’s needs are met, as he thinks about and reacts to his experiences, and as he adjusts to change. Some of the most influential and compelling values are held unconsciously. The more accurately the individual perceives his values, the greater his ease in choosing among alternatives of action. Socialization results from a continuous interaction of the individual and his environment. An optimal atmosphere for the socialization process in our society seems to provide a combination of affection and control. Each person's behavior is influenced by the attitudes, values and interpretations of his environment that he has accumulated through his experiences. Values are learned from early and continued experiences in the family, with peer groups, and in the community. The needs of parents and children are sometimes com- plementary and at other times conflicting. The individual's interpretation of his own role (8) and of the roles of other family members influence his interaction within the family. 26. A-8 Families and communities share responsibility for offering children and youth opportunities for education, for maintaining physical and mental well-being, for recreation, for protection from danger, and for de- veloping religious faith. IV. Challenge and creative possibilities of change 1. Z. The task of socialization is more complex in societies where there is rapid social change. Social change resulting from technological advances, political strategy, and newly emerging or absorbed ideologies places strain on cohesion within and be- tween families. Individuals resist change. Change generally occurs first in the material aspects of culture; this in turn produces change in the non- material culture. Technological changes, advances in science, and im- proved communication and transportation have resulted in other social agencies assuming some of the responsi- bilities traditionally performed by the family. When individuals understand change and have some methods and resources for coping with it, they can be a force in de- termining the direction of change. Glossary of Terms The family in America: the basic social institution com- posed of persons united by ties of marriage, blood, adoption, or by common consent; characterized by com- mon residence and economic cooperation. Growth: change in amount or degree of a bodily attribute (structure) which can be measured by means of some standard measuring scale. Human deveIOpment: all processes of change both in the body itself (structure) and in its' behavior (function), from conception through old age. Socialization: a process whereby the individual learns the ways of a given culture; involves learning to know himself as well as his environment. Coping: purposeful problem-solving behavior. Modeling: the process whereby an individual incorporates into his own behavior the perceived behavior of another with whom he identifies intentionally or unintentionally. The self: a composite of the individual's thoughts, _ abilities, feelings, values, and perceptions of his roles, as well as his concept of himself. Role: a function assumed by an individual or a group in a particular situation. MICHIGAN STATE UNIVERSITY COLLEGE OF HOME ECONOMICS EAST LANSING, MICHIGAN Problem. M.A.l966 Nizlek. Carol A. Content Analysis of a Senior High School Home Economics Text- book II IIIIIII III IIIIII IIIIIII IIIIIII IIIII IIIII III I I.)